Made available in DSpace on 2014-12-17T15:38:42Z (GMT). No. of bitstreams: 1 SorayaSA.pdf: 264047 bytes, checksum: 943bc4ec11fd1a37aef4fcfe7a1bce5c (MD5) Previous issue date: 2008-09-28 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Considering the necessary approaches with the quotidian of the pedagogical field mentioned in the recent productions in Psychology about the insertion of psychologists in the school field, the objective of this work was to know and to understand the dynamics of functioning of a team of pedagogical coordination, intending to produce reflections on the possibilities of action in school psychology with these professionals. Our field of research was the Municipal School Teacher Em?lia Ramos (EMPER), considering its peculiar history, distinguished by a constant effort of achievement of the school success by its pupils. As subject of the study, six pedagogical coordinators participated, who worked at the school in the diurne turns, where regular classrooms of 1? cycle of basic education functioned. As procedures, we use participant observations and open interviews, focusing the activities performed by the coordinators and its possible demands to psychology. We use the analysis of content for the production of results. These results evidenced a work of coordination realized on a structured routine, but flexible, centered around the activity of conduction of groups of studies with the teachers. We grouped the demands to psychology in four thematic groups: diagnosis and attending the pupils; orientation to the families, contribution in the formation of the professionals and clinical listening of the professionals of the school. In this way, it is made clear that, in a context where happens a well articulated and consistent pedagogical work, the possible performance in school psychology is not scrumbled or confused with social and pedagogical practical others which many times takes attendance. With these information, we expect to contribute for the theoretical and practical elaborations, in Psychology and the Pedagogy, compromised with the success of the educative work realized in the public schools / Considerando as aproxima??es necess?rias com o cotidiano do campo pedag?gico apontadas nas produ??es recentes em psicologia sobre a inser??o de psic?logos no campo escolar, o objetivo desse trabalho foi conhecer e compreender a din?mica de funcionamento de uma equipe de coordena??o pedag?gica, com vistas a produzir reflex?es sobre as possibilidades de atua??o em psicologia escolar junto a esses profissionais. Nosso campo de pesquisa foi a Escola Municipal Professora Em?lia Ramos (EMPER), face a sua hist?ria peculiar, marcada por um esfor?o constante de efetiva??o do sucesso escolar de seus alunos. Participaram do estudo seis coordenadoras pedag?gicas, que atuavam na escola nos turnos diurnos, em que funcionam classes regulares de 1? ciclo do ensino fundamental. Para coleta dos dados, utilizamos observa??es-participantes e entrevistas abertas, enfocando as atividades realizadas pelas coordenadoras e suas poss?veis demandas ? psicologia, utilizando a an?lise de conte?do para a elabora??o de resultados. Estes evidenciaram um trabalho de coordena??o realizado em uma rotina estruturada, mas flex?vel, ordenada em torno da atividade de condu??o de grupos de estudos com as professoras. Quanto ?s demandas ? psicologia, obtivemos dados que agrupamos em quatro grupos tem?ticos: diagn?stico e atendimento de alunos; orienta??o ?s fam?lias, colabora??o na forma??o dos profissionais e escuta cl?nica dos profissionais da escola. Em s?ntese, conclu?mos que em um contexto caracterizado por um trabalho pedag?gico bem articulado e consistente, as demandas ? psicologia escolar dizem respeito a especificidades tanto te?ricas quanto pr?ticas deste campo de conhecimento, n?o se reduzindo ou confundindo com outras pr?ticas sociais e pedag?gicas. Al?m disso, o m?todo empregado reafirmou a import?ncia do conhecimento aprofundado de cada cotidiano escolar, para o desenvolvimento de pr?ticas coerentes com suas especificidades. Assim, esperamos que tais dados possam servir ?s elabora??es te?ricas e pr?ticas, em psicologia e na pedagogia, comprometidas com o ?xito do trabalho educativo realizado nas escolas p?blicas

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-09-09T13:45:03Z No. of bitstreams: 1 2011 - Jeimis Nogueira de Castro.pdf: 1379266 bytes, checksum: 4939cf8819422b5b824cddb953a7620d (MD5) / Made available in DSpace on 2016-09-09T13:45:03Z (GMT). No. of bitstreams: 1 2011 - Jeimis Nogueira de Castro.pdf: 1379266 bytes, checksum: 4939cf8819422b5b824cddb953a7620d (MD5) Previous issue date: 2011-09-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research sought to investigate the contribution of physical education for vocational agricultural high school. To perform these investigations, we followed a theoretical foundation supported by theories of transformative education in society, understanding the school as a mediating body, which through its pedagogical action could establish relations of reciprocity between individuals and society, discuss the reality and work social contradictions in order to modify them. Participated in this study 65 students and 03 teachers from the "Instituto Federal Fluminense - Campus Bom Jesus" and "Col?gio Estadual Rei Alberto I". We aimed as an object of this study the analysis of Physical Education practice in the institutions of vocational agricultural high school in the State of Rio de Janeiro from the perspective of a transformative education. We used a methodology with a qualitative approach with an exploratory, seeking an understanding of the society reality. Data were collected through questionnaires with closed questions, because this instrument allows to reach quickly and simultaneously more people; to ease some of the same disadvantages, we used an opening question. By applying the questionnaires, we had as a goal get information that raised some questions in theoretical foundation, which was worked on content in physical education classes, the perception of the body, the activities worked in the classroom, the teacher's role and the perception of physical education in relation to other disciplines present in the school curriculum. The results we got were that the prospects of education that most often appear in the speeches of the subjects included in the survey are linked to liberal education theories, that act to enhance and / or maintaining the existing society. We also identified that when we cross the information from questionnaire responses of teachers with the students, there are some variations, showing that not always the goals of teachers are perceived and affected the way they plan. The prospect of Physical Education Transforming appeared only in the speeches of teachers, showing that there is an attempt by them to develop an awareness of further work by the students, making them more involved in the exercise of a social practice conscious and less alienating. Regarding the perception of physical education in relation to other disciplines present in the school curriculum, the view of survey is positive, understanding the physical education as a discipline that conveys relevant content and contributes to the formation of critical students. We conclude our survey, with the certainty that investigating this issue goes beyond that, explaining that we did not intend just to answer questions that deserve a constant critical review, but we seek to indicate some ways, that in the future deserve to be taken up in other studies / Esta pesquisa procurou investigar a contribui??o da Educa??o F?sica Escolar para o ensino profissional agr?cola de n?vel m?dio. Para realizarmos essas investiga??es, buscamos uma fundamenta??o te?rica sustentada pelas teorias da educa??o transformadoras da sociedade, entendendo a escola como uma inst?ncia mediadora, que por meio de sua a??o pedag?gica pode estabelecer rela??es de reciprocidade entre os indiv?duos e a sociedade, podendo problematizar a realidade e trabalhar as contradi??es sociais, para modific?