Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-27T12:56:01Z No. of bitstreams: 1 MariaAldeizaDaSilva_TESE.pdf: 2366088 bytes, checksum: b4625e3a3c843988a5cd9c9917aea41b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-31T11:23:52Z (GMT) No. of bitstreams: 1 MariaAldeizaDaSilva_TESE.pdf: 2366088 bytes, checksum: b4625e3a3c843988a5cd9c9917aea41b (MD5) / Made available in DSpace on 2017-01-31T11:23:52Z (GMT). No. of bitstreams: 1 MariaAldeizaDaSilva_TESE.pdf: 2366088 bytes, checksum: b4625e3a3c843988a5cd9c9917aea41b (MD5) Previous issue date: 2015-06-30 / Analisa a pol?tica de forma??o a dist?ncia de gestores de escolas p?blicas de educa??o b?sica do Rio Grande do Norte, no Curso de Especializa??o em Gest?o Escolar do Programa Nacional Escola de Gestores da Educa??o B?sica, a partir da possibilidade de contribui??o para a perspectiva te?rica e metodol?gica da gest?o democr?tica nos processos de organiza??o escolar, no per?odo de 2010 a 2012. Optou-se por uma abordagem metodol?gica dial?tica, a partir da compreens?o de uma determinada realidade concreta, considerando as convic??es pol?ticas e ideol?gicas do investigador e da pr?pria matriz do objeto de investiga??o, a fim de, mais especificamente: a) identificar a concep??o de gest?o escolar contemplada nas diretrizes do curso lato sensu de forma??o continuada de gestores, em face ? perspectiva de gest?o escolar democr?tica; b) analisar na compreens?o dos cursistas a perspectiva de contribui??o da forma??o continuada de gestores escolares para fortalecer o princ?pio da gest?o escolar democr?tica; e, c) analisar as estrat?gias de interven??o propostas pelos cursistas de forma??o continuada de gestores em suas rela??es com a perspectiva te?rica e metodol?gica de gest?o democr?tica. O campo emp?rico do estudo foi a plataforma Moodle, que hospeda tecnicamente o curso. Foram considerados sujeitos do estudo todos os cursistas que participaram do F?rum de discuss?o, das 10 turmas em forma??o, bem como aqueles que apresentaram trabalhos de conclus?o de curso sobre a tem?tica da democratiza??o da gest?o. Foram analisadas 252 mensagens de F?rum e 45 trabalhos, cujos resultados apontam para posi??es que divergem/convergem para o foco da forma??o, quais sejam: 1) os cursistas apontaram fragilidades no trabalho nas escolas com vistas a mobilizar o coletivo escolar para a realiza??o de pr?ticas de gest?o democr?tica; 2) indicam haver contradi??es entre a metodologia inovadora proposta para a forma??o, o conte?do organizado para o curso e as estrat?gias did?ticas e metodol?gicas aplicadas nas atividades, j? que os encaminhamentos conduzem ?s pr?ticas gerencialistas que v?o de encontro ao princ?pio norteador da forma??o; 3) nas concep??es de gest?o que permeiam o trabalho do gestor escolar, os cursistas fazem refer?ncias ? ?nfase em pr?ticas burocr?ticas e ao embate entre as concep??es gerencial e democr?tica; 4) os trabalhos cient?ficos finais dos cursistas apresentavam, em sua maioria, propostas de interven??o e nas a??es realizadas nos eixos Projeto Pol?tico-Pedag?gico, Gest?o Democr?tica Participativa e Conselho Escolar; 5) No que se refere ? modalidade EAD, chamam a aten??o os ?ndices de evas?o, motivados por dificuldades espec?ficas dos cursistas, por algumas pr?ticas formadoras ao longo do curso, bem como pelas condi??es dadas no correr do processo formativo. Portanto, o programa Escola de Gestores se constitui numa pol?tica p?blica de forma??o docente importante, que apresenta fundamentos sobre a gest?o democr?tica da escola e contribui positivamente para a revis?o de pr?ticas/concep??es, embora seja poss?vel evidenciar ainda contradi??es no processo que acabam, por sua vez, a conduzir para pr?ticas de gest?o gerencialista. / Analyze the politic of distance training of managers in the basic education of the public school in Rio Grande do Norte, specifically in the Specialized Course of Scholar Management from Programa Nacional Escola de Gestores da Educa??o B?sica, focusing on the possibility of contribution of the democratic management by the theoretical and methodological perspective in the process of scholar organization, from 2010 to 2012. To this work, a dialectic methodologic approach is