Submitted by PPG Educa??o (educacao-pg@pucrs.br) on 2018-04-23T14:13:15Z No. of bitstreams: 1 Carolina Chagas Schneider.pdf: 2381544 bytes, checksum: 0060d2ea1ab4c6a3c405ec25a22866b6 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-09T18:46:35Z (GMT) No. of bitstreams: 1 Carolina Chagas Schneider.pdf: 2381544 bytes, checksum: 0060d2ea1ab4c6a3c405ec25a22866b6 (MD5) / Made available in DSpace on 2018-05-09T18:50:46Z (GMT). No. of bitstreams: 1 Carolina Chagas Schneider.pdf: 2381544 bytes, checksum: 0060d2ea1ab4c6a3c405ec25a22866b6 (MD5) Previous issue date: 2017-01-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present work analyzes the implementation of the National Pact for Literacy at the Right Age by reflecting on what outcomes result from a literacy national public policy in a socially vulnerable community in the outskirts of Porto Alegre (Rio Grande do Sul, Brazil). This work is characterized as a case study research with a qualitative and descriptive approach. The study is focused on a specific school reality in the city of Porto Alegre, aiming to identify in the school context the results of the implementation of the National Pact for Literacy at the Right Age, which included a deep immersion in the context. The data was collected through semistructured interviews, document research and observations registered in the ?teacher?s class notes?. The results of the research were observed in two broad categories the limits and possibilities of the program studied, the main subcategories were within the limits: difficulties of initial adherence of the teachers in the formation of PACTO and lack of continuity of the program. In the possibilities category the main subcategories were: quality of the course and improvement in the quality of teaching. The main theorists who supported the research on literacy are: Mortatti, Soares, Tfouni, Morais, and Ferreiro. The theorists researched on public policies were Gontijo and Akkari. The research also included official documents from the Brazilian Education Ministry and City Education Department of Porto Alegre. / O presente trabalho analisa a implementa??o, no munic?pio de Porto Alegre, do Pacto Nacional pela Alfabetiza??o na Idade Certa, refletindo sobre quais os desdobramentos de uma pol?tica p?blica nacional para alfabetiza??o numa comunidade em situa??o de vulnerabilidade social da periferia urbana. Tal estudo caracteriza-se como uma pesquisa qualitativa, descritiva em formato de estudo de caso, por focalizar uma realidade escolar espec?fica do munic?pio, buscando identificar no contexto escolar, os desdobramentos da implementa??o do Pacto Nacional pela Alfabetiza??o na Idade Certa, o que incluiu uma imers?o profunda no contexto. Os dados foram coletados por meio de entrevistas semiestruturadas, pesquisa documental e observa??es registradas em ?Di?rios de aula?. Os resultados da pesquisa foram observados em duas grandes categorias: os limites e as possibilidades do programa estudado. Na categoria limites, as principais subcategorias que emergiram foram: dificuldades de ades?o inicial das professoras na forma??o do PACTO e falta de continuidade do Programa. Na categoria possibilidades as principais subcategorias foram: qualidade do curso e melhoria na qualidade de ensino. Os principais te?ricos a subsidiarem a pesquisa quanto ? alfabetiza??o s?o: Mortatti, Soares, Tfouni, Morais, Ferreiro e quanto a pol?ticas p?blicas Gontijo e Akkari al?m dos documentos oficiais do Minist?rio da Educa??o brasileiro e da Secretaria Municipal de Educa??o de Porto Alegre/RS

Submitted by PPG Ci?ncias Criminais (ppgccrim@pucrs.br) on 2018-05-15T13:12:59Z No. of bitstreams: 1 MARIANA - Disserta??o Mariana de Paula - Vers?o completa em 14-05-18.pdf: 898457 bytes, checksum: e85cbcf5eeeca08ed8915d1e78688531 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-28T16:16:05Z (GMT) No. of bitstreams: 1 MARIANA - Disserta??o Mariana de Paula - Vers?o completa em 14-05-18.pdf: 898457 bytes, checksum: e85cbcf5eeeca08ed8915d1e78688531 (MD5) / Made available in DSpace on 2018-05-28T16:20:47Z (GMT). No. of bitstreams: 1 MARIANA - Disserta??o Mariana de Paula - Vers?o completa em 14-05-18.pdf: 898457 bytes, checksum: e85cbcf5eeeca08ed8915d1e78688531 (MD5) Previous issue date: 2014-09-30 / This work proposes to undertake a criminological analysis of the meanings attributed to socioeducation in Brazilian courts nowadays. To restrict the object of research, the study is focused on the socio-educative confinement measure in cases involving the commitment of an offense analogous to the crime of theft, through the analysis of the main pleas and arguments present in judgments of the Superior Court of Justice. Highlighting the fact that adolescence is not just a life phase in which there is an acceleration of physical and mental maturation, we based on comprehensive theoretical references in order