-las. Participaram dessa pesquisa 65 estudantes e 03 docentes, do Instituto Federal Fluminense ? Campus Bom Jesus e do Col?gio Estadual Rei Alberto I. Tivemos como objetivo desse estudo analisar a pr?tica da disciplina Educa??o F?sica nas institui??es de ensino profissional agr?cola de n?vel m?dio do Estado do Rio de Janeiro sob a ?tica de uma educa??o transformadora. Para isso, utilizamos uma metodologia com abordagem qualitativa, com uma pesquisa explorat?ria, buscando uma compreens?o da realidade vivida socialmente. Os dados foram coletados por meio de question?rios com perguntas fechadas, pelo fato desse instrumento permitir alcan?ar de forma r?pida e simult?nea mais pessoas; para amenizar algumas desvantagens do mesmo, utilizamos uma pergunta aberta. Ao aplicarmos os question?rios, tivemos como meta, levantar informa??es de alguns questionamentos que levantamos na fundamenta??o te?rica, que foi sobre os conte?dos trabalhados nas aulas de Educa??o F?sica; a percep??o sobre o corpo; as atividades trabalhadas na sala de aula; o papel do professor e a percep??o da Educa??o F?sica em rela??o ?s outras disciplinas presentes no curr?culo escolar. Os resultados que chegamos foram que as perspectivas de educa??o que mais aparecem nos discursos dos sujeitos inclu?dos na pesquisa, s?o as ligadas ?s teorias liberais da educa??o, que atuam de forma a aprimorar e/ou manter a sociedade vigente. Identificamos tamb?m que quando cruzamos as informa??es das respostas dos question?rios dos docentes com as dos discentes, h? algumas varia??es, mostrando que nem sempre os objetivos dos professores s?o percebidos e atingidos da maneira que eles planejam. A perspectiva de Educa??o F?sica Transformadora apareceu apenas nos discursos dos professores, mostrando que h? uma tentativa por parte deles de desenvolverem um trabalho de aprofundamento das consci?ncias dos estudantes, tornando-os mais participativos no exerc?cio de uma pr?tica social consciente e menos alienante. Quanto ? percep??o da Educa??o F?sica em rela??o ?s demais disciplinas presentes no curr?culo escolar, a vis?o dos participantes da pesquisa ? positiva, entendendo a Educa??o F?sica como uma disciplina que transmite conte?dos relevantes e contribui para a forma??o cr?tica dos estudantes. Conclu?mos nossa pesquisa, com a certeza de que essa tem?tica investigada n?o se esgota aqui, esclarecendo que n?o tivemos a pretens?o de responder quest?es que merecem uma constante revis?o cr?tica; apenas, buscamos indicar alguns caminhos, que futuramente mere?am ser retomados em outras pesquisas

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-08T13:52:47Z No. of bitstreams: 1 2016 - Elenilson Silva de Oliveira.pdf: 1048621 bytes, checksum: cb2aa57c367db8045adc9850fd5729dd (MD5) / Made available in DSpace on 2017-05-08T13:52:47Z (GMT). No. of bitstreams: 1 2016 - Elenilson Silva de Oliveira.pdf: 1048621 bytes, checksum: cb2aa57c367db8045adc9850fd5729dd (MD5) Previous issue date: 2016-05-25 / This dissertation is the result of the survey carried out in the period from June 2014 to May 2016, linked to Graduate Program in Agricultural Education, Universidade Federal Rural do Rio de Janeiro, had as general objective to characterize the relationship of agricultural education with the curriculum at the school of the field of Settlement Project Urumutum, in Tabatinga-Amazonas.The Urumutum Settlement Project was created by INCRA - National Institute of Colonization and Agrarian Reform in 1987, after having been planned as Integrated Project of colonization. At the beginning 65 families (142 lots) were seated, after years of conflict by land on site, currently live more than 154 families considered posseiras in batches with problems of possession of the land.However, the research allowed us to develop the following specific objectives: to identify the forms of access and the development of public policies for agrarian reform on saddle Urumutum; analyze the ways of life and the social transformations on saddle Urumutum from the educational context; contextualizing the role of agricultural education for the formation of the students of the school of the field through the voices of the social actors.As methodological tools, we use the literature, which served as the construction for the theoretical and methodological frameworks, through numerous documents produced by rural social movements, in partnership with trade unions, public universities and education departments; documentary research, by comparing and interweaving of voices that come from various documentary sources, written and oral, as well as our participation in meetings and conferences, with access to the minutes and reports and oral history, using interviews and record of history of life of the subjects of the field involved in the educational process in the settlement: students, teachers, parents and family farmers.The study sought to answer the following question: how the curriculum of the school in the city of Tabatinga field (AM), works with agricultural education? From the application of methodological tools we trace a path that began with the context of rural settlements in the Amazon, bringing the agrarian question in the Amazon and the agrarian reform settlements in the context of Alto Solim?es. Then we highlight the history of the field of education, social movements, the struggle for education in Tabatinga and programs and Field Education actions under the IFAM - Federal Institute of Education, Science and Technology of Amazonas, Campus Tabatinga. Following, we emphasize with a brief history of agricultural education in Brazil, followed by the cultural historical context of the School Marechal Castelo Branco, and finally, caught crossing issues related to the work, education and agricultural education in Settlement Urumutum. The study found that the consequences arising from the period of colonization of the Amazon, together with the land reform policy incipient, lack of public policies for the populationof the field, especially the educational, become visible to the need for reflection / action through new perspectives on the role of the state against the sustainable rural development of these populations. Above