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 2016-04-04T18:32:32Z (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 2016-04-04T18:32:54Z (GMT). No. of bitstreams: 1 Adriana Cunha Padilha.pdf: 8304886 bytes, checksum: 6a2dc04aea2fbef5df79547b5b28dfbf (MD5) Previous issue date: 2009-10-27 / The student with disability in general Education Classrooms has brought changes for the discussion about the school social function, demanding further reflection, organization and planning. Would the school be considering about this new context through its Political-Pedagogical Project? This research analyses which concept of inclusive education is inserted on Political-Pedagogical Projects of the SME in Campinas SP; the objective is to reflect on the construction, development and its relation with the inclusive school functions. The authors who have wellfounded this study on a critical perspective are Saviani, Sader, Jannuzzi, Vasconcellos, and Veiga. On Methodology we realize documental analysis of six Political-Pedagogical Projects from large, medium and small sizes elaborated in 2008, including five administrative regions from Campinas SP. We have related the number of schools with the following criteria: the number of students in each school that offers support and its administrative regions. The first step of the research was a data survey. They were accomplished in two ways: analysis of the Political-Pedagogical Projects and analysis of instructions that make up its structure. As a result from the reading of documents there are units of our research analysis, considering formal or technical aspects and political aspects of Political-Pedagogical Projects. On treatment and data analysis, we have had the inference as a basic principle, and faced with it, after reading of Political-Pedagogical Project, we can find out points of the nearest approaching among the documents, constituting four units of analysis. After discussion of the data, we have expressed considerations about the following units of the analysis of Political-Pedagogical Projects :a) Inclusive Education Concept, b) Process of decision (school s autonomy),c) Model of Management, d) School Organizational Structure. The results demonstrate that there are fragmentations and contradictions on Political-Pedagogical Projects implementation, making it difficult to include special education on regular teacher s routines. This mission of the disable students program is not efficient enough in aspects related to management, structure and scholar time, evaluation and school autonomy, indicating an emptying of proposals for the student with disabilities. / O aluno com defici?ncia introduziu mudan?as na discuss?o sobre a fun??o social da escola, exigindo assim maior reflex?o, organiza??o e planejamento das pr?ticas escolares. A escola por meio de seu Projeto Pol?tico-Pedag?gico estaria refletindo sobre esse novo contexto? Esta pesquisa analisa qual conceito de educa??o inclusiva est? contido nos Projetos Pol?tico-Pedag?gicos da SME de Campinas SP, com o objetivo de refletir sobre a constru??o, desenvolvimento e sua rela??o com pr?ticas escolares inclusivas. Os autores que fundamentaram este estudo trabalham numa perspectiva cr?tica (Saviani, Sader, Jannuzzi, Vasconcellos, Veiga). Na metodologia realizamos an?lise documental de seis Projetos Pol?tico-Pedag?gicos de escolas de grande, m?dio e pequeno porte elaborados no ano de 2008 abrangendo cinco regi?es administrativas do munic?pio de Campinas SP. Relacionamos o total de escolas do munic?pio aos seguintes crit?rios: regi?o administrativa a que pertenciam e total de alunos atendidos em cada uma das escolas. Trabalhamos nesse estudo com o levantamento dos dados como primeiro passo da pesquisa, sendo realizado de duas maneiras: an?lise dos Projetos Pol?tico- Pedag?gicos e a an?lise de diretrizes que comp?em sua estrutura??o. Os elementos que surgiram da leitura dos documentos constituiram-se as unidades de an?lise da pesquisa, levando-se em considera??o os aspectos formal ou t?cnico e os aspectos pol?ticos dos Projetos Pol?tico-Pedag?gicos. No tratamento e an?lise dos dados tevese como principio b?sico a codifica??o, interpreta??o e a infer?ncia sobre as informa??es contidas nas unidades de an?lise, desvelando seu conte?do manifesto e oculto, decifrando em cada unidade o n?cleo emergente ao prop?sito da pesquisa. Expressando-se considera??es na discuss?o dos dados sobre as seguintes unidades de an?lise dos Projetos Pol?tico-Pedag?gicos: a) Conceito de educa??o inclusiva, b) Processo de decis?o (autonomia da escola), c) Modelo de Gest?o e d) Estrutura Organizacional da escola. Os resultados obtidos apontam no sentido de constatarmos fragmenta??es e contradi??es existentes nos Projetos Pol?tico- Pedag?gicos provocando o distanciamento entre a id?ia de educa??o inclusiva e a pr?tica docente. Esse distanciamento se apresentou em aspectos relacionados ? gest?o, estrutura e tempo escolar, avalia??o e autonomia da escola, apontando um esvaziamento de propostas para o aluno com defici?ncia.