to facilitate the involvement of a multitude elements that involve transit through physiological changes, cognitive and intellectual, personality and identity, socio-cultural, political-economic, moral, axiological, among others. Given the need for a broader criminological also matrix that behaved different looks on the interfaces between adolescence, transgression and control, found himself in cultural criminology some propositions that we could verify that the bases of these phenomena may reside elements in common. It is to offer a distinctive criminological approach, since it goes beyond the purely structural analysis, to capture widespread tensions arising from processes of economic and cultural globalization. Moreover, amid other theoretical frameworks, it was necessary to resort to some concepts formulated by Pierre Bourdieu, from which it was possible to understand the dynamics of functioning of the legal field and its mechanisms of social reproduction. At the end, we tried to understand how it is possible to make use of the equation Judiciary "pedagogical needs reiteration infraction" to apply the socio measure of internment in response to illegal acts committed without the use of violence or serious threat to person. / Este trabalho se prop?s a realizar uma an?lise criminol?gica sobre os sentidos atribu?dos ? socioeduca??o pelo Judici?rio brasileiro na contemporaneidade. A fim de restringir o objeto da pesquisa, enfocou-se o estudo na medida socioeducativa de interna??o aplicada a casos envolvendo a pr?tica de ato infracional de furto, por meio da an?lise dos principais fundamentos e argumentos presentes em ac?rd?os proferidos pelo Superior Tribunal de Justi?a. Destacando que a adolesc?ncia n?o se resume a uma etapa da vida humana em que h? um aceleramento do amadurecimento f?sico e ps?quico, buscou-se refer?ncias te?ricas de cunho abrangente, a fim de possibilitar o envolvimento de uma multiplicidade de elementos que transitassem pelas mudan?as fisiol?gicas, cognitivas e intelectuais, de personalidade e identidade, socioculturais, pol?tico-econ?micas, morais, axiol?gicas, entre outras. Diante da necessidade de uma matriz criminol?gica tamb?m mais abrangente, que comportasse olhares distintos sobre as interfaces entre adolesc?ncia, transgress?o e controle, encontrou-se na criminologia cultural algumas proposi??es que possibilitaram perceber que nas bases desses fen?menos podem residir elementos em comum. Trata-se de uma proposta de abordagem criminol?gica diferenciada, pois vai al?m das an?lises exclusivamente estruturais, para capturar tens?es generalizadas oriundas dos processos de globaliza??o econ?mica e cultural. Al?m disso, e em meio a outras matrizes te?ricas, foi necess?rio recorrer a alguns conceitos formulados por Pierre Bourdieu, a partir dos quais foi poss?vel compreender a din?mica de funcionamento do campo jur?dico e seus mecanismos de reprodu??o social. Ao fim, procurou-se entender como ? poss?vel ao Judici?rio se valer da equa??o ?necessidades pedag?gicas + reitera??o infracional? para aplicar a medida socioeducativa de interna??o em resposta a atos infracionais praticados sem emprego de viol?ncia ou grave amea?a contra a pessoa.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-10-06T21:15:28Z No. of bitstreams: 1 DISSERTA??O PAQUISA.pdf: 10146943 bytes, checksum: 01c68ffccb664a3c98d97890de246ddf (MD5) / Made available in DSpace on 2016-10-06T21:15:28Z (GMT). No. of bitstreams: 1 DISSERTA??O PAQUISA.pdf: 10146943 bytes, checksum: 01c68ffccb664a3c98d97890de246ddf (MD5) Previous issue date: 2016-02-22 / This project aims at the development of educational kits for science laboratories, with a focus on astronomy as a complementary tool of the lectures of Science. In the educational field, the changes that have been derived from the incorporation of experimental classes have provided an opportunity for rethinking of the relationship between teaching and learning. In the area of science, this can offer a great contribution in teaching practices. For this reason, its use can not be done at random and disconnected from an educational design. The challenge is to produce knowledge related to the theory and practice within the school context and day-to-day lives of students. We intend to follow this approach with Astronomy and provide critical experiential opportunities that will facilitate learning. This will clarify concepts sometimes misunderstood solely by lecture and make connections between diverse disciplines, such as Geography, Physics, Mathematics, Biology and Chemistry. Ultimately, It's expected that the teaching of science through experiments using astronomy as a pillar will be of great benefit. It is well known that this area of science arouses much curiosity in children of all ages. It is expected that the presentation of scientific concepts using experiments, with interconnections