all, there is a need to strengthen the educational activities between the spheres of government and civil society, especially social movements, to ensure the construction of participatory educational projects that address the principles of the field of education as a fundamental part of the design education of the people of the field. / Esta disserta??o ? o resultado da pesquisa realizada no per?odo de junho de 2014 a maio de 2016, vinculada ao Programa de P?s-Gradua??o em Educa??o Agr?cola, da Universidade Federal Rural do Rio de Janeiro, teve como objetivo geral caracterizar a rela??o do ensino agr?cola com o curr?culo na escola do campo do Projeto de Assentamento Urumutum, em Tabatinga-Amazonas. O Projeto de Assentamento Urumutum foi criado pelo INCRA - Instituto Nacional de Coloniza??o e Reforma Agr?ria em 1987, ap?s ter sido planejado como Projeto Integrado de Coloniza??o. No in?cio 65 fam?lias (142 lotes) foram assentadas, ap?s anos de conflitos por terras no local, atualmente vivem mais de 154 fam?lias consideradas posseiras em lotes com problemas de posse das terras. Contudo, a pesquisa possibilitou desenvolver seguintes objetivos espec?ficos: identificar as formas de acesso e o desenvolvimento das pol?ticas p?blicas para a reforma agr?ria no assentamento Urumutum; analisar os modos de vida e as transforma??es sociais no assentamento Urumutum a partir do contexto educacional; contextualizar o papel do ensino agr?cola para a forma??o do discente da escola do campo por meio das vozes dos atores sociais. Como instrumentos metodol?gicos, utilizamos a pesquisa bibliogr?fica, que serviu de constru??o para os referenciais te?rico-metodol?gicos, por meio de in?meros documentos produzidos pelos movimentos sociais do campo, em parceria, com sindicatos, universidades p?blicas e secretarias de educa??o; a pesquisa documental, atrav?s da compara??o e entrecruzamento de vozes advindas de diversas fontes documentais, escritas e orais, al?m da nossa participa??o em reuni?es e congressos, com acesso ?s atas e relat?rios e a hist?ria oral, com a utiliza??o de entrevistas e registro da hist?ria de vida dos sujeitos do campo envolvidos com o processo educativo no assentamento. O estudo buscou responder o seguinte questionamento: como o curr?culo da escola do campo do munic?pio de Tabatinga (AM) trabalha com o ensino agr?cola? A partir da aplica??o dos instrumentos metodol?gicos tra?amos um caminho que iniciou com a contextualiza??o dos assentamentos rurais na Amaz?nia, trazendo para a quest?o agr?ria no Amazonas e o contexto dos assentamentos de reforma agr?ria no Alto Solim?es. Em seguida, destacamos o hist?rico da Educa??o do Campo, os movimentos sociais, a luta pela educa??o em Tabatinga e os programas e a??es de Educa??o do Campo no ?mbito do IFAM - Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas, Campus Tabatinga. Seguindo, enfatizamos com um breve hist?rico o ensino agr?cola no Brasil, seguida do contexto hist?rico-cultural da Escola Municipal Marechal Castelo Branco, e por fim, entrela?amos as quest?es relacionadas com o trabalho, educa??o e ensino agr?cola no Assentamento Urumutum. O estudo constatou que as consequ?ncias oriundas desde o per?odo de coloniza??o da Amaz?nia, somadas a pol?tica de reforma agr?ria insipiente, a falta de pol?ticas p?blicas para a popula??o do campo, principalmente as educacionais, tornaram vis?veis ? necessidade de reflex?o / a??o atrav?s de novos olhares sobre o papel do estado frente ao desenvolvimento rural sustent?vel dessas popula??es. Sobretudo, h? a necessidade de estreitar as a??es educacionais entre as esferas de governo e a sociedade civil, em especial os movimentos sociais, no sentido de garantir a constru??o de projetos educacionais participativos, que contemplem os princ?pios da Educa??o do Campo como parte fundamental da concep??o de educa??o dos povos do campo.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T14:25:34Z No. of bitstreams: 1 Lucimar Barros de Almeida Delman Lains.pdf: 922794 bytes, checksum: e66f759f552ab2e8bf222ae62efa3928 (MD5) / Made available in DSpace on 2016-05-10T14:25:34Z (GMT). No. of bitstreams: 1 Lucimar Barros de Almeida Delman Lains.pdf: 922794 bytes, checksum: e66f759f552ab2e8bf222ae62efa3928 (MD5) Previous issue date: 2016-02-29 / The development of mediated attention in kindergarten and its relationship with the pedagogical practices is the subject of this work, based on the Historical-cultural approach. Participated in this study,children five to six years, enrolled in a school of early childhood education in Campinas, SP, and their respective teacher. The main objective was to investigate the possibilities of development mediates attention in children in the context of early childhood education through pedagogical practices. The specific objectives were: (i) develop in collaboration with the teacher strategies and potentially productive educational practices for the development of mediated attention ; (ii) analyze the effects of different activities (in terms of its structure) in the operation of the attention of children of early childhood education , and (iii) analyze the pedagogical mediations, peering into the conceptions of the teacher on the establishment and development of the human attentional capacity and the possible positive and negative effects of these mediations and concepts for the development of attention.The production of empirical material was achieved through the following instruments: the teacher was trained to carry out activities to promote mediated attention to children, participant observation during the activities developed by the teacher with children over seven weeks and semi-structured interviews with the teacher at the beginning, middle and end of the activities. The empirical material produced was qualitatively analyzed using elements of microgenetic approach. The survey results show that the improvement of mediation and pedagogical practices in early childhood education may offer new perspectives for studying the development of attention, enabling the promotion of higher attentional processes (called byL.S.Vygotsky) in children. / O desenvolvimento da aten??o mediada na Educa??o Infantil e sua rela??o com as pr?ticas pedag?gicas ? o tema deste trabalho, fundamentado na abordagem Hist?rico-cultural.Tem como sujeitos, crian?as de cinco a seis anos matriculadas em uma escola de Educa??o Infantil no munic?pio de Campinas, SP, e sua respectiva professora. O principal objetivo foi investigar as possibilidades de desenvolvimento da aten??o mediada em crian?as em um contexto de Educa??o Infantil, atrav?s de pr?ticas pedag?gicas. Os objetivos espec?ficos foram: (i) desenvolver emcolabora??o com a professora estrat?gias e pr?ticas pedag?gicas potencialmente produtivas para o desenvolvimento da aten??o mediada;(ii) analisar efeitos de diferentes atividades (em termos de sua estrutura) no funcionamento da aten??o de crian?as de Educa??o Infantil, e (iii)analisar as media??es pedag?gicas, perscrutando as concep??es da professora sobre a constitui??o e o desenvolvimento da capacidade atencional humana e os poss?veis efeitos positivos e negativos destas media??es e concep??es para o desenvolvimento da aten??o.A produ??o de material emp?rico se concretizou por meio dos seguintes procedimentos: a professora recebeu forma??o para a realiza??o de atividades de promo??o da aten??o mediada com as crian?as, observa??o participante durante as atividades desenvolvidas pela professora com as crian?as ao longo de sete semanas e entrevistas semiestruturadas com a professora, no in?cio, meio e final do per?odo de perman?ncia em campo. O material emp?rico produzido foi analisado qualitativamente utilizando-se elementos da abordagem microgen?tica. Os resultados da pesquisa demonstram que o aprimoramento da media??o e das pr?ticas pedag?gicas na Educa??o Infantil poder?o oferecer novas perspectivas para o estudo do desenvolvimento da aten??o, permitindo a promo??o dos processos atencionais superiores (segundo nomenclatura de L. S. Vigotski) nas crian?as.