Made available in DSpace on 2016-04-04T18:33:10Z (GMT). No. of bitstreams: 1 Rita de Cassia Ventura Pattaro.pdf: 4798934 bytes, checksum: 458721f3591590bc90348f06d7f479c5 (MD5) Previous issue date: 2013-02-15 / This study aims to present research about the work of the pedagogical coordinator as a mediator of teacher s practice in schools of an integral education and a full-time school, located in a city in the state of S?o Paulo. The relevance of this research finds its genesis in discussions and debates about the identity of this important school professional inside a specific context as the one with an integral education and a full-time school. For this study, specifically aimed to: i) understand and analyze the design of integral education in a full time and understand its implantation process in municipal schools representative of this model; ii) understand and analyze the design of integral education a full time and understand its implementation process in municipal schools of the educational municipal system in Indaiatuba/SP; iii) understand the performance of the pedagogical coordinator from the perspective of the mediation for the teacher s practice iv) understand the mediation of teacher practice from the perspective of the pedagogical coordinators. The qualitative methodology adopted for this research was the case study, by focusing on a recurrent aspect present in all the three studied contexts. The research involved participant observation in the routine work of the professionals as well as semistructured interviews with each one. Bibliographic studies performed show that this theme requires amplitude and discussion, emphasizing reflection about the identity and the practice of the professionals who make up the management team in schools of an integral education and a full-time school. The rescue of the experiences already experienced in the history of Brazilian education and also the theoretical perspectives that already took to them this model it is important to contextualize and understand the realities surveyed. Certainly, the pedagogical coordinator, as one of the main actors of the educational context, has a decisive performance in the implementation of schools of an integral education and a full-time school. However, for this, it needs to be connoisseur of the assumptions that underlie the proposal, as well as understanding the limitations and the possibilities that each reality presents, as fundamental conditions for probable changes that may be brought by this policy. It was understood, through data collected along the path, that teachers coordinators - study subjects - identify with the role of mediators of teacher practice, however, feel that their actions are limited by some factors, such as : little time experience in the role of coordinators teachers in schools of an integral education and a full-time; existence of an insufficient Political Proposal Pedagogical for this educational model in particular; routine emergencies hampers the practice that builds the process of teaching and learning based on the integral formation of the new generations. This research shows the need to build a knowledge driven model representing the contexts of an integral education and a full-time school, reflecting on the role of their managers, coordinators and teachers having as goal the document that structures the educational system as a whole: the Proposal Political Pedagogical exclusive to this model. / Este estudo objetiva apresentar a pesquisa sobre o trabalho do coordenador pedag?gico como mediador da pr?xis docente em escolas municipais de educa??o e de tempo integral em uma cidade do interior do estado de S?o Paulo. A relev?ncia dessa pesquisa encontra sua g?nese no ?mbito das reflex?es e discuss?es acerca da identidade desse importante profissional escolar em um contexto t?o espec?fico quanto o de educa??o e de tempo integral. Para o estudo, objetivou-se especificamente: i) conhecer e analisar o projeto de educa??o integral em tempo integral e compreender o seu processo de implanta??o nas escolas do sistema de ensino municipal de Indaiatuba/SP; ii) conhecer e analisar a documenta??o que embasa o trabalho pedag?gico nesses contextos; iii) entender a atua??o do