used, comprehending a concrete reality, considering investigator political and ideological convictions and the object investigated, intending to: a) identify the conception of scholar management that is presented in the lato sensu course to the continuum training of managers, related to the democratic scholar manager; b) analyze the perspective of contribution of this continuum training of scholar managers to strengthen the principle of democratic scholar management by the students point of view; c) analyze intervention strategies proposed by continuum student training related to the democratic management theoretical and methodological perspective. The empiric field of study was Moodle platform that hosts this course. As students, it were considered people who participated in the forum, among 10 training groups, as well as those who presented their final work about the theme democratization of management. The corpus is composed by 252 messages posted in the forum and 45 researches, whose results point to the position that diverge/converge to the formation, they are: 1) students pointed fragilities in the work of the schools aiming to mobilize the scholar community to the realization of practices of democratic management; 2) they indicate contradictions among a new methodology proposed for the formation, the content organized to the course and the didactic and methodological strategies applied to the activities, because it were introduced to the management practices those that were beyond the principles that set out the formation; 3) in the conceptions of management that involves scholar manager work, student emphaticize bureaucratic practices and the conflicts between management and democratic conceptions; 4) students in their final scientific works showed, in general, proposes to intervene with actions in the Political-pedagogical Project, Participative Democratic Management and Scholar Council; 5) related to the distance education, the dropping out is detached due to students specific difficulties, for some training practices during the course, as well as by other situations during this formative process. Therefore, Escola de Gestores program consists in an important public political of teaching training that presents the bases to the democratic management of the school and contributes to the reviewing of the practices/conceptions, although it is possible to find out some contradictions in the process that conduct to the practices of managerialism.

Made available in DSpace on 2014-12-17T15:42:14Z (GMT). No. of bitstreams: 1 MayaraPDFC_DISSERT.pdf: 2965143 bytes, checksum: 5e0ca99fac2d51d77bee3a3e653f6b84 (MD5) Previous issue date: 2013-07-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The field of education is very rich and allows us to research in various aspects. The area of chemical education has been growing more and more, and an important aspect that has been researching this area is about the learning difficulties of students. The approach of the themes atomic structure and chemical bonds are developed in high school and have many problems that are often brought to higher education becoming an obstacle to the advancement of learning. It is necessary for these initial themes - the atomic structure and chemical bonds - are well understood by the student to the other contents of Chemistry will be understood more easily. This paper aims to describe, analyze errors and difficulties presented in the assessments of the discipline Atomic and Molecular Architecture, the students of the degree course in Chemistry - EAD, with respect to the contents of " Atomic Structure and Chemical Bonding ", by of the assessments made by the students and the Virtual Learning Environment (VLE), taking into account the activities , discussion forum and access to materials . AVA allows obtaining reports which were used to analyze regarding access / participation to assess their contribution to learning and its relation to the final result (pass / fail). It was observed that the most frequent errors in the assessments are related to the early part of the chemistry that is the understanding of atomic structure and evolution models. Students who accessed the extra