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T17:40:50Z No. of bitstreams: 1 MARCO AURELIO ALVES.pdf: 1402233 bytes, checksum: 4332af499181242125f03e64e835f373 (MD5) / Made available in DSpace on 2016-05-10T17:40:50Z (GMT). No. of bitstreams: 1 MARCO AURELIO ALVES.pdf: 1402233 bytes, checksum: 4332af499181242125f03e64e835f373 (MD5) Previous issue date: 2016-02-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims to understand the constitution and the principles that guide the continued formation of teachers of Elementary School ? Final years by focusing on the case of the city of Campinas in the last five years (2010-2014). Besides, we intend to identify the similarities and differences between the guiding principles of the official documents of the SME ? Campinas (City Department of Education) about the continued formation and educational practice in the city, according to the vision of Pedagogical Advisor. It is a qualitative case study. The method includes: analysis of official documents at the municipal level and semi-structured interviews with seven peoples ? five Pedagogical Advisor, one from each NAED (Educational Action Center decentralized), and two linked coordinators to equipment continuing education in the municipality. The results indicated that, in recent years, this city has opted for formation of antagonistic formative models and both have close relations with pragmatism and neo-liberal ideology. With regard to the dialogue between the SME and the schools, in view of Pedagogical Advisor, identified mismatched and contradictory speeches that is the result of teacher's working conditions, especially for lack of teaching time to execution training activities, elapsing in an obstacle in the consolidation of continued education policy for these professionals. This study contributes to reflections on continued education in public schools. At the same time, we believe that the analysis of needs identified by Pedagogical Advisor and topics addressed in the courses and formation groups offered by SME will enable reflections on the proposals contained in official documents of this city and the educational reality. / Esta pesquisa visa compreender a constitui??o e os princ?pios que norteiam a forma??o continuada de professores do Ensino Fundamental dos anos finais, dando enfoque no caso do munic?pio de Campinas nos ?ltimos cincos anos (2010-2014). Al?m disso, buscou-se identificar as aproxima??es e distanciamentos entre os princ?pios norteadores dos documentos oficiais da SME ? Campinas (Secretaria Municipal de Educa??o) acerca da forma??o continuada e a pr?tica educacional do munic?pio, segundo a vis?o de orientadores pedag?gicos. Trata-se de um estudo de caso de abordagem qualitativa. O m?todo inclui: an?lise de documentos oficiais no ?mbito municipal e entrevistas semiestruturadas com sete sujeitos ? cinco orientadores pedag?gicos, um de cada NAED (N?cleo de A??o Educativa Descentralizada), e dois coordenadores vinculados de maneira estreita aos equipamentos de forma??o continuada no munic?pio. Os resultados indicaram que, nesses ?ltimos anos, este munic?pio tem optado pela constitui??o de modelos formativos antag?nicos e que ambos possuem rela??es estreitas com o pragmatismo e a ideologia neoliberal. No que se refere aos di?logos entre a SME e as Unidades Escolares na vis?o de Orientadores Pedag?gicos, identificamos discursos desencontrados e contradit?rios resultantes das condi??es de trabalho do professor, sobretudo, no que se refere ? falta do tempo pedag?gico para a realiza??o de a??es formativas, decorrendo em um entrave na consolida??o da pol?tica de forma??o continuada para esses profissionais. Este estudo contribui para as reflex?es acerca da forma??o continuada na rede municipal. Ao mesmo tempo, acreditamos que as an?lises das demandas apontadas por orientadores pedag?gicos e das tem?ticas abordadas nos cursos e grupos formativos oferecidos pela SME possibilitar?o reflex?es acerca das propostas contidas em documentos oficiais deste munic?pio e a realidade educacional.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-10-01T23:47:40Z No. of bitstreams: 1 Liliane Souza de Assis.pdf: 4082156 bytes, checksum: f7cd61327c03998590b5dce3a5ecd1c7 (MD5) / Made available in DSpace on 2015-10-01T23:47:40Z (GMT). No. of bitstreams: 1 Liliane Souza de Assis.pdf: 4082156 bytes, checksum: f7cd61327c03998590b5dce3a5ecd1c7 (MD5) Previous issue date: 2015-05-12 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / This research discusses the implications of Law 11.274 / 06 in the organization of educational work to care for six year-old children inserted in elementary public schools in Concei??o do Jacu?pe, from 2007 to 2012. For this, the study elected as a matter central question: What are the implications of Law 11.274 / 2006 in the organization of educational work to care for six year-old children inserted in elementary public schools in Concei??o do Jacu?pe? In dialogue with this issue, this research aimed to analyze the implications of Law 11.274 / 2006 in the organization of educational work to care for six year-old children inserted in elementary public schools of Concei??o do Jacu?pe. The methodology is based on qualitative approach and seeks to articulate policy analysis with the processes experienced by the subjects, taking as main categories of analysis the concepts of childhood and organization of educational work. As data collection instruments, were used analysis of national and local official documents related to the object, particularly those that indicate the guidelines for education policy in the municipality, as well as semi-structured interviews with teachers who work in the first year, teaching managers and coordinators of two municipal schools, and systematic observations of educational relations established in schools in order to care for six year-old child. The data collected allow us to infer that the documents prepared by the Education City of Concei??o do Jacu?pe to implement the basic education of nine years, dialogue with the proposal of the law, with regard to operational aspects: a gradual transition from elementary school from eight to nine years' duration; cutting age for enrollment and the recast proposal of the organization of pedagogical work to care for six year-old children. The analysis of the processes experienced by the subjects in the law implementation process revealed the theoretical and methodological challenges that come into play, especially regarding the vagueness of childhood conception and organization of educational work in the statements of the subjects and the documents of the institutions; the fragility of discussions about the organization of the pedagogical work and its relationship with childhood specificities and the need for a debate, in the municipality, on for what and for whom we are educating. / Esta pesquisa problematiza as implica??es da Lei 11.274/06 na organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos inseridas no ensino fundamental, em escolas municipais de Concei??o do Jacu?pe, no per?odo de 2007 a 2012. Para isso, o estudo elegeu como quest?o central de investiga??o: Quais as implica??es da Lei 11.274/2006 na organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos inseridas no ensino fundamental, em escolas municipais de Concei??o do Jacu?pe? E di?logo com esta quest?o a pesquisa teve como objetivo analisar as implica??es da Lei 11.274/2006 na organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos inseridas no ensino fundamental, em escolas municipais de Concei??o do Jacu?pe. A metodologia dotada baseia-se na abordagem qualitativa e busca articular a an?lise da pol?tica com os processos vividos pelos sujeitos, tomando como principais categorias de an?lises os conceitos de inf?ncia e organiza??o do trabalho pedag?gico. Como instrumentos de coleta de dados foram usados an?lise de documentos oficiais nacionais e locais relacionados ao objeto, particularmente os que indicam as diretrizes para as pol?ticas educacionais no munic?pio, bem como entrevistas semiestruturadas com professores que atuam no primeiro ano, gestores e coordenadores pedag?gicos de duas escolas municipais, al?m de observa??es sistem?ticas das rela??es educativas estabelecidas nas escolas com vista ao atendimento das crian?as de seis anos. Os dados coletados permitem afirmar que os documentos elaborados pelo Conselho Municipal de Educa??o de Concei??o do Jacu?pe para implanta??o do ensino fundamental de nove anos, dialogam com a proposta da lei, no que diz respeito aos aspectos operacionais: transi??o gradativa do ensino fundamental de oito para nove anos de dura??o; idade de corte para matr?culas e proposta de reformula??o da organiza??o do trabalho pedag?gico para atendimento das crian?as de seis anos. A an?lise dos processos vividos pelos sujeitos no processo de implementa??o da lei revelaram os desafios te?ricos e metodol?gicos que entram em cena, especialmente em rela??o ? indefini??o de concep??es de inf?ncia e organiza??o do trabalho pedag?gico nos depoimentos dos sujeitos e nos documentos das institui??es; ? fragilidade das discuss?es acerca da organiza??o do trabalho pedag?gico e suas rela??es com as especificidades da inf?ncia, bem como, a necessidade de um debate, no munic?pio sobre para que e para quem estamos educando.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-14T17:15:18Z No. of bitstreams: 1 2017 - Marcela Francis Costa Lima.pdf: 2433368 bytes, checksum: 77c6ed296f04998a2e3c25cc6c60a1ea (MD5) / Made available in DSpace on 2018-03-14T17:15:18Z (GMT). No. of bitstreams: 1 2017 - Marcela Francis Costa Lima.pdf: 2433368 bytes, checksum: 77c6ed296f04998a2e3c25cc6c60a1ea (MD5) Previous issue date: 2017-01-31 / CAPES / This dissertation is linked to the line of research: Contemporary Studies and Educational Practices of the Graduate Program in Education, Contemporary Contexts and Popular Demands (PPGEduc) of the Federal Rural University of Rio de Janeiro (UFRRJ) and the Observatory of Education Program (OBEDUC), funded by the Coordination for the Improvement of Higher Education Personnel (CAPES) entitled "The schooling of students with intellectual disabilities: public policies, cognitive processes and evaluation of learning". Three postgraduate programs participate in this project: Federal Rural University of Rio de Janeiro (UFRRJ), State University of Santa Catarina (UDESC) and University of Vale do Itaja? (UNIVALI). This dissertation aims to analyze the multiple dimensions of school inclusion, at the interfaces between the teaching conceptions and the mediation processes of the learning of students with intellectual disabilities, in the common classes of schools in the Baixada Fluminense. For this, the following specific objectives were outlined: analyze the conceptions of mediation and school inclusion from the perspective of teachers; Identify the level of involvement of students with intellectual disabilities and their learning in this process. As a theoretical basis, we refer to the historical-cultural perspective of Vygotsky. The methodology was based on the qualitative perspective because we believe that research of this magnitude allows us an analysis that considers the particularities of the investigated reality. As data collection instruments, we used classroom observation, the scale of involvement, open interviews and semi-structured questionnaires. For the analysis of the data we used the content analysis that allowed us to relate the data obtained in the research with the theoretical reference that guides the study. In these aspects, after the data analysis, the results indicate that the level of involvement of the subjects with intellectual disability in the proposed activities is entirely related to the pedagogical mediations directed to them. In addition, the data showed that quality mediations work as compensatory in the schooling process of subjects with intellectual disability, providing the acquisition of scientific concepts and the development of higher psychological functions. However, it has become clear that it is not any kind of mediation that provides learning opportunities for people with intellectual disabilities. The research also presents the teaching conceptions about the policy of school inclusion, the historical-cultural perspective and its concepts. Finally, contemporary reflections on the schooling process of students with intellectual disabilities in the Baixada Fluminense are presented. / A presente disserta??o vincula-se a linha de pesquisa: Estudos Contempor?neos e Pr?ticas Educativas do Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares (PPGEduc) da Universidade Federal Rural do Rio de Janeiro (UFRRJ) e ao Programa Observat?rio da Educa??o (OBEDUC) financiado pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) intitulado ?A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem?. Participam desse projeto tr?s programas de P?s-Gradua??o, a saber: Universidade Federal Rural do Rio de Janeiro (UFRRJ), da Universidade Estadual de Santa Catarina (UDESC) e da Universidade do Vale do Itaja? (UNIVALI). Esta disserta??o tem como objetivo analisar as m?ltiplas dimens?es da inclus?o escolar, nas interfaces entre as concep??es docentes e os processos de media??o da aprendizagem de alunos com defici?ncia intelectual, nas classes comuns de escolas da Baixada