coordenador pedag?gico sob a perspectiva da media??o da pr?xis docente e iv) compreender a media??o da pr?xis docente na perspectiva dos coordenadores pedag?gicos. A metodologia qualitativa adotada pela pesquisa foi o estudo de caso, por focar um aspecto recorrente e presente nos tr?s contextos pesquisados. A pesquisa de campo envolveu a observa??o participante na rotina de trabalho desses profissionais, bem como a entrevista semiestruturada com cada um. Os estudos bibliogr?ficos realizados mostram que esse recorte tem?tico requer amplitude e discuss?o, dando ?nfase ? reflex?o acerca da identidade e da pr?xis dos profissionais que comp?em a equipe gestora em escolas de educa??o e de tempo integral. O resgate das experi?ncias j? vivenciadas na hist?ria da educa??o brasileira e tamb?m das perspectivas te?ricas que j? tomaram para si esse modelo faz-se importante para a contextualiza??o e compreens?o das realidades pesquisadas. Por certo, o coordenador pedag?gico, como um dos principais atores do contexto educacional, tem papel decisivo na implanta??o de escolas de educa??o e de tempo integral. Entretanto, para isso, ele precisa ser conhecedor dos pressupostos que balizam a proposta, bem como compreender os limites e as possibilidades que a realidade apresenta, como condi??es fundamentais para prov?veis mudan?as que possam ser trazidas por essa pol?tica. Compreendeu-se, por meio dos dados coletados ao longo do caminho percorrido, que as professoras coordenadoras sujeitos deste estudo se identificam com o papel de mediadoras da pr?xis docente, por?m, sentem-se que suas a??es s?o limitadas por alguns fatores, tais como: pouco tempo de experi?ncia na fun??o de professoras coordenadoras e tamb?m nas escolas de educa??o e de tempo integral; exist?ncia de Proposta Pol?tico Pedag?gica insuficiente para esse modelo educacional em espec?fico; rotina repleta de emerg?ncias impeditivas de uma pr?xis que construa o processo de ensino e de aprendizagem baseado na forma??o integral das novas gera??es. Esta pesquisa mostra a necessidade de se construir um conhecimento direcionado aos contextos representativos do modelo de educa??o e de tempo integral, refletindo acerca do papel de seus gestores, coordenadores e professores tendo como baliza o documento que estrutura o sistema educacional como um todo: a Proposta Pol?tico Pedag?gica exclusiva para esse modelo.

Made available in DSpace on 2016-04-04T18:33:15Z (GMT). No. of bitstreams: 1 CAMILA DOS SANTOS ALMEIDA.pdf: 1638636 bytes, checksum: bfca3dbd1bdd989a482f5c535d97d2dd (MD5) Previous issue date: 2014-02-19 / This research investigated the formation process proposed by Ler e Escrever program, of of S?o Paulo state, focusing on the figure of the Coordinator Teacher as a trainer. The program is a policy of S?o Paulo s Education Secretary to the early years of elementary school (1st to 5th year), which was implemented in 2006 in S?o Paulo city and in 2008 in the state system. Covers different fronts: teacher training, monitoring work, preparation and distribution of textbooks and materials. The Program's proposal for teacher education networking process involving different areas: the Coordination of Studies and Pedagogical Standards (CENP), the Directors of Education of each region (DE) and the state and municipal schools that joined the program Ler e Escrever. In CENP formed Teachers Coordinators Pedagogical Core (PCNP), which will multiply such training in the different Directorates of Education. The formation under the DE involves PCNP and professionals from different schools, called Coordinators Teachers. The training within the school is held together by Teachers Coordinator to their teachers ( teachers in the early years of elementary school ) . To construct the empirical material , a qualitative approach , moments of observation of the formation process were conducted in two areas: ( i ) in a DE at the time of formation of PCNP ( ii ) in a school , where Coordinator Teacher meets with the teachers in the early years of elementary school. Was also conducted semistructured interviews with the PC of the selected school, documentary analysis of resolutions that established the Ler e Escrever Program, and distributed questionnaires to teachers of the