material and participated in the activities and forums were students who achieved success in the course. Ie, the difficulties were emerging and the use of available teaching strategies, students could minimize such difficulties, making their performance in activities and assessments were better. Was also observed by attending the AVA, the discipline began with a large withdrawal from the page access as well as the frequency of face- evidence from observation in Listing presence of classroom assessments / O campo da educa??o ? muito rico e nos possibilita a investiga??o em v?rios aspectos. A ?rea de ensino de qu?mica vem crescendo cada vez mais, e um aspecto importante que essa ?rea vem pesquisando ? sobre as dificuldades de aprendizagem dos alunos. A abordagem dos temas estrutura at?mica e liga??es qu?micas s?o desenvolvidos no Ensino M?dio e apresentam muitos problemas que, muitas vezes, s?o trazidos para o ensino superior se tornando um obst?culo para o avan?o do aprendizado. ? necess?rio que esses temas iniciais a estrutura at?mica e as liga??es qu?micas sejam bem compreendidos pelo aluno para que os demais conte?dos de Qu?mica sejam entendidos com mais facilidade. Neste trabalho tem-se como objetivo geral, analisar os erros e as dificuldades apresentados nas avalia??es da disciplina Arquitetura At?mica e Molecular, dos alunos do curso de gradua??o em Qu?mica EAD, com rela??o ao conte?do de Estrutura At?mica e Liga??o Qu?mica , atrav?s das avalia??es realizadas pelos alunos e o Ambiente Virtual de Aprendizagem (AVA), levando em considera??o as atividades realizadas, discuss?o no f?rum e acesso aos materiais. O AVA permite a obten??o de relat?rios os quais foram utilizados para analisar quanto ao acesso/participa??o para avaliar sua contribui??o na aprendizagem e sua rela??o com o resultado final (aprovado/reprovado). Foi poss?vel observar que os erros mais frequentes nas avalia??es est?o relacionados ? parte inicial da qu?mica que ? a compreens?o da estrutura at?mica e a evolu??o dos modelos. Os alunos que acessaram o material extra e participaram das atividades e f?runs, foram os alunos que obtiveram aprova??o na disciplina. Ou seja, as dificuldades iam surgindo e ao utilizar as estrat?gias de ensino disponibilizadas, os alunos conseguiam minimizar tais dificuldades, fazendo com que o seu desempenho nas atividades e avalia??es fossem melhor. Tamb?m foi observado, atrav?s da frequ?ncia ao AVA, que a disciplina come?ou com uma grande desist?ncia desde o acesso ? p?gina como tamb?m ? frequ?ncia nas provas presenciais a partir da observa??o na listagem de presen?a das avalia??es presenciais

Made available in DSpace on 2014-12-17T15:46:18Z (GMT). No. of bitstreams: 1 FrancileneSMC.pdf: 2142638 bytes, checksum: d15bb38103a5f0254a3d318fdd10671a (MD5) Previous issue date: 2008-12-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The dissertation proposes a discussion about the instrumentality of the Social Work, in the attempt of visualizing her, as well as the profession, in a totality perspective to the light of the rationality critical-dialetical. Understood as the capacity that the professional subjects acquire of giving answers to the demands that are placed to the profession, itself built partner-historically, in a teleologys conflicts and causalitys. So, it is proposed the discussion of the instrumentality while a group of you know specific, composed essentially by the development of three practical-formative dimensions. The theoretical-methodological refers to the capacity of apprehension of the method and of the theories and, consequently, of the relationship that does with the practice. The dimension ethical-politics concerns the development of the capacity of analyzing the society and the own profession as field of contradictory forces, being considered the character eminently political of the professional exercise, as well as the professional's conscience concerning the social direction that prints in your intervention. And the technician-operative dimension refers more strictly to the technical elements and you score for the development of the intervention. It was looked for to evidence as those dimensions they attend in the professional exercise, starting from the experience lived by the social workers of the Social Attendance Reference Centers, in Natal/RN / A disserta??o prop?e uma discuss?o acerca da instrumentalidade do Servi?o Social, na tentativa de visualiz?