This thesis is a collection of seven papers reporting a research effort that started in January 1999. The theme of the thesis is interaction support for mobile CSCW (Computer Supported Cooperative Work). The interest in this theme is motivated by the trend towards a networked and nomadic society, the technical trends towards embedded, ubiquitous, and mobile technology, and the emergence of mobile CSCW settings. It is also motivated by current trends within the area of CSCW to focus on actual work practices, invisible and ubiquitous computer support, and mobile work settings where interaction with others is critical to get the work done. For some time now mobile technology has been widely used to support dispersed mobile interaction, and recently the importance of co-located ”mobile meetings” to get the work done, has been recognized in the area of CSCW. However, current technology is not well suited when it comes to support interaction in mobile work settings across co-located and dispersed settings. Here, this problem is approached from an informatics perspective. Informatics can be described as a theory and design oriented study of information technology use. The scope of this thesis can be defined as understanding transformations of work practice through the use of mobile technology, and how it might be supported. The overall research question is: What are the specific needs of interaction support related to mobile meetings and dispersed interaction, how might these be supported, and what are the implications for current interaction models and support within CSCW? To answer this question several activities have been undertaken. This thesis contains empirical studies of mobile work among service technicians at Telia Nära, models of mobility and mobile meetings, and design and evaluations of a prototype system called RoamWare. The overall conclusions related to the question stated in this thesis are that mobile interaction can be described as ongoing across mobile meetings, including both co-located face-to-face and dispersed interaction. Further, the interaction is maintained by the mobile workers through their efforts of re-establishing different threads of interaction across co-located and dispersed settings. Overall: There is a need to bridge co-located and dispersed meetings with sustained interaction support. Concerning the second part of the overall research question one conclusion is that sustained interaction across co-located and dispersed settings can be supported with mobile physical/virtual meetings support systems through the use of personal and public interaction histories. To illustrate and test this idea a prototype system called RoamWare was developed. However, evaluations of RoamWare revealed that synchronous support for sustained interaction divides users’ attention between co-located and dispersed interaction. As a consequence a second version of RoamWare was developed as an unobtrusive support for sustained interaction in between mobile meetings through seamless reestablishment of different threads of interaction, by offering support for converting interaction histories into project contexts. Finally, and according to the last part of the question stated above, this thesis concludes that current session management models need to be extended to handle sustained and dynamic sessions of interaction across co-located and dispersed mobile meetings and that, techniques for addressing groups need to be extended to enable dynamic addressing of participants in co-located mobile meeting. Finally, the exploration of how to support sustained interaction in between mobile meetings reveals important aspects to consider when trying to automatically frame spontaneous interaction with mobile technology. Directions for future work include questions of how to design filters to support: maintenance, participation in, and negotiation about participation in between, different mobile meetings. Further, more work is needed related to how to capture spontaneous face-to-face interaction technically. Finally, new methods are needed to enable good evaluations of the impact of IT in mobile work settings.

The purpose of this study was to investigate perceptions of self-initiated professional development of English language teachers at English Language School of BaSkent University. Within this framework, teachers&amp / #8217 / attitudes towards their professional development, their perceptions of major professional development activities, and the factors that hinder change and growth in teachers were investigated. The data collection instrument used was a questionnaire administered to 110 English language teachers at BaSkent University. The questionnaire consisted of both open-ended and close-ended items and the data collected were analyzed descriptively to understand the general trends and differences among teachers. The data analysis revealed that the teachers agreed with most of the concepts that reflect the importance of professional development. In addition, they were aware of the importance of major professional development activities for their growth. However, peer observation and action research, which are developmental activities, were not favoured as much as the other activities. In addition, it was found that the teachers did not make use of the activities as much as they gave importance to. Furthermore, teachers showed significant differences in importance given to and making use of the activities by the background variables. Female teachers, young teachers and the teachers who do not have much experience seemed to give more importance to and actualize some of the professional development activities more than the other teachers. Meanwhile, it was also noted that the listed factors that hinder growth were all found important by the teachers. The most important impediments to growth were indicated as excessive workload, lack of self-motivation and lack of institutional support for professional development.