participating schools , seeking to understand how effective this training process networked : CENP - Board of Education - School . We discuss the role of the Coordinator Teacher and trainer within the school as well, from the results , we seek to contribute to discussions on policies for teacher education in service . The results indicated that Coordinator Teacher has its function still under construction and its performance as a teacher trainer is an intense process of convincing teachers to practices desired by the state. Coordinator Teacher has its function still quite attached to support the direction , while it is seen as a savior of the school in political discourse. The discourse of Teacher s Coordinator responsibility is based on a policy of quality education , the analyzes related it to increased rates in large-scale assessments . The results demonstrated a formative process focused on pedagogical practice , subordinating the theoretical discussion on a plaster model that tends to reproduce in each context . We detach the importance of policies for continuing education of teachers , but warn against the risk of conceiving the teacher as a dispenser in practice . / Esta pesquisa investigou o processo de forma??o proposto pelo Programa Ler e Escrever do estado de S?o Paulo, com foco na figura do Professor Coordenador como formador. O programa ? uma pol?tica da Secretaria de Educa??o de S?o Paulo para os anos iniciais do Ensino Fundamental (1? ao 5? ano), que foi implantado em 2006 no munic?pio de S?o Paulo e em 2008 na rede estadual. Abrange diferentes frentes de atua??o: forma??o de professores, acompanhamento do trabalho realizado, elabora??o e distribui??o de materiais did?ticos e paradid?ticos. O Programa tem como proposta de forma??o de professores um processo em rede, envolvendo diversos ?mbitos: a Coordenadoria de Estudos e Normas Pedag?gicas (CENP), as Diretorias de Ensino de cada regi?o (DE) e as escolas estaduais e municipais que aderiram ao Programa Ler e Escrever. Na CENP formam-se os Professores Coordenadores de N?cleo Pedag?gico (PCNP), que ir?o multiplicar tal forma??o nas diferentes Diretorias de Ensino. A forma??o no ?mbito das DE envolve os PCNP e os profissionais de diferentes escolas, chamados de Professores Coordenadores. A forma??o no ?mbito da escola ? realizada pelos professores coordenadores juntos aos seus docentes (professores dos anos iniciais do Ensino Fundamental). Para a constru??o do material emp?rico, em uma abordagem qualitativa, foram realizadas momentos de observa??o do processo de forma??o em dois ?mbitos: (i) em uma DE, no momento de forma??o de PCNP (ii) em uma escola, onde o Professor Coordenador se re?ne com os professores dos anos iniciais do Ensino Fundamental. Foi realizada tamb?m, entrevista semiestruturada com a PC da escola selecionada, an?lise documental das Resolu??es que institu?ram o Programa Ler e Escrever, bem como distribu?dos question?rios para os professores da escola participante, buscando compreender como se efetiva esse processo de forma??o em rede: CENP-Diretoria de Ensino-Escola. Discutimos o papel do Coordenador Pedag?gico como formador no interior da escola, bem como, a partir dos resultados, buscamos contribuir para as discuss?es no ?mbito das pol?ticas de forma??o de professores em servi?o. Os resultados apontaram que o Professor Coordenador tem sua fun??o ainda em constru??o e sua atua??o como formador de professores ? um processo intenso de convencimento dos professores a pr?ticas desejadas pelo estado. O Professor Coordenador tem sua fun??o ainda bastante ligada ao apoio ? Dire??o, ao mesmo tempo em que ? visto como um salvador da escola no discurso pol?tico. O discurso responsabilizador do Professor Coordenador decorre de uma pol?tica de qualidade de ensino que, pelas an?lises realizadas, relacionam-se com o aumento de ?ndices nas avalia??es em larga escala. Os resultados evidenciaram ainda um processo formativo voltado para a pr?tica pedag?gica, secundarizando a discuss?o te?rica, em um modelo engessado que tende a se reproduzir em cada ?mbito. Salientamos a import?ncia das pol?ticas de forma??o continuada de professores, mas alertamos para o risco de conceber o professor como um aplicador de pr?ticas.