-la, assim como a profiss?o, numa perspectiva de totalidade ? luz da racionalidade cr?tico-dial?tica. Entendida como a capacidade que os sujeitos profissionais adquirem de dar respostas ?s demandas que se colocam ? profiss?o, constroe-se s?cio-historicamente, num conflito de teleologias e causalidades. Prop?e-se, pois, a discuss?o da instrumentalidade enquanto um conjunto de saberes espec?ficos, composto essencialmente pelo desenvolvimento de tr?s dimens?es pr?tico-formativas. A te?rico-metodol?gica refere-se ? capacidade de apreens?o do m?todo e das teorias e, por conseguinte, da rela??o que faz com a pr?tica. A dimens?o ?tico-pol?tica diz respeito ao desenvolvimento da capacidade de analisar a sociedade e a pr?pria profiss?o como campo de for?as contradit?rias, considerando-se o car?ter eminentemente pol?tico do exerc?cio profissional, assim como a consci?ncia do profissional acerca da dire??o social que imprime em sua interven??o. E a dimens?o t?cnico-operativa refere-se mais estritamente aos elementos t?cnicos e instrumentais para o desenvolvimento da interven??o. Buscou-se evidenciar como essas dimens?es comparecem no exerc?cio profissional, a partir da experi?ncia vivenciada pelas assistentes sociais dos Centros de Refer?ncia da Assist?ncia Social CRAS, em Natal/RN

Made available in DSpace on 2014-12-17T14:46:44Z (GMT). No. of bitstreams: 1 RaionaraCAS_DISSERT.pdf: 5523923 bytes, checksum: 6dbc354dffeeccfc2f257e94b956f061 (MD5) Previous issue date: 2010-10-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The Family Health Strategy (ESF) is emerging as a possible restructuring of services and new practices of intervention in health care; it requires skilled professionals to work with that framework. Within this purpose, we established the Education Programme for Work and Health (PET-Sa?de), in order to integrate teaching and service activities, focusing on primary care. On this basis, the aim of this work is to apprehend the social representation of nurse, doctor and dentist (Project PET-Natal Health RN preceptors) on the ESF, while practice field of them. It is a descriptive and exploratory study, with a qualitative approach, carried out in 07 Family Health Units (USF) included in the PET-Sa?de Natal (RN). The population was composed of 35 professional components of the primary care team with bachelor's degree of the USF linked to this project. The sample was composed of 05 nurses, 05 physicians and 05 dentists, for a total of 15 subjects. Data were collected through three instruments: the drawing-themed story, a semi-structured individual interviews and field diary. The data relating to the identification of the subjects were entered and tabulated by the Microsoft Excel software 2007 version. The drawing analysis and interpretation is given by the significance attributed to the resource chart from title and keywords assigned by the subjects, considering the ESF as an inductive term. The stories and interviews were transcribed and typed and then subjected to read/listen the material and a lexical analysis through Alceste. After this process, the discursive material was analyzed and discussed by theoretical and methodological feature of the Social Representations theory. The majority of health professionals were female, aged between 46 and 52 years old, married, income less than six minimum wage, time since graduation ranged from 22 to 29 years and working time in the ESF range from 02 to 11 years. From the classification system ALCESTE were selected categories identified by: Category 1 - ESF: relations and territory; Category 2 - Training and bond profile; Category 3 - Working process in the ESF; Category 4 - Articulation between teaching and service; Category 5 - Health care and disease prevention. The representational field construction, while a process, followed the logic of structural cores in existing categories. In this sense, it is clear that the ESF is an environment rich in diversity, experience