with Astronomy, will increase the comprehension of the students. To achieve this, the developed of new educational kits, which are able to connect the student with everyday concepts of astronomy, should motivate the student about learning more about the scientific disciplines and help the students by stimulating their creativity and expand their critical reasoning. In specific, the proposed kits to the areas cited are: Electrotechnology, Seasons and Pasnpermia. We will emphasize the Chemistry - Panspermia and Geography - Seasons kit, as well as display the details of a kit to assemble electrotechnology to evaluate the proposed methodology. / Este Projeto teve por finalidade o desenvolvimento de kits did?ticos para laborat?rio de ci?ncias, com enfoque na Astronomia, como instrumento complementar das aulas te?ricas de Ensino de Ci?ncias. No ?mbito educacional, as diversas mudan?as vivenciadas a partir da incorpora??o das aulas experimentais t?m propiciado um constante repensar das rela??es de ensino-aprendizagem, podendo oferecer uma grande contribui??o nas pr?ticas pedag?gicas. Por essa raz?o, o seu uso n?o pode ser feito de forma aleat?ria e desvinculado de uma concep??o educacional. O desafio ? produzir saberes relacionando ? teoria e pr?tica dentro do contexto escolar e do dia-a-dia dos alunos. A pretens?o com essa abordagem foi evidenciar a grande contribui??o que as aulas experimentais com enfoque na Astronomia proporcionam na constru??o do saber e na facilita??o da aprendizagem. Ainda mais, esclarecer conceitos ?s vezes incompreendidos pelo educando, derrubando normas impostas pelas tradicionais aulas te?ricas e fazendo interliga??es entre diversas disciplinas, tais como Geografia, F?sica, Matem?tica, Biologia e Qu?mica. Visando o objetivo final, foram trabalhados conceitos utilizados no Ensino de Ci?ncias atrav?s de experimentos que utilizem a Astronomia como pilar. ? sabido que esta ?rea da ci?ncia desperta muita curiosidade nas crian?as de todas as idades, e que uma apresenta??o din?mica experimental dos conceitos cient?ficos, com interliga??es com a Astronomia, permita determinar o potencial did?tico dos laborat?rios cient?ficos. Para isso foi proposta a cria??o de kits did?ticos, capazes de ligar o cotidiano do estudante com conceitos de Astronomia, estimulando a motiva??o dos estudos de disciplinas cientificas fazendo com que o estudante desperte sua criatividade e amplie sua forma??o reflexiva cr?tica. No especifico, os kits propostos para as ?reas citadas foram: Eletrot?cnica, Esta??es do Ano e Panspermia. No decorrer da aplica??o do projeto, deu-se ?nfase ao kit de Qu?mica - Panspermia e Geografia ? Esta??es do Ano, como tamb?m ao kit de eletrot?cnica que foi utilizado para avaliar a metodologia proposta.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-17T21:14:49Z No. of bitstreams: 1 DISSERTA??O B?RBARA 1.pdf: 1132806 bytes, checksum: a916e95b769286377385c4cc9d315d9e (MD5) / Made available in DSpace on 2017-02-17T21:14:49Z (GMT). No. of bitstreams: 1 DISSERTA??O B?RBARA 1.pdf: 1132806 bytes, checksum: a916e95b769286377385c4cc9d315d9e (MD5) Previous issue date: 2016-07-08 / The process of inclusion of students with disabilities at school has triggered prospects for teacher training, the relationship teaching and learning and teaching practice. Thus there has been an exclusive assignment to the teacher who works directly with students with disabilities in establishing and ensuring the school inclusion prospects of access, retention and learning. From these considerations, the present study established the general objective analyze the perception of teachers who work in a special education school for the organization of their teaching in an inclusive perspective. To achieve the proposed goal we chose a qualitative approach by oportunizar a rich detail in the description of the collected data, the data analyzed in the light of Content Analysis (FRANCO, 2005). The choice of this method was due to the possibility of description, analysis and interpretation of messages and statements of all forms of speech, the social context of their production, the ideological influence and conceived with a great deal of meaning. The instrument used was the interview applied to five teachers who work at a special education school in one of Bahia within the municipality. This instrument allowed immediate capture and stream the desired information for the purpose of increasing the understanding of how teachers interpret the everyday aspects of their teaching experience in an inclusive perspective. The theoretical framework used as a subsidy for the development of the research was based on the sources of approaches (2000), Freire (2005), Januzzi (2012), Sacristan (1998), Stob?us and Mosquera (2012), which are based discussions about educational process of students with disabilities and how the teacher can