Fluminense. Para isso, os seguintes objetivos espec?ficos foram delineados: analisar as concep??es de media??o e inclus?o escolar na perspectiva dos professores; identificar o n?vel de envolvimento dos alunos com defici?ncia intelectual e suas aprendizagens neste processo. Como fundamenta??o te?rica, nos remetemos a perspectiva hist?rico-cultural de Vigotski. A metodologia apoiou-se na perspectiva qualitativa por acreditarmos que pesquisas dessa envergadura nos possibilitam uma an?lise que considera as particularidades da realidade investigada. Como instrumentos de coleta de dados utilizamos a observa??o em sala de aula, a escala de envolvimento, entrevistas abertas e question?rios semiestruturados. Para a an?lise dos dados utilizamos a an?lise de conte?do que nos permitiu relacionar os dados obtidos na pesquisa com o referencial te?rico que norteia o estudo. Sob esses aspectos, ap?s a an?lise dos dados, os resultados apontam que o n?vel de envolvimento dos sujeitos com defici?ncia intelectual nas atividades propostas est? inteiramente relacionado com as media??es pedag?gicas direcionadas aos mesmos. Al?m disso, os dados evidenciaram que as media??es de qualidade funcionam como compensat?rias no processo de escolariza??o de sujeitos com defici?ncia intelectual, proporcionando a aquisi??o de conceitos cient?ficos e o desenvolvimento das fun??es psicol?gicas superiores. Contudo, ficou evidente que n?o ? qualquer tipo de media??o que propicia possibilidades de aprendizagem para os sujeitos com defici?ncia intelectual. A pesquisa tamb?m apresenta as concep??es docentes sobre a pol?tica de inclus?o escolar, a perspectiva hist?rico-cultural e seus conceitos. Por fim, s?o apresentadas reflex?es contempor?neas sobre o processo de escolariza??o de alunos com defici?ncia intelectual na Baixada Fluminense.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-09-19T14:22:57Z No. of bitstreams: 1 2010 - M?rcia de Freitas Rosa.pdf: 8558207 bytes, checksum: 084652082b79dd99a23b5994dc3364e1 (MD5) / Made available in DSpace on 2018-09-19T14:22:57Z (GMT). No. of bitstreams: 1 2010 - M?rcia de Freitas Rosa.pdf: 8558207 bytes, checksum: 084652082b79dd99a23b5994dc3364e1 (MD5) Previous issue date: 2010-10-08 / In this work was studied the contribution of Good Agricultural and Manufacturing Practices in the acquisition of abilities proposed by the curriculum of the Agriculture and Livestock Technical Course and Agroindustry Technical Course of Federal Institute of Tri?ngulo Mineiro- Uberl?ndia Campus (IFTM-Uberl?ndia Campus). An interdisciplinary proposal was applied to the production of vegetables destined to the consumption in the sector of feeding and nutrition of the Institution. 20 students from the Agriculture Technical course and 17 from the Agroindustry Technical course from IFTM-Uberl?ndia Campus. It was used as the object of work for the pedagogical evaluation planting of lettuce, one in the conventional way and another with the application of Good Agricultural Practices. In the evaluation of the pedagogical process, the method of evaluation of individual attitude was used, constructing relative affirmative questions to the main phases of development of the steps that made this work (process and its controls and microbiological analyses). The evaluation tools contained affirmations referring to the concepts and necessary knowledge to understand the good stages that involve the process of the good practical. These were punctuated with a scale ranging from ?I disagree very much? to ?I agree very much?, with a total of seven points. These were applied in two different stages, being first the representative one of zero condition, which is, without any involvement with the activities of the project and second, after concluding the practical activities. For each plantation, 50 randomly harvested heads of lettuce were selected. The samples of each plantation (conventional and GAP) and each processing (conventional and GMP), after the collection, were transported to the laboratory of Food Microbiological Analyses of the IFTM- Uberl?ndia Campus, where Total and Fecal Coliforms were analyzed. The diagnostic tests on the knowledge in GAP and GMP presented average above 6 for the four evaluated groups, but there was an increase in the values of notes of the evaluations, after the applied training. However, the results did not present significant statistical differences between the groups, both in the first and in the second moment in relation to the knowledge level on GAP and GMP. This result can e justified, because the study had the limitation to a small sample. In the analysis of images of subjects at different stages of labor was observed cooperation and organization of the group leaders with the creation of better performance of the activities. The present work allowed the academic knowledge to the applied research. It was possible to follow the construction of the knowledge of the students and researcher, which was accomplished by means of the principles that support interdisciplinary practices, who contribute to the formation of citizens critical and participative. / Neste trabalho foi estudada a contribui??o das Boas Pr?ticas Agr?colas e de Fabrica??o na aquisi??o de compet?ncias propostas pelas matrizes curriculares dos Cursos T?cnicos em Agropecu?ria e Agroind?stria do Instituto Federal do Tri?ngulo Mineiro-Campus Uberl?ndia (IFTM-Campus Uberl?ndia). Foi utilizada uma proposta interdisciplinar aplicada ? produ??o de hortali?as folhosas destinada ao consumo no Setor de Alimenta??o e Nutri??o da Institui??o. Participaram da pesquisa 20 estudantes do Curso T?cnico em Agropecu?ria e 17 do Curso em Agroind?stria do IFTM-Campus Uberl?ndia. Utilizou-se como objeto de trabalho para a avalia??o pedag?gica o plantio de alface, sendo um na forma convencional e outro com a aplica??o das Boas Pr?ticas Agr?colas. Na avalia??o do processo pedag?gico, utilizou-se o m?todo de avalia??o de atitude do indiv?duo, construindo-se quest?es afirmativas relativos ?s principais fases de desenvolvimento das etapas que compuseram este trabalho (processo e seus controles e an?lises microbiol?gicas). Os instrumentos de avalia??o continham afirmativas referentes aos conceitos e conhecimentos necess?rios para compreender as etapas que envolvem o processo das boas pr?ticas. Estas foram pontuadas com uma escala variando entre o ?discordo muito? ao ?concordo muito?, com um total de sete pontos. Esses foram aplicados em duas etapas diferentes, sendo a primeira representativa da condi??o zero, ou seja, sem qualquer envolvimento com as atividades do projeto e a segunda, ap?s concluir as atividades pr?ticas. Utilizou-se ainda, an?lise das imagens dos sujeitos nas diferentes etapas do trabalho. Para cada plantio foram selecionados 50 p?s de alface, colhidos aleatoriamente. As amostras de cada plantio (convencional e BPA) e cada processamento (convencional e BPF), ap?s a coleta, foram transportadas para o Laborat?rio de An?lises Microbiol?gicas de Alimentos do IFTM-Campus Uberl?ndia, onde foram realizadas as an?lises de Coliformes a 35?C e Coliformes a 45?C. Os testes diagn?sticos sobre os conhecimentos em BPA e BPF apresentaram notas m?dias superiores a 6 para os quatro grupos avaliados, houve um aumento nos valores das notas das avalia??es, ap?s o treinamento aplicado. Entretanto, os resultados n?o demonstraram diferen?as estat?sticas significativas entre os grupos, tanto no primeiro quanto no segundo momento em rela??o ao n?vel de conhecimento sobre BPA e BPF. Esse resultado pode ser justificado, uma vez que o estudo teve a limita??o quanto ao pequeno tamanho da amostra. Na an?lise das imagens dos sujeitos nas diferentes etapas do trabalho foi observada a coopera??o e a organiza??o do grupo com a cria??o de lideres melhorando o desempenho das suas atividades. O presente trabalho permitiu vincular o conhecimento acad?mico ? pesquisa aplicada. Foi poss?vel acompanhar a constru??o do conhecimento por parte dos estudantes e pesquisador, que se efetivou por meio dos princ?pios que embasam a pr?tica interdisciplinar, os quais contribuem para a forma??o de cidad?os cr?ticos e participativos.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-13T17:14:03Z No. of bitstreams: 1 2013 - Ivone Mary Medeiros de Souza.pdf: 7535122 bytes, checksum: 0b36e574b0ea5e4da463451213836135 (MD5) / Made available in DSpace on 2018-11-13T17:14:03Z (GMT). No. of bitstreams: 1 2013 - Ivone Mary Medeiros de Souza.pdf: 7535122 bytes, checksum: 0b36e574b0ea5e4da463451213836135 (MD5) Previous issue date: 2013-08-15 / With the objective of meet the need for Professional Education in the Municipality of Amajari, the Federal Institute of Roraima (IFRR) built the campus Amajari which offer the technical course in agriculture to ensure the construction of a globalizing knowledge and overcome boundaries of disciplines. It is understood, therefore, that the course syllabus is based on the principles of interdisciplinarity. It is known, however, that the implementation of an interdisciplinary practice requires planning, time and willingness of teachers and the management team. In addition, this process can show resistance by teachers who supporters of traditional teaching practices, unaware, or do not accept not value interdisciplinary procedures. From this perspective, the proposed research aimed to answer the following question: pedagogical practice developed in the technical course in agriculture campus Amajari complies with the purposes of interdisciplinarity, as prescribed plan your course? Sought to know how the actors involved in the teaching-learning process (teachers, course coordinators, pedagogical coordinators and director of education) have organized to put in practice the pedagogical methodology recommended in the course. To do so, we aim to identify and analyze the conceptions of teachers and educational managers about interdisciplinarity in teaching and meet the pedagogical practices developed in the technical course in agriculture campus Amajari. In the first stage of the research, analyzed the course plan, identifying the mission, vision and values that support the insertion of IFRR in the region. This research is supported by the theoretical works of Hilton Japiass?, Edgar Morin, Ivani Farm, Guiomar Mello, Heloise L?ck, and other authors who discuss the interdisciplinary perspective in education. Based on the concepts and theoretical foundations presented by these authors, was held the second phase of the research, a qualitative analysis of the statements of the management team and teachers Campus Amajari / IFRR obtained through semi-structured interviews, in order to search the coherence between the proposed methodology and pedagogical practice developed in the course defined in this study. It was evident the commitment of a group of teachers in implementing the proposed methodology of the course focus with the use of the design methodology. The practice of these teachers favors the integration of theory and practice, from the perspective that teaching activities can be planned and executed in order to give the student the starring role in the process of building their knowledge and their professional training. It was noticed, however, the gaps between the curriculum and the reality of students, belonging mostly to the ethnics groups Macuxi and Wapichana. / Com o objetivo de atender ? necessidade de educa??o profissional no munic?pio de Amajari, o Instituto Federal de Roraima (IFRR) construiu o C?mpus Amajari, o qual oferta o Curso T?cnico em Agricultura, visando a garantir a constru??o de um conhecimento globalizante e superar os limites das disciplinas.Entende-se, pois, que o plano de curso se sustenta nos princ?pios da interdisciplinaridade. Sabe-se, no entanto, que a implementa??o de uma pr?tica interdisciplinar requer planejamento, tempo e disposi??o dos professores e da equipe gestora Al?m disso, esse processo pode apresentar resist?ncia por professores que, adeptos a pr?ticas tradicionais de ensino, desconhecem, n?o aceitam ou n?o valorizam procedimentos interdisciplinares. A partir dessa perspectiva, a pesquisa aqui proposta pretendeu responder ao seguinte questionamento:a pr?tica pedag?gica desenvolvida no Curso T?cnico em Agricultura do C?mpus Amajari cumpre com os prop?sitos da interdisciplinaridade, conforme preceitua seu plano de curso? Buscou-se conhecer de que modo os atores envolvidos no processo ensino-aprendizagem (professores, diretor de ensino, coordenador de curso e pedag?gico) t?m se organizado para p?r em pr?tica a metodologia recomendada na proposta pedag?gica do curso. Para tanto, visamos identificar e analisar as concep??es dos professores e gestores pedag?gicos acerca da interdisciplinaridade no ensino e conhecer as pr?ticas pedag?gicas desenvolvidas no Curso T?cnico em Agricultura do C?mpus Amajari. Na primeira etapa da pesquisa, analisou-se o Plano de Curso, identificando a miss?o, vis?o e valores que amparam a inser??o do IFRR na regi?o. Esta pesquisa tem como suporte te?rico obras de Hilton Japiass?, Edgar Morin, Ivani Fazenda, Guiomar Mello, Helo?sa L?ck, al?m de outros autores que discutem a perspectiva interdisciplinar na educa??o. Com base nos conceitos e fundamentos te?ricos apresentados por esses autores, foi realizada a segunda fase da pesquisa, numa an?lise qualitativa das falas da equipe gestora e dos professores do C?mpus Amajari/IFRR, obtidas por meio de entrevistas semiestruturadas, com o intuito de pesquisar a coer?ncia entre a proposta metodol?gica e a pr?tica pedag?gica desenvolvida no curso delimitado neste estudo. Evidenciou-se o empenho de um grupo de professores em executar a proposta metodol?gica do curso em foco com a utiliza??o da metodologia de projetos. A pr?tica desses professores privilegia a articula??o teoria-pr?tica, na perspectiva de que as atividades de ensino possam ser planejadas e executadas de forma a garantir ao educando o papel de protagonista no processo de constru??o de seu conhecimento e de sua forma??o profissional. Percebeu-se, no entanto, a exist?ncia de lacunas entre o curr?culo escolar e a realidade dos alunos, pertencentes, em sua maioria, ?s etnias Macuxi e Wapichana.

Submitted by Alexandre Soares (alexandredesoares@yahoo.com.br) on 2016-07-19T13:36:17Z No. of bitstreams: 1 xymenes_trindade_fernandes.pdf: 2411935 bytes, checksum: 8b4995774a6e87506c27f7b2f3d13cc2 (MD5) / Rejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: Rever: Refer?ncia ABNT Tipo Nota de disserta??o/Tese Resumos Palavra Chave Ag?ncia Financiadora http://acervo.ufvjm.edu.br/jspui/handle/1/559 on 2016-07-21T16:41:45Z (GMT) / Submitted by Alexandre Soares (alexandredesoares@yahoo.com.br) on 2016-08-25T11:55:53Z No. of bitstreams: 1 xymenes_trindade_fernandes.pdf: 2411935 bytes, checksum: 8b4995774a6e87506c27f7b2f3d13cc2 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2016-08-25T14:24:21Z (GMT) No. of bitstreams: 1 xymenes_trindade_fernandes.pdf: 2411935 bytes, checksum: 8b4995774a6e87506c27f7b2f3d13cc2 (MD5) / Made available in DSpace on 2016-08-25T14:24:21Z (GMT). No. of bitstreams: 1 xymenes_trindade_fernandes.pdf: 2411935 bytes, checksum: 8b4995774a6e87506c27f7b2f3d13cc2 (MD5) Previous issue date: 2015 / O Programa de Interven??o Pedag?gica II (PIP II) ? tem?tica dessa pesquisa que materializou-se na Escola Estadual Professor Leopoldo Miranda (EEPLM), em Diamantina ? MG, vinculada ? Linha de Pesquisa Pol?ticas P?blicas e Educacionais, teve, como objetivo geral analisar a efetividade do Programa de Interven??o Pedag?gica II na Escola Estadual Professor Leopoldo Miranda, no per?odo de 2011 a 2013. Os objetivos espec?ficos oportunizaram: conhecer o Programa de Interven??o Pedag?gica II na Escola Estadual Professor Leopoldo Miranda no per?odo de 2011 a 2013; analisar a efetividade do PIP II com base no Guia de Organiza??o e Reorganiza??o do PIP 2013; e analisar os elementos que dificultaram a efetividade do PIP II na EEPLM. Quanto ? natureza e abordagem metodol?gica, essa pesquisa ? qualitativa, possuindo caracter?sticas metodol?gicas descritivas e anal?ticas. Apresenta-se por um estudo de caso, tendo, como t?cnica, a pesquisa documental, utilizando a an?lise de conte?do para interpreta??o dos dados. A delimita??o da pesquisa deu-se no 9? ano do Ensino Fundamental por ser nessa fase de ensino a ocorr?ncia de avalia??o pelo Programa de Avalia??o da Rede P?blica da Educa??o B?sica (PROEB) que subsidia a organiza??o e reorganiza??o do PIP II nas escolas. Os resultados obtidos mostram o desenvolvimento de a??es pela escola, visando atender as necessidades para que o ensino-aprendizagem acontecesse com ?xito, por?m evidenciaram-se quest?es dificultadoras do processo de ensino-aprendizagem relacionadas ? falta de comprometimento dos alunos com os estudos e a pouca participa??o da fam?lia, ? indisciplina, ? viol?ncia e ao comprometimento do professor, ? orienta??es pedag?gicas equivocadas por parte de inspetor escolar, ? dificuldade na utiliza??o do Curr?culo B?sico Comum, ao fracasso na efetiva??o da interdisciplinaridade, ao privil?gio no atendimento ?s disciplinas de Matem?tica e L?ngua Portuguesa em detrimento das demais, ?s dificuldades na participa??o dos alunos na avali??o do PROEB, ao grande quantitativo de alunos em progress?o parcial, ?s a??es do PIP II voltadas para o treinamento de habilidades e compet?ncias, ao n?mero reduzido de analistas para o atendimento ?s escolas, ?s dificuldade de acesso aos munic?pios pelos analistas, ?s caracter?sticas e dimens?es territoriais, ?s condi??es socioecon?micas dos alunos, ? falta de recursos para o desenvolvimento do trabalho, ? aus?ncia de diagn?stico da realidade para implementa??o de pol?ticas p?blicas, a desvaloriza??o dos profissionais da educa??o, ?s condi??es prec?rias de trabalho nas escolas, ? viol?ncia dos alunos contra professores, diretores e colegas de classe, ? valoriza??o de avalia??o quantitativa em detrimento da qualitativa, ? aus?ncia de forma??o interdisciplinar para os professores e equipe pedag?gica, e, ainda, sobrecarga de trabalho, tanto para os professores, quanto para os analistas do PIP II. A hip?tese levantada nessa pesquisa confirmou-se, ou seja, o Programa de Interven??o Pedag?gica II n?o se mostrou efetivo, uma vez que n?o houve melhoria para os alunos do 9? ano em rela??o ao ensino de qualidade, / Programa de P?s-Gradua??o em Gest?o de Institui??es Educacionais, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2015. / The Educational Intervention Program II (PIP II), is theme of this research that materialized at the State School Professor Leopoldo Miranda (EEPLM) in Diamantina - MG, linked to the Research Line of Public Policy and Education, aimed to: analyze the effectiveness of Pedagogical Intervention Program II at the State School Professor Leopoldo Miranda in the period from 2011 to 2013. The specific objectives gives opportunity to know the Pedagogical Intervention Program II at the State School Professor Leopoldo Miranda in the period from 2011 to 2013; analyze the effectiveness of PIP II based on the Organization and Reorganization guide of the PIP 2013; and analyze the elements that hampered the effectiveness of PIP II in EEPLM. About the nature and methodological approach this research is qualitative, having descriptive and analytical methodological characteristics. It is presented by a case study, with the documentary research technique using the content analysis to analysis and interpretation of data. The delimitations of the research took place in the 9th grade of elementary school to be in this educational stage the occurrence of evaluation by the evaluation program of the Public Network in the Basic Education (PROEB) that supports the organization and reorganization of the PIP II in schools. The results show the development of actions by the school, to meet the needs for the teaching and learning happen successfully, but it became clear cause difficulties issues of the teaching-learning process related to the lack of commitment of students with the studies and the little family participation, the indiscipline , violence and the teacher commitment, misleading pedagogical guidelines by the school inspector, the difficulty in using the Common Basic Curriculum to fail in the execution of the interdisciplinarity, the privilege in attendance ace of math and Portuguese to the detriment of others, the difficulties in students' participation in the Evaluation of the PROEB, the large quantitative of students in partial progress, the actions of PIP II focused to the training of skills and competences, the small number of analysts to attend the schools, the difficult of access to municipalities by analysts, the characteristics and territorial dimensions, the socio economic conditions of the students, lack of resources to the development work, the absence of diagnostic of the reality for implementation of public policies, devaluation of education professionals, the poor working conditions in schools, violence by the students against teachers, principals and classmates, the appreciation of quantitative evaluation over the qualitative, the lack of interdisciplinary training for teachers and teaching staff and also work overload for both teachers and analysts of PIP II. The raised hypothesis in this study was confirmed. So The Pedagogical Intervention program II was not effective, since there was no improvement to the students of the 9th grade in relation to quality education