網路購物興盛、社群網站湧現以及資訊搜尋的方便性，持續性資訊搜尋成為購買決策很重要的影響因素。本研究先蒐集相關文獻與彙整搜尋動機的元素，共包括九種資訊搜尋動機，分別是：探索動機、滿足動機、價值動機、思想動機、產品提供豐富度、產品資訊提供、方便性、角色動機以及社交動機，並將這九種元素歸納為三種資訊搜尋動機，分別是：享樂性、功利性以及社交性，再探討搜尋動機與持續性社群網路資訊搜尋對購買意圖的影響關係。本研究透過網路發放問卷，有效樣本共480份，採用量化分析，並以最小平方法(PLS)進行有效樣本之實證分析。 本研究經因素分析發現，探索動機與滿足動機同屬於一種構面，本研究將此構面命名為：「探索滿足」；產品提供豐富度、產品資訊提供、方便性同屬於一種構面，本研究將此構面命名為：「資訊可得」；角色動機與社交動機同屬於一種構面，本研究將此構面命名為：「社交需求」。此外，在思想動機與價值動機方面，本研究則是分別重新將這兩種構面命名為：「資訊潮流」與「優惠需求」，以更符合理論邏輯與這兩種因素的意涵。 本研究結果顯示：研究分析歸納的五種資訊搜尋動機：探索滿足、資訊潮流、資訊可得、優惠需求、社交需求，對於持續性社群網路資訊搜尋皆具有正向的影響；持續性社群網路資訊搜尋對購買意圖亦具有正向的影響關係，而產品需求強度對於持續性社群網路資訊搜尋與購買意圖之間的關係則是不具有調節效果。這代表無論消費者對於產品是否有需求，只要平時在社群網站上瀏覽到產品的相關資訊時，就能影響人們購買意圖的產生，這間接證實了非計劃購買發生的可能，也突顯了持續性資訊搜尋的重要性。最後，本研究結果期望可以提供個人或業者於社群網站上的產品銷售策略之經營與學術未來研究之方向。 / Due to the flourishing of Internet shopping, the emergence of social network sites and the convenience of information search, ongoing search has become a very important purchase decision factors. In this study, we collected relevant literature and aggregated a total of nine kinds of search motivations, namely: adventure, gratification, value, idea, product offerings, product information, convenience, role and social. The nine search motivations are summarized into three search motivations, namely: hedonic, utilitarian and sociality. Then, we explore the effect relationship for the search motivations and ongoing social network information search to the purchase intentions. Then, we did questionnaires via the internet and a total of 480 valid samples were received, after that, we used quantitative analysis and used partial least square (PLS) to conduct empirical analysis. By factor analysis, we found that adventure motivation and gratification motivation belonged to the same factor, we named “exploration meet”. Product offerings, product information and convenience motivation belonged to the same factor, we named “information availability”. Role motivation and social motivation belonged to the same factor, we named “social needs”. In addition, we re-named idea motivation to “information trend” and value motivation to “preferential needs” to make these two kinds of factors be more consistent with logical and theoretical implications. The result of this study showed that the five kinds of search motivations: exploration meet, information trend, information availability, preferential needs and social needs all had positive impacts on ongoing social information search. Ongoing social information also had positive impacts on purchase intentions. But the product needs intensity didn’t have a moderating effect between ongoing social information search and purchase intentions, this result not only indirectly confirmed possibility of unplanned purchase, but also highlighted the importance of ongoing search. Finally, the results of this study could be expected to provide marketing strategy for persons or industries on the social network sites and could be referred for the future of academic research.

In South Africa today, the challenge is to redress past inequalities and to transform the higher education system. This transformation of the higher education system is necessary in order to serve a new social order. The introduction of outcomes-based education and training requires a new approach to education, including the process of assessment. An outcomes-based approach to education and training focuses on continuous assessment through the use of a range of assessment methods. The Ministry of Education tasked the National Department of Education to embark on a review of their academic programmes. This review has been in response to register programmes on the National Qualifications Framework. This review has also been part of an attempt to improve the quality of qualifications. In most learning organisations, assessment and learning have always been closely related. If assessment has not simply been seen as the end point in learning but has been an important component in the design of the learning process itself, this statement will be severely tested by the movement towards an outcomes model for education and training. The primary aim of the study was to develop a conceptual model for the management of the impleme tation of a continuous assessment plan in a university of technology by means of aliterature study and an empirical investigation. Currently, information regarding the conceptualisation of this topic is inadequate and vague. If the nature of the complexities involved in the management and implementation of CASS at universities of technology are known, a conceptualised model can be developed for the effective management of the implementation thereof. The implementation of an integrated model of assessment requires the creation of an enabling environment in which the model can be implemented. This study has found that this is not true for many universities of technology, as: • programme design still rests on subjects that are not aimed at outcome-based models; • administrative systems are not designed to accommodate the recording of continuous assessments; • students, lecturers and other stakeholders have not undergone the necessary training regarding the change in paradigm from content-based to outcomebased education; and • policy regarding modularisation and continuous assessment has not yet been defined and implemented. The study serves to present a useable model for the management of the implementation of continuous assessment at universities of technology. The study is based on a balanced opinion as the experiences of both lecturers and students were investigated by means of structured questionnaires. The findings were verified by means of a focus group interview with administrative staff involved with continuous assessment. The model that was developed is a usable model as it was subjected to a number of verification tests. / Thesis (Ph.D. (Teaching and Learning))--North-West University, Vaal Triangle Campus, 2008.

Autismspektrumtillstånd kännetecknas av kärnsymtomen stereotypa, repetitiva beteenden samt nedsatt förmåga att kunna hantera sociala relationer. Diagnostisering försvåras dock av att inga biomarkörer finns tillgängliga än. Forskning pågår för att få klarhet i patofysiologiska mekanismer, där funna defekta gener ger en bild av ökade svårigheter för nervcellen att reglera signaler efter behov. Behandling som riktar sig mot kärnsymtomen vid autismspektrumtillstånd finns ej, men forskning pågår för att hitta lämpliga läkemedel. Syftet med detta arbete var att sammanställa senaste forskningen inom detta område, via sökning efter dubbelblinda randomiserade kontrollerade studier, för att utvärdera om något läkemedel kommer finnas på marknaden inom en snar framtid. Studier med D-vitamin, bumetanid (diuretikum), suramin (antipurinergt), memantin ”extended release” (mot Alzheimers sjukdom), metylerad vitamin B12 och celecoxib (anti-inflammatoriskt) som adjuvans till risperidon (neuroleptikum) utvärderades för effekten på kärnsymtom vid autismspektrumtillstånd. Bumetanid, som är ett loop-diuretikum, var det läkemedel som kommit längre än övriga. Om även fas 3 ger positiva resultat så finns möjligheten att detta kan släppas på europeiska marknaden om några år för behandling av kärnsymtom vid autismspektrumtillstånd. Övriga substanser var i ett mycket tidigt utvecklingsstadium. / Autism spectrum disorder is characterised by the core symptoms stereotypic, repetitive behaviors and impaired ability to handle social relationships. Diagnostics, however, is complicated by the fact that no biomarkers are available yet, i.e. one cannot take a blood test to decide if the individual can be diagnosed with autism spectrum disorder. Research, however, is ongoing in this field hopefully also leading to markers that can be used when evaluating degree of severity during clinical research where potential pharmaceuticals are evaluated in humans. Research is ongoing to clarify pathophysiological mechanisms. Identified clusters of defective genes suggest increased difficulties of nerve cells to regulate signals as needed. For example, excitation or inhibition of nerve cells can be enhanced. Treatment aimed at the core symptoms of autism spectrum disorder is not available, but research is ongoing to find suitable drugs. The purpose of this work was to compile the latest research in this area through a search for doubleblinded randomized controlled studies to evaluate whether any drug will be available on the market in the near future. Studies with vitamin D, bumetanide (diuretic), suramin (antipurinergic), memantine “extended release” formulation (Alzheimer’s disease drug), methylated vitamin B12 and celecoxib (anti-inflammatory) as adjuvant to risperidone (neuroleptic) were evaluated for the effect on core symptoms in autism spectrum disorder. Bumetanide, which is a loop-diuretic, is the drug that has come further than the rest. If the continued development of this drug also gives positive results, there is the possibility that this drug can be released on the European market in a few years, for treatment of core symtoms. The other substances evaluated were at a very early stage of development. Some of these, however, can be of extra interest. For example D‑vitamin which can have some potential effect. Also it gives minimal side effects.

Made available in DSpace on 2016-08-03T16:15:45Z (GMT). No. of bitstreams: 1 EMM.pdf: 688789 bytes, checksum: 63484986ec1b648808af6163889ac6bc (MD5) Previous issue date: 2014-03-18 / This research deals with the policy for continuing education in teaching service implemented between 1989 and 1992 in the city of São Paulo, during the administration of Mayor Luiza Erundina, with Professor Paulo Freire as head of the Municipal Department of Education in the initial years of hers management. Such policy marked the beginning of the consolidation of achievements, as the result of many Brazilian educators long struggle for changes in Brazilian education. Erundina and Freire represented the possibility of achieving structural changes in education, in a period of great political effervescence of brazilian society. The conquest of space for training at the school in a democratic manner and with the participation of teachers responded to a major demand of that fight. For better understanding of the implementation of this teacher education policy process, we conduct a qualitative research based on documents and literature followed by a field survey with a small set of questions that served as a starting point for conducting an epistemological circle, involving educators who somehow participated in this policy. In this way, we attempted to compose an overview of the concepts that gave support to that policy, allowing an analysis of the actions that have been developed. / Este trabalho de pesquisa trata da política voltada para a formação continuada em serviço docente cujo período de implantação aconteceu entre 1989 e 1992 na cidade de São Paulo, durante a administração da prefeita Luíza Erundina, que teve à frente da Secretaria Municipal de Educação, nos anos iniciais de sua gestão, o professor Paulo Freire. Tal política marcou o início do processo de consolidação de conquistas, como resultado de longa luta de muitos educadores brasileiros por mudanças na educação. Erundina e Freire representaram a possibilidade da concretização de transformações estruturais na educação em um período de grande efervescência política da sociedade brasileira. A conquista de um espaço para formação na escola, de forma democrática e com a participação dos docentes representava uma das grandes bandeiras desta luta. Para melhor compreensão do processo de implantação desta política de formação docente em serviço, optamos por realizar uma pesquisa qualitativa a partir de documentos e estudo bibliográfico seguida de uma pesquisa de campo a partir de um pequeno roteiro de questões que serviram como ponto de partida para a realização de um círculo epistemológico, envolvendo educadores que de alguma forma participaram desta política; buscando compor, dessa maneira, um panorama das concepções que deram sustentação a esta política pública possibilitando uma análise das ações que foram desenvolvidas.

Submitted by Simone Souza (simonecgsouza@hotmail.com) on 2017-10-13T15:40:55Z No. of bitstreams: 1 DISS_2014_Marcello Victor Monteiro Dondo.pdf: 1337135 bytes, checksum: 457996e9b77abfd8e0707f729e9c2baa (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-11-07T11:32:21Z (GMT) No. of bitstreams: 1 DISS_2014_Marcello Victor Monteiro Dondo.pdf: 1337135 bytes, checksum: 457996e9b77abfd8e0707f729e9c2baa (MD5) / Made available in DSpace on 2017-11-07T11:32:21Z (GMT). No. of bitstreams: 1 DISS_2014_Marcello Victor Monteiro Dondo.pdf: 1337135 bytes, checksum: 457996e9b77abfd8e0707f729e9c2baa (MD5) Previous issue date: 2014-08-22 / Nos termos da Política Nacional de Resíduos Sólidos (Lei Nº 12.305 de 2010) e da Resolução do Conselho Nacional do Meio Ambiente Nº 307 de 2002, os resíduos da construção civil (RCC) são aqueles gerados nas construções, reformas, ampliações e reparos de obras de construção civil, incluídos os resultantes da preparação e escavação de terrenos para obras civis sendo de responsabilidade do gerador, transportador, receptor e beneficiador. O trabalho visa avaliar a gestão dos resíduos da construção civil nos municípios de Cuiabá e Várzea Grande, em termos quali-quantitativas, bem como apresentar recomendações para o aperfeiçoamento da gestão de resíduos, exequíveis às municipalidades mato-grossenses. De acordo com o objeto de estudo, para avaliar as nuanças da indústria da construção civil, no que tange aos resíduos da construção civil, elegeu-se as obras de engenharia civil, oriundas dos proponentes públicos e privados, localizadas dentro do perímetro urbano de Cuiabá e Várzea Grande, na modalidade novas construções em andamento, no período de junho de 2012 a junho de 2013, no setor da habitação. Para tanto, foram