organize their practice in an inclusive perspective. The study provided the presentation of the school setting of a special education unit and conflict and / or challenges faced by teachers of the institution. The analysis of the interviewees testimonies presented specific questions about the teacher look about disability and inclusion, teaching in Special Education and the repercussions of this in schools, especially in the teaching-learning. The accounts showed that there is a substantial gap between what needs to be done and what the teachers perform, but can develop activities that value the individuality of each student, respecting differences and seeking to place the student in various social contexts, in approximating family at school, for example. / O processo de inclus?o do aluno com defici?ncia no espa?o escolar tem desencadeado novas perspectivas para a forma??o do professor, a rela??o ensino e aprendizagem e a pr?tica do professor. Desta forma, observa-se uma atribui??o exclusiva ao professor que atua diretamente com o aluno com defici?ncia, no estabelecimento e garantia da inclus?o escolar nas perspectivas de acesso, perman?ncia e aprendizagem. A partir dessas reflex?es, a presente pesquisa estabeleceu como objetivo geral analisar a percep??o de professoras que atuam em uma escola de educa??o especial acerca da organiza??o da sua pr?tica pedag?gica, em uma perspectiva inclusiva. Para alcan?ar a meta proposta optou-se por uma abordagem qualitativa, por oportunizar um rico detalhamento na descri??o dos dados coletados, estes analisados ? luz da An?lise de Conte?do (FRANCO, 2005). A escolha do referido m?todo deu-se pela possibilidade de descri??o, an?lise e interpreta??o das mensagens e enunciados de todas as formas de discurso, o contexto social de sua produ??o, a influ?ncia ideol?gica e idealizada com uma grande carga de significados. O instrumento utilizado foi a entrevista, aplicada em cinco professoras atuantes em uma escola de Educa??o Especial, em um munic?pio do interior da Bahia. O referido instrumento permitiu uma capta??o imediata e corrente das informa??es desejadas, com o prop?sito de ampliar o entendimento de como as professoras interpretam os aspectos cotidianos de sua experi?ncia docente em uma perspectiva inclusiva. O quadro te?rico utilizado como subs?dio para o desenvolvimento da pesquisa teve como base as abordagens de Fontes (2000), Freire (2005), Januzzi (2012), Sacrist?n (1998), Stoba?s e Mosquera (2012), os quais fundamentam discuss?es acerca do processo educativo do aluno com defici?ncia e como o professor pode organizar a sua pr?tica pedag?gica em uma perspectiva inclusiva. O estudo proporcionou a apresenta??o do cen?rio escolar de uma unidade de educa??o especial e os conflitos e/ou desafios enfrentados pelas professoras da institui??o. As an?lises dos depoimentos das entrevistadas apresentaram quest?es pontuais a respeito do olhar docente acerca da defici?ncia e inclus?o, a doc?ncia na Educa??o Especial e as repercuss?es desta no contexto escolar, principalmente na rela??o ensino-aprendizagem. As narrativas evidenciaram que h? um substancial distanciamento entre o que precisa ser feito e o que as docentes realizam, no entanto conseguem desenvolver atividades que valorizam a particularidade de cada aluno, respeitando as diferen?as e buscando inserir o aluno em diversos contextos sociais e na aproxima??o da fam?lia no espa?o escolar, por exemplo.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-04T12:00:17Z No. of bitstreams: 1 LAIS MARIA PAPA.pdf: 1527908 bytes, checksum: 008dbdbe0a0cadc42d02fbe33307057f (MD5) / Made available in DSpace on 2017-10-04T12:00:18Z (GMT). No. of bitstreams: 1 LAIS MARIA PAPA.pdf: 1527908 bytes, checksum: 008dbdbe0a0cadc42d02fbe33307057f (MD5) Previous issue date: 2016-12-15 / This research tried to investigate how the subject of multiculturalism has been published in the media, specifically in the magazine Nova Escola. The general objective was to examine how the subject of multiculturalism has been treated and discussed, in and by the magazine Nova Escola, through the analysis of pedagogical didactic devices in it, wich include: reports, interviews, articles, images and analysis of specialists. It was sought to understand trough the multiplied pedagogies converyed by this magazine, how the didactic- pedagogical devices produce subjectivities, wich allow the performance of govermmentality,in the conception of Michel Foucault and Nikolas Rose. Froom notions proposed by Michel Foucault through the archeology of knowledge, it uses the statements of discourse, to organize its conceptual framework, whose analytical dimension defines the object to be studied and brings to light, as knowledge is engendered by discursive practices wich allow the delimitation of devices and disciplines of society. A social analysis was carried out, with the capacity to apprehend a comprehensive dimension in the realization of knowledge-power relations, privileging the so called scientific or academic discourses. In this way, the analysis of the material will seek, through Focault?s concepto f governability, to show how the didactic-pedagogical devices presente in this vehicle of communication produce subjectivities in the realization of know-power. Also, the discursive practices of the State, wich assumes the multicultural discourse trough prescriptive statements, to be effective on the school environment, whose purpose is to generate the ? unity in diversity?. Thus, the Nova Escola magazine features elements that allowed us to observe the role that multicultural discourse has occupied in our society.. Thus, the speeches were aimed at generating unity in diversity, when they are talking about this subject. / Esta pesquisa tratou de investigar como o tema multiculturalismo vem sendo veiculado na m?dia ? especificamente, na revista Nova Escola. O objetivo geral foi examinar como o tema multiculturalismo vem sendo tratado e discutido na e pela revista Nova Escola por meio da an?lise dos dispositivos did?tico-pedag?gicos nela presentes, os quais incluem reportagens, entrevistas, artigos, imagens e an?lises de especialistas. Buscou-se compreender, por meio das pedagogias multiplicadas veiculadas por essa revista, como os dispositivos did?tico-pedag?gicos produzem subjetividades, pelas quais permitem delimitar a performance da governamentalidade, na concep??o de Michel Foucault e de Nikolas Rose. A partir de no??es propostas por Michel Foucault, por meio da arqueologia dos saberes, utiliza-se dos enunciados dos discursos para organizar o seu quadro conceitual, cuja dimens?o anal?tica delimita o objeto a ser estudado e traz ? luz como o saber ? engendrado pelas pr?ticas discursivas que permitem a delimita??o de dispositivos e disciplinas afeitas ? sociedade. Foi realizada uma an?lise social com capacidade de apreender uma dimens?o abrangente na concretiza??o das rela??es saber-poder, privilegiando os discursos ditos cient?ficos e/ ou acad?micos. Desta forma, a an?lise do material buscou, por meio do conceito de governabilidade de Foucault, mostrar como os dispositivos did?tico-pedag?gicos presentes nesse ve?culo de comunica??o produzem subjetividades na efetiva??o do saber-poder. Tamb?m, foram investigadas as pr?ticas discursivas do Estado, o qual assume o discurso multicultural por meio de discursos prescritivos para serem efetivados no ambiente escolar, cujo fim ? o de gerar a ?unidade na diversidade?. Assim, que a revista Nova Escola apresenta elementos que nos permitiram observar o papel que o discurso multicultural tem ocupado em nossa sociedade. Assim, os discursos visaram gerar a unidade na diversidade ao tematizarem a multiculturalidade.

Made available in DSpace on 2016-04-04T18:27:44Z (GMT). No. of bitstreams: 1 Thais Carvalho Zanchetta Penteado.pdf: 470771 bytes, checksum: 7a523fbc62040fac3d20011f2efe2182 (MD5) Previous issue date: 2009-02-02 / Whereas the professional experience of researcher as integrating the management team of a public school municipal elementary school, this work proposes to make a critical analysis of the deployment of emancipation?s pedagogical political project. The theoretical basis was structured in two axes. The first axis is situated on the Brazilian educational reality discussing that education both serves the current economic order as may also be the instrument of emancipation. The second axis discusses the implantation of pedagogical political projects and its relationship with the school administration entrepreneurial and emancipatory. The work uses the methodological approach the dialectic materialist, because it is a critical analysis of experience. Official documents and daily field reports were analyzed to the implantation of the project, in view of the categories organized through theoretical framework. / Considerando a experi?ncia profissional da pesquisadora como integrante da equipe de gest?o de uma escola p?blica municipal de ensino fundamental, este trabalho se prop?e a fazer uma an?lise cr?tica da implanta??o de um projeto pol?tico pedag?gico emancipador. O embasamento te?rico foi estruturado em dois eixos. O primeiro eixo situa a realidade educacional brasileira discutindo que a educa??o tanto pode servir ? ordem econ?mica vigente como pode ser instrumento de emancipa??o. O segundo eixo discute a implanta??o dos projetos pol?tico-pedag?gicos e sua rela??o com a administra??o escolar empresarial e emancipadora. O trabalho utiliza o enfoque metodol?gico da dial?tica materialista hist?rica, por se tratar de uma an?lise cr?tica de uma experi?ncia. S?o analisados documentos oficiais e relat?rios/di?rios de campo da equipe parceira na implanta??o do projeto, tendo em vista as categorias organizadas atrav?s da fundamenta??o te?rica.

Made available in DSpace on 2016-04-04T18:28:03Z (GMT). No. of bitstreams: 1 Lilian Aparecida Cruz Dugnani.pdf: 1127230 bytes, checksum: 431ab553da838f4433f9cf5f35406f53 (MD5) Previous issue date: 2011-12-14 / This research aims to investigate the senses of work for the pedagogical advisor from the observation of establishing relationships with agents who represent the school environment. It adopts as a theoretical-methodological referential the Cultural-Historical Psychology, especially the concepts of Vigotski and some of his readers. Audio recordings of two interviews, and three meetings of interventions carried out with the management team at school were used as data collection procedures. The results show that the configuration of the work as a mission by the advisor avoids the establishment of partnerships with various actors school, and leads to the prioritization of emergency" problems solving instead of planned actions that could promote changes in school reality, especially continuing education of teachers. It is concluded that trying to take upon itself the responsibility for the resolution of all claims and facing the impossibility in responding them, the pedagogical advisor sets up his role as lonely and impossible to be done, feeling cheated and abandoned by the other school stakeholders. This way of acting results in constant pain and sickness of this professional, which reaffirms the importance of the work of the psychologist at school, as a promoter of actions that enable the establishment of healthier relationships that result in the development and welfare of subjects, especially the students, ultimate goal of school education. / A presente pesquisa tem por objetivo investigar os sentidos do trabalho para o orientador pedag?gico a partir da observa??o das rela??es que estabelece com os agentes que constituem o contexto escolar. Adota como referencial te?rico-metodol?gico a Psicologia Hist?rico-cultural, sobretudo os conceitos de Vigotski e alguns de seus leitores. Como procedimentos de coleta de dados foram utilizados grava??es em ?udio de duas entrevistas semiestruturadas, e de dois encontros de interven??es realizados com a equipe gestora da escola. Os resultados revelam que a configura??o do trabalho como miss?o, pelo orientador pedag?gico, inviabiliza o estabelecimento de parcerias com os diversos atores escolares, e o conduz ? prioriza??o da resolu??o de problemas emergenciais em detrimento de a??es planejadas que poderiam promover transforma??es da realidade escolar, principalmente a forma??o continuada de professores. Conclui-se que ao tentar tomar para si a responsabilidade pela resolu??o de todas as demandas e diante da impossibilidade de atend?-las o orientador pedag?gico configura sua fun??o como solit?ria, e imposs?vel de ser realizada, sentindo-se enganado e abandonado pelos demais agentes escolares. Tal modo de agir resulta no sofrimento e constante adoecimento deste profissional, o que reafirma a import?ncia do trabalho do psic?logo na escola, como mais um dos agentes promotores de a??es que possibilitem o estabelecimento de rela??es mais saud?veis e que resultem no desenvolvimento e bem estar dos sujeitos, sobretudo dos alunos, objetivo maior da educa??o escolar.

Made available in DSpace on 2016-04-04T18:32:31Z (GMT). No. of bitstreams: 1 Ricardo Delgado.pdf: 304150 bytes, checksum: c8a9ad3cb62fbb51be2ebcf4d1701454 (MD5) Previous issue date: 2006-08-31 / The present study inserts in the research line University, Teaching and Teachers Formation , and it has as objective to understand how to develop the environmental education in the course of Environmental Engineering in a public university in the interior of S?o Paulo and what are the teachers' conceptions, subject of the research, about the pedagogic practices that develop related to questions about the environmental way. The data were collected through a questionnaire containing open questions, and interpreted the presuppositions according to the contents analysis. It defined two categories for analysis: environment and environmental education and the reflexive educator's formation. It was verified that there is a restricted understanding of what is environmental education and environment, because in the answers predominate the conservationist aspects of natural atmosphere. Regarding the reflexive educator's category formation, it was verified, the contrary the expectations, environmental educators developing pedagogic practices with instrumental characteristics. The way to overcome this dichotomy, it intended a continuous educational formation, foreseen in the Law 9.795/99, and it was presented two suggestions of academic environmental education: the environmental map and the planning of participation. / O presente estudo se insere na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores , e tem por objetivo entender como se desenvolve a educa??o ambiental no curso de Engenharia Ambiental de uma universidade p?blica do interior de S?o Paulo e quais as concep??es de seus professores, sujeitos da pesquisa, sobre as pr?ticas pedag?gicas que desenvolvem relacionadas ?s quest?es do meio ambiente. Os dados foram coletados por meio de um question?rio contendo perguntas abertas, e interpretados conforme os pressupostos da an?lise de conte?do. Foram definidas a priori duas categorias de an?lise: meio ambiente e educa??o ambiental e forma??o do educador reflexivo. Verificou-se que h? um entendimento restrito do que seja educa??o ambiental e meio ambiente, uma vez que nas respostas predominaram os aspectos conservacionistas do ambiente natural. Com rela??o ? categoria forma??o do educador reflexivo, constatou-se, ao contr?rio do esperado, educadores ambientais desenvolvendo pr?ticas pedag?gicas com caracter?sticas tecnicistas. Para a supera??o desta dicotomia, prop?s-se uma forma??o docente continuada, prevista na Lei 9.795/99, e apresentou-se duas sugest?es de educa??o ambiental universit?ria: o mapeamento ambiental e o planejamento participativo.

Made available in DSpace on 2016-04-04T18:32:32Z (GMT). No. of bitstreams: 1 Juliana Ormastroni.pdf: 484601 bytes, checksum: 09f131ffa37657c9885d12f2ed58f3b4 (MD5) Previous issue date: 2006-06-20 / This work, which is insert in Studies in Evaluation research line, has for main goal to evaluate the reading and writing practice lived deeply by the Pedagogy course teachers at an particular institution located in S?o Paulo state countryside. The methodology procedures used were: analysis of the Pedagogical Project of the researched course and application of a questionnaire to a classroom of 41 last-year students of the course. The questionnaire consisted of questions that intended to trace the profile of the people who answered it and questions on developed reading and writing practice in the graduation. The answers had been analyzed around two categories related to the ability of reading and the ability of writing, which has been evidenced several modalities of exercise. The data demonstrate that the reading in the graduation is worked, in the most of the time, by the professor to promote the agreement of the classroom about a text considered previously, reducing the time of debate and reflection on the same. It also evidenced that the methodology most used by the teachers is a didactic form nominated "dynamic reading". In the teachers vision, the reading is considered: culture and knowledge and information source; a way to develop the critical thought and to have fun. About the writing, they demonstrate that it is used in text summaries, in the story of experiences, the evaluation and the register of personal reflections. Frequently, it has return of the written production to teachers with commentaries, notes or specific focus by the professor, inviting them for a rewrite exercise. It was observed, in the teachers answers, concerning with media contents. / Este trabalho, que se insere na linha de pesquisa Estudos em Avalia??o, tem por objetivo avaliar as pr?ticas de leitura e de escrita vivenciadas pelas professorandas do curso de Pedagogia de uma institui??o particular localizada no interior do estado de S?o Paulo. Os procedimentos metodol?gicos utilizados foram: an?lise do Projeto Pedag?gico do curso pesquisado e aplica??o de um question?rio a uma classe de 41 ultimanistas do curso. O question?rio constou de perguntas que visavam tra?ar o perfil dos respondentes e de perguntas sobre as pr?ticas de leitura e escrita desenvolvidas na gradua??o. As respostas foram analisadas em torno de duas categorias relativas ? habilidade de leitura e ? habilidade de escrita, das quais foram constatadas v?rias modalidades de exerc?cio. Os dados demonstram que a leitura, na gradua??o, ? trabalhada, na maioria das vezes pelo professor, para promover o entendimento da classe acerca de um texto proposto anteriormente, reduzindo o tempo de debate e reflex?o sobre o mesmo. Constatou-se tamb?m que a metodologia mais empregada pelos professores ? uma forma did?tica nomeada leitura din?mica . Na vis?o das professorandas, a leitura ? considerada: fonte de informa??o, de conhecimento e de cultura; meio para desenvolverem o pensamento cr?tico e meio para se divertirem. Quanto ? escrita, revelam que ? empregada em resumos de textos, no relato de experi?ncias, na avalia??o e no registro de reflex?es pessoais. Freq?entemente, h? retorno da produ??o escrita ?s professorandas com coment?rios, notas ou direcionamentos espec?ficos apostos pelo professor, convidando-as a um exerc?cio de reescrita. Observou-se, nas respostas das professorandas, preocupa??o com os conte?dos da m?dia.