and relationships with potential such as the relationship "very subject-subject" and the link established between professional-community, but also has some weaknesses such as poor working conditions, lack of popular participation and management support, thus difficulties in the achievement of teamwork. Being essential to that end, the teaching-service aimed at the formation of a new health professional able to work in the ESF. In this research, the training of the representational field encountered a diversity of structural cores, or thoughts on training, about the ESF because of the greater emphasis on the here and now of the interaction between health professionals, the ESF, the community, PET Health-UFRN and students, emphasizing that such proposals are still considered as concepts in the context of recent health and that, therefore, are not fully realized in the social imaginary / A Estrat?gia de Sa?de da Fam?lia (ESF) emerge como uma possibilidade de reestrutura??o dos servi?os e de novas pr?ticas de interven??o na aten??o ? sa?de, requerendo profissionais capacitados para atuarem nesse ?mbito. Para tal, foi institu?do o Programa de Educa??o pelo Trabalho e para a Sa?de (PET-Sa?de), visando integrar a??es ensino-servi?o, com foco na aten??o b?sica. Com base nisso, definiu-se como objetivo desse trabalho apreender a representa??o social do enfermeiro, m?dico e odont?logo (preceptores do projeto PET-Sa?de Natal RN) sobre a ESF, enquanto campo de pr?tica dos mesmos. Estudo descritivo-explorat?rio, de abordagem qualitativa, realizado em 07 Unidades de Sa?de da Fam?lia (USF) que integram o PET-Sa?de Natal (RN). A popula??o foi composta por 35 profissionais das equipes b?sicas de n?vel superior das USFs vinculadas ao referido projeto. A amostra consistiu em 05 enfermeiros, 05 m?dicos e 05 odont?logos, perfazendo um total de 15 sujeitos. Os dados foram coletados atrav?s de tr?s instrumentos: o desenho-est?ria com tema, a entrevista individual semi-estruturada e o di?rio de campo. Os dados referentes ? identifica??o dos sujeitos foram digitados e tabulados pelo software Microsoft Excel vers?o 2007. A an?lise e interpreta??o dos desenhos deram-se pela significa??o atribu?da ao recurso gr?fico a partir do t?tulo e das palavras-chave atribu?das pelos sujeitos, tendo a ESF como termo indutor. As est?rias e entrevistas transcritas e digitadas foram submetidas ? leitura/escuta flutuante do material e ? an?lise l?xica do ALCESTE. Terminado esse processo, o material discursivo foi analisado e discutido mediante o recurso te?rico-metodol?gico da Teoria das Representa??es Sociais. A maioria dos profissionais era do sexo feminino, com idade entre 46 e 52 anos, casados, renda m?nima de 6 sal?rios, tempo de formado entre 22 e 29 anos e de trabalho na ESF variando de 02 a 11 anos. A partir do sistema de classifica??o do ALCESTE foram elegidas as categorias identificadas por: Categoria 1 ESF: rela??es e territ?rio; Categoria 2 Forma??o e desenho do v?nculo; Categoria 3 Processos de trabalho na ESF; Categoria 4 Articula??o ensino-servi?o; Categoria 5 Aten??o ? sa?de e preven??o de doen?as. A constru??o do campo representacional, enquanto processo, seguiu a l?gica dos n?cleos estruturantes existentes nas categorias. Nesse sentido, inferiu-se que a ESF ? um ambiente com potencialidades como a rela??o muito sujeito-sujeito e o v?nculo estabelecidos entre profissional-comunidade, mas que tamb?m apresenta algumas fragilidades como prec?rias condi??es de trabalho, falta de participa??o popular e apoio da gest?o, al?m de dificuldades na realiza??o do trabalho em equipe. Sendo imprescind?vel, para tal, a articula??o ensino-servi?o com vistas ? forma??o de um novo profissional de sa?de apto para o trabalho na ESF. Nessa pesquisa, a forma??o do campo representacional encontrou uma diversidade de n?cleos estruturantes, ou pensamentos em forma??o, acerca da ESF devido ? maior ?nfase dada ao aqui-e-agora da intera??o entre os profissionais de sa?de, a ESF, a comunidade, o PET-Sa?de e os discentes da UFRN, ressaltando-se que tais propostas ainda s?o conceitos considerados como recentes no contexto da sa?de e que, portanto, n?o est?o totalmente concretizados no imagin?rio social