realizados estudos de caso com aplicação de questionários e levantamentos junto aos órgãos oficiais públicos e privados, canteiro de obras com utilização de estatística descritiva. Diante das obras investigadas e cálculos estatísticos, Cuiabá apresenta geração estimada de resíduos da construção civil de 1.085.500 Kg por dia, contra 609.500 Kg por dia em Várzea Grande. Já, as estimativas de geração de resíduos da construção civil, devido metodologia empregada, para novas construções em andamento, no setor da habitação, de grandes volumes, com áreas acima de 12.000 m², em Cuiabá e Várzea Grande, respectivamente, são 130.850 e 72.770 Kg por dia. / According to National Waste Solid Politic (Law Nº 12.305/2010) and Environmental Council Resolution Nº 307/2002, waste construction generated in buildings, renovations, extensions and repairs construction, including those resulting from the preparation and excavation belongs to generator, transporter, receiver and processor. The proposed is to evaluate the waste construction management works in Cuiabá and Várzea Grande, through qualitative and quantitative terms, as well offer recommendations for improving the waste management enforceable to Mato Grosso cities. According to the object, to evaluate the construction industry, about waste construction, was elected civil engineering construction, coming from public and private sector, located within the cities of Cuiabá and Várzea Grande, modality new ongoing constructions type, from June/2012 to June/2013, concern dwelling sector. Thus, it will be done: studies with questionnaires and surveys of qualitative and quantitative data with public and private official agencies, buildings and also using descriptive statistics. Through the constructions studied and statistics calculation, waste construction estimated in Cuiabá is 1.085.500 Kg daily, versus 609.500 Kg daily in Várzea Grande. Estimates of generating for new constructions in progress, of housing sector, with large volumes, more than 12.000 m², is 130.850 Kg and 72.770 Kg daily, respectively, according to the methodology use, in Cuiaba and Várzea Grande.

Inserida na linha de pesquisa \"Racionalidade jurídica e direitos fundamentais na construção do Estado Democrático de Direito\", esta dissertação problematiza o flagrante de crime permanente como fundamento de restrição ao direito fundamental à inviolabilidade domiciliar. Predominante na jurisprudência, este parâmetro sofreu recente crítica e reformulação do STF no julgamento do RE 603.616/RO, que fixou o tema 280 da sistemática da repercussão geral. Trabalhando na fronteira entre a teoria do direito e a hermenêutica constitucional e buscando identificar pontos de convergência e de divergência entre ambas, este estudo revisa o tratamento doutrinário brasileiro atual referente à violação de domicílio e propõe, em seguida, outra perspectiva teórica a partir das categorias analíticas dos direitos fundamentais de Robert Alexy e de Virgílio Afonso da Silva. Após adotar o âmbito de proteção prima facie amplo dos direitos fundamentais e a teoria externa das restrições, admite expressamente a inviolabilidade domiciliar como princípio que admite restrição em casos concretos, o que não significa enfraquecimento, mas, ao contrário, fortalecimento da proteção, na medida em que exige maior racionalidade argumentativa e permite mais ampla participação e controle intersubjetivo dos fundamentos decisórios. Em seguida, o estudo avalia as repercussões dessa proposta teórica no processo penal de matriz acusatória, discute a questão da verdade no processo penal, os fundamentos ético políticos das proibições de prova e sugere categorias diversas do flagrante de crime permanente como justificativas plausíveis de restrição. Por fim, examina o acórdão que fixou o tema 280, explicitando a tensão criada com a jurisprudência ora dominante. / Within the \"Legal rationality and fundamental rights in the construction of the Democratic Rule of Law\" research line, this dissertation problematizes the flagrante delicto of ongoing crimes as a justification for constraining the fundamental right to domicile inviolability. Predominant in jurisprudence, this parameter was recently criticized and reformulated by Brazilian Supreme Court in the judgement of RE 603.616/RO, which stablished theme 280 of the general repercussion system. Working on the boundary between legal theory and constitutional hermeneutics and attempting to identify points of convergence and divergence between them, this study revises Brazilian current doctrinal approach to violation of domicile and then proposes another theoretical perspective based on Robert Alexy\'s and Virgílio Afonso da Silva\'s analytical categories of fundamental rights. After adopting the broad prima facie protection scope of fundamental rights and the external theory of constraints, it admits expressly the domicile inviolability as a principle that allows constraints in specific cases, which does not imply attenuation of the principle, but rather strengthening of the protection, in that it demands a broader argumentative rationality and permits wider participation and intersubjective control of decisions\' foundations. Afterwards, this study evaluates the repercussions of such proposed theoretical perspective in the accusatory system\'s criminal procedure, approaches the issue of the truth in the criminal procedure, the ethical and political foundations of the evidence prohibitions, and suggests other categories as plausible justifications for constraints, apart from the flagrante delicto of ongoing crimes. At last, this study examines the content of the judgment that stablished theme 280, demonstrating the tension created by the current dominant jurisprudence.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-02T11:35:52Z No. of bitstreams: 2 Dissertação - Andréa Hayasaki Vieira - 2016.pdf: 2213241 bytes, checksum: f371f7ec71a1409c3fd2b2e623ef2aef (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-02T11:40:31Z (GMT) No. of bitstreams: 2 Dissertação - Andréa Hayasaki Vieira - 2016.pdf: 2213241 bytes, checksum: f371f7ec71a1409c3fd2b2e623ef2aef (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-06-02T11:40:31Z (GMT). No. of bitstreams: 2 Dissertação - Andréa Hayasaki Vieira - 2016.pdf: 2213241 bytes, checksum: f371f7ec71a1409c3fd2b2e623ef2aef (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-02-17 / This study focuses on the ongoing formation of the Atendimento Educacional Especializado - AEE (Specialized Educational Services), in the blended mode, using Tecnologia da Informação e da Comunicação – TICs (Information and Communication Technology) resources. To answer the question, “Can a blended ongoing education course using TICs, with a dialectical perspective, contribute to transforming the practice of teachers working in the AEE?”, a pilot project called Curso de Extensão em Educação Especial: inclusão e letramento (Extension Course in Special Education: inclusion and literacy) was carried out with a group of seven AEE Municipal teachers from the Goiânia Secretariat for Education, using the Moodle Platform in the site http://www.cepae.ufg.br. The general aim of this study was to identify a structure of ongoing education courses which cooperates with teacher self-transformation practices, in multi-functional resource rooms. Thus, the planning of activities set out to: recognize the problem experienced by teachers in their multi-functional resource rooms; design theoretical studies related to their teaching practice; and, (re)organize their Planos de Atendimento Educacional Especializado - PAEE (Specialized Educational Service Plans), using TICs resources. Each step was designed according to Vygotsky’s Fundamentals of Defectology (1995), which states that the disabled person is not less capable, but, on the contrary, has cognitive skills which provide for a broader organization of their way of learning. This demands that the educator identifies and understands teaching strategies which facilitate their development. The thinking of Nóvoa (1995), Demo (2000), Mantoan (2006) and Freitas (2007) also contributed to this organization, in their defense of an ever self-generating formation for change; as did discussions by Pretto (2009) on the interactive and formative use of TICs; and official documents (BRASIL 2008, 2009, 2010 and 2015) dealing with national public policies for specialized education from the perspective of inclusion. The data presented and analyzed in this dissertation are the result of the shared experiences of the group throughout the course, which ran from April to November, 2015. Finally, teachers and researcher together concluded that it is essential that the proponent takes into account the different socio-historical-cultural realities that permeate the educational contexts, so that a blended course offered to AEE teachers can effectively contribute to their ongoing and permanent self-formation. / O presente estudo tem como tema central a formação continuada de professores do Atendimento Educacional Especializado (AEE), na modalidade semipresencial, utilizando recursos da Tecnologia da Informação e da Comunicação (TICs). Para responder à pergunta: “Um curso semipresencial de formação continuada com uso das TICs, em uma perspectiva dialética, pode colaborar para a transformação da prática do professor que atua no AEE?”, foi realizado o projeto piloto “Curso de Extensão em Educação Especial: inclusão e letramento”, com um grupo de sete professores de AEE da Secretaria Municipal de Educação de Goiânia, em Plataforma Moodle, no site www.cepae.ufg.br. O objetivo geral deste trabalho foi identificar uma estrutura de cursos de formação continuada que colabore com a prática autogeradora de transformação do professor, em salas de recursos multifuncionais. Para tanto, o planejamento das atividades visaram: (re)conhecer o problema vivenciado pelos próprios professores em suas salas de recursos multifuncionais; desenvolver estudos teóricos relacionando-os com suas práticas pedagógicas; e (re)organizar seus Planos de Atendimento Educacional Especializado - PAEE, lançando mão de recursos das TICs. Cada etapa foi desenvolvida segundo os Fundamentos da Defectologia de Vygotsky (1995), os quais sustentam que a pessoa com deficiência não é menos capaz, mas, ao contrário, possui competências cognitivas que possibilitam uma organização ampliada de sua forma de aprender; fato que exige do educador a identificação e a compreensão de estratégias de ensino que se adiantem ao seu desenvolvimento. Também contribuíram para esta organização os pensamentos de Nóvoa (1995), Demo (2000), Mantoan (2006) e Freitas (2007), que defendem uma formação sempre autogeradora de mudanças; as discussões de Pretto (2009) sobre o uso interativo e formativo das TICs; e documentos oficiais (BRASIL 2008, 2009, 2010 e 2015) que versam sobre políticas públicas nacionais de educação especial na perspectiva da inclusão. Os dados apresentados e analisados nesta dissertação são frutos das experiências compartilhadas pelo grupo ao longo do curso, que teve início em abril de 2015 e foi encerrado em novembro do mesmo ano. Ao final, juntos, professores e pesquisadora concluíram que é imprescindível ao proponente levar em conta as diferentes realidades sócio-histórico-culturais que permeiam os contextos educacionais, para que um curso semipresencial oferecido a docentes de AEE possa efetivamente colaborar com sua (auto)formação continuada e permanente.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T16:49:01Z No. of bitstreams: 1 marinaferreiradesouzaantunes.pdf: 3845620 bytes, checksum: 668f72c14173a701df1b5cef8af2d013 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T20:37:38Z (GMT) No. of bitstreams: 1 marinaferreiradesouzaantunes.pdf: 3845620 bytes, checksum: 668f72c14173a701df1b5cef8af2d013 (MD5) / Made available in DSpace on 2015-12-14T20:37:38Z (GMT). No. of bitstreams: 1 marinaferreiradesouzaantunes.pdf: 3845620 bytes, checksum: 668f72c14173a701df1b5cef8af2d013 (MD5) Previous issue date: 2015-02-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A preocupação com a política de formação continuada em serviço no cenário contemporâneo tem ganhado certa centralidade, apesar de não ser um tema novo no âmbito das políticas educacionais. O crescente número de produções acadêmicas a respeito dessa temática, nos últimos anos, é prova dessa centralidade. A ampliação da pesquisa com esse enfoque está articulada com a contrarreforma do Estado e, por conseguinte, a contrarreforma educacional brasileira, trazendo indícios de que esta é considerada como parte fundamental no processo de reestruturação produtiva, uma vez que é responsável pela mudança que se esperava promover nos professores, por meio de processos de profissionalização. O tema desta pesquisa abrange a política de formação continuada em serviço dos/as professores/as que atuam nas escolas estaduais em Minas Gerais. O recorte abrange o Projeto Escolas Referência – PROJER- implementado pelo Governo de Minas Gerais, a partir de 2003, trazendo como problemática o Programa de Formação Continuada em Serviço no âmbito desse projeto, que recebeu a denominação de Projeto de Desenvolvimento Profissional - PDP. E, dentro desse projeto, analisam-se os Grupos de Desenvolvimento Profissional - GDPs, que atuaram no período de 2004 a 2012, nas Escolas Referência –ER- do Município de Uberlândia. Esta pesquisa, que foi desenvolvida no escopo do PRODOUTORAL e financiada pela CAPES, objetivou (a) analisar os fundamentos do Programa de formação em serviço do PROJER, no âmbito dos GDPs; (b) analisar o processo de implementação da formação e suas implicações na profissionalização docente; (c) analisar o significado do Programa de formação e o papel dos GDPs, considerando os desafios da profissionalização docente e a qualificação do trabalho educativo. A hipótese levantada inicialmente foi a de que o Programa PDP, como parte do PROJER, representa uma medida compensatória de formação que não permite uma formação consistente do/a professor/a, baseada no aprofundamento e no avanço do conhecimento sobre ensino e aprendizagem e, ainda, intensifica o trabalho docente dos/as coordenadores/as. Foi utilizada a combinação de instrumentos para a coleta de dados: a pesquisa documental, a pesquisa bibliográfica, o questionário misto e a entrevista focalizada ou semiestruturada. Foram gravadas entrevistas com 43 coordenadores/as de GDPs, com nove gestores das Escolas Referência e com duas analistas educacionais da 40ª Superintendência de Ensino. As ferramentas teóricas utilizadas abarcam os elementos que emergem da Teoria Sociológica, com vistas a analisar contrarreforma tanto do Estado como da Educação. Da Teoria Sociológica, foi utilizado o conceito de Estado, além do o conceito de gerencialismo/mangerencialismo que sustenta a ideia de contrarreforma, e também o conceito de intelectuais ou organizadores da cultura, em uma perspectiva gramsciana. Os conceitos advindos da teoria educacional, que embasam a análise específica do objeto, ou seja, o PROJER, na sua manifestação particular que são os GDPs foram: autonomia pedagógica, trabalho educativo e profissionalização docente. Na conclusão é apontado que o processo de formação continuada em serviço, promovida pelo PROJER, serviu para consolidar a “política de avaliação” em detrimento da elevação da qualidade profissional dos/as coordenadores/as de GDPs, além de estabelecer, de maneira intensa, o gerencialismo na Educação mineira, resultando em uma intensificação do trabalho docente. / The concern with in service ongoing training in contemporary scenario has become central, although this theme is not new in the context of educational policies. The increasing number of papers on this subject in the last years is a proof of this interest. The research expansion on this approach is articulated with the State counter-reformation and thus the Brazilian education counter-reform bringing evidence that this is considered as a fundamental part in the productive restructuring process, because it is responsible for the change that was expected to promote the teachers, by the professionalization processes. The theme of this survey involves the in service ongoing training of the teachers who work in Minas Gerais public schools. This clipping covers the Reference Schools Project (PROJER) implemented by Minas Gerais State government since 2003. It approaches specially the in service ongoing training Program as a part of PROJER, named as Professional Development Project (PDP). In this project, we analyzed the Professional Development Groups (PDG) who worked from 2004 to 2012 in the Reference Schools (RS) in the city of Uberlândia. This research is a part of PRODOUTORAL (PRODOCTORAT), supported by CAPES and it aimed to (a) analyze the fundamentals of the PROJER’s in service training program under PDG; (b) analyze the implementation process and its implications in teacher’s professionalization; (c) analyze the meaning of the formation program and the role of PDG, considering the challenges of teacher’s professionalization and training and qualification of educational work. The hypothesis was that PDP Program, as a part of PROJER, a compensatory training measure that does not allow a consistent teacher’s formation, based on deepening and advancing knowledge about teaching and learning. It also intensifies the coordinators’ labor. We used a combination of tools for data collection: documentary research, literature review, the mixed questionnaire and a semi-structured interview. We recorded 43 interviews to PDG’s coordinators and to 9 managers of the Reference Schools and to 2 educational analysts in 40thEducation Superintendent. The used theoretical tools involve elements from Sociologic Theory in order to analyze both the State and Educational counter-reformation. We used the concept of State ideas besides the managerialism concept which supports the idea of counter-reformation ideas and the concept of intellectual as cultural organizers according to Gramsci. The concepts arising from educational theory that support PROJER, our analysis object, in its specific approach PDG were the following ones: pedagogic autonomy; educational work and teacher’s professionalization. Our conclusions point out that the in service ongoing training process stated by PROJER served to consolidate the "evaluation policy" at the expense of raising the professional quality of the GDP’s coordinators and it established the strong managerialism in Minas Gerais Education resulting in an intensification of teacher’s work