Made available in DSpace on 2016-04-04T18:32:34Z (GMT). No. of bitstreams: 1 Jacqueline de Souza Batista Figueiredo.pdf: 1518585 bytes, checksum: 1d5ab47171d45b57cc94d96058ce2e6b (MD5) Previous issue date: 2007-03-21 / This work follows the line of research University, Teaching and Education of Teachers . It analyzes the implications of implementing the implantation of public policy in Minas Gerais with the Program of Professional Development of Educators (PDP) and the configuration of the curriculum in Schools-Reference under the jurisdiction of the Regional Superintendence of Education in Po?os de Caldes, Minas Gerais. This policy considers teachers as constructors and re-constructors during the course of their education and profession with the objective of developing activities with pedagogical accompaniment and support for implanting new curricular proposals conjecturing the Common Basic Curriculum (CBC) In the light of this scenario the investigation tried to respond to the following question: What are the advances and obstacles present in the implantation of the Program for the Professional Development of Educators (PDP) being implanted by the State of Minas Gerais? It utilized bibliographical and documentary research; data for analysis was obtained at the end of 2006 by means of semi-structured interviews. Seven professors participated in these: four Coordinators of the Group of Professional Development and three Representatives of the Area. The study revealed that the professors attribute great value to the program for professional development and improvement of performance in SEEMGking teaching quality, and that the encounters held in the schools favored the practice of dialogic reflection. However, they questioned the type of presentation and the time of the implementation of the program, as well as the bureaucracy, the availability of funds and the assessment that do not correspond to facilitating the program s proposal. They revealed beliefs, worries and conflicts that ought to be considered by the creators of the program for bringing into effect the intended changes in the Minas Gerais educational system, keeping in mind the investment and confidence deposited by the State Department of Education in this modality of improving the quality of service. / Este trabalho, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores , analisa as implica??es da implementa??o da pol?tica p?blica mineira com o Programa de Desenvolvimento Profissional de Educadores (PDP) e a configura??o do curr?culo nas Escolas-Refer?ncia sob a jurisdi??o da Superintend?ncia Regional de Ensino de Po?os de Caldas-MG. Essa pol?tica considera o professor construtor e reconstrutor de seu percurso formativo e profissional com o objetivo de desenvolver atividades com acompanhamento e suporte pedag?gico para a implanta??o das novas propostas curriculares a conjectura do Curr?culo B?sico Comum (CBC). Diante desse cen?rio, a investiga??o procurou responder ? seguinte quest?o: Que avan?os e obst?culos est?o presentes na implanta??o do Programa de Desenvolvimento Profissional de Educadores (PDP) implantado pelo Estado de Minas Gerais? Utilizou-se a pesquisa bibliogr?fica e a documental, sendo que os dados para an?lise foram obtidos no final de ano de 2006 por meio de entrevistas semi-estruturadas. Delas participaram sete professores: quatro Coordenadores de Grupo de Desenvolvimento Profissional e tr?s Representantes de ?rea. A pesquisa revelou que os professores atribu?ram um grande valor ao programa para o desenvolvimento profissional e aperfei?oamento do desempenho na busca da qualidade de ensino, e que os encontros realizados nas escolas favoreceram uma pr?tica reflexiva dial?gica. No entanto, questionam a forma de apresenta??o e o tempo de implementa??o do programa, assim como a burocracia, a disponibilidade de verbas e a avalia??o que n?o correspondeu ? flexibiliza??o da proposta do programa. Revelaram cren?as, anseios e conflitos que devem ser considerados pelos gestores do programa para efetiva??o das mudan?as pretendidas no sistema educacional mineiro, tendo em vista o investimento e a confian?a depositada pela Secretaria Estadual de Educa??o nesta modalidade de capacita??o em servi?o.