Made available in DSpace on 2016-04-04T18:33:17Z (GMT). No. of bitstreams: 1 Priscila Pereira Dutra.pdf: 1412414 bytes, checksum: 30213547c991adc71c2c3bb5ef24d943 (MD5) Previous issue date: 2014-02-14 / From a long time, the actuation of the pedagogical coordinator (PC), as a trainer of trainers, and considering him an important articulator and changer of the educational reality. During our professional experiences, we found a school with considerable excels: admired by the community, with teachers committed in developing a good pedagogical work, small and good scores in external evaluations. Such characteristics led as to question: would those conditions be propitious to develop a differentiated work of a CP? From that, we got interested in developing a case a study, in which we investigated the role of the PC in the formation of the teachers, trying to identify changes that the PC can make /actualize and the challenges to do so. A research based in the Digital Library of Theses and Dissertations, with topics Pedagogical Coordination/Coordinator; Pedagogical Orientation/Mastermind, Pedagogical Supervisor/Supervision , between 2002 and 2012, allowed us to find 6 theses and 21 dissertations; and, from that group, we selected 8 papers that were more related to the theme.Such results show the relevance of our research, indicating blanks on the science production about the theme. We establish as a goal to analyze the work of a PC on the continued formation of the teachers, in order to improve the pedagogical practices and the construction of collective work. Our specific goals are: describing the strategies used by the coordinator in the meetings of the Pedagogical Coordinator Work Activity PCWA; describe the material produced by the coordinator to communicate with the teachers; identify the main challenges faced by the coordinator to develop her work. The research took place in one elementary school of S?o Paulo?s state network, of Campinas. The empirical material was composed by the attendance of PCWA meetings, trough video recordings, analyses of the material produced by the coordinator to communication with the teachers and interviews with the professional. The analyzes are qualitative, mainly based on the Historical Cultural Theory, trying to comprehend the importance of the collective work on the human development and the ways in which the significations that each individual produces over the actions of others take part in the professional improvement of each individual.The obtained results present strategies to the Pedagogical Coordinator: a work permeated of affection, focusing less the negative points and giving priority to the good ones, trough the valorization of the good pedagogical work done, accounting of the challenges faced in the Pedagogical Coordination and strategies to overcome then; the previous teaching experiences of the Pedagogical Coordinator, interfere in the way they do their job. Finally we bring indications to the construction of an effective collective work. / H? tempos pergunta-se sobre a atua??o do Coordenador Pedag?gico (CP) como formador de formadores, considerando-o importante articulador e transformador da realidade educacional. Durante nossas experi?ncias profissionais, encontramos uma escola com consider?veis diferenciais: bem conceituada pela comunidade, com professores comprometidos em desenvolver um bom trabalho pedag?gico, de porte pequeno e com bons ?ndices nas avalia??es externas.Tais caracter?sticas levaram-nos a indagar: essas condi??es seriam prop?cias para o desenvolvimento de um trabalho diferenciado de um CP? A partir disto, interessamo-nos por fazer um estudo de caso, no qual investigamos o papel do CP na forma??o dos professores, buscando identificar modifica??es que este pode suscitar/efetivar e os desafios que enfrenta para faz?-lo. Pesquisa junto ? Biblioteca Digital de Teses e Disserta??es, com os descritores Coordena??o/Coordenador Pedag?gico; Orienta??o/Orientador Pedag?gico; Supervis?o/Supervisor Pedag?gico, entre 2002 a 2012, permitiu-nos encontrar 6 teses e 21 disserta??es; destas, selecionamos 8 trabalhos que relacionavam-se mais especificamente ao tema. Tais resultados mostram a relev?ncia de nossa pesquisa, indicando lacunas nas produ??es cient?ficas sobre o tema. Objetivamos analisar o trabalho de uma CP na forma??o continuada dos professores, visando o aprimoramento das pr?ticas pedag?gicas e a constru??o de um trabalho coletivo. Nossos objetivos espec?ficos s?o: descrever as estrat?gias utilizadas pela Coordenadora nas reuni?es de Atividade de Trabalho Pedag?gico Coletivo - ATPC; descrever o material produzido por essa para comunica??o com as professoras; identificar principais desafios enfrentados pela Coordenadora para desenvolvimento de seu trabalho. O l?cus da pesquisa foi uma escola de Ensino Fundamental da rede estadual paulista, em funcionamento no munic?pio de Campinas/SP. O material emp?rico foi composto pelo acompanhamento de reuni?es de ATPC, atrav?s de v?deo-filmagens, recolha do material produzido pela coordenadora para comunica??o com as professoras e entrevista narrativa com esta profissional. As an?lises s?o qualitativas, fundamentalmente a partir dos aportes da Teoria Hist?rico-Cultural, buscando compreender a import?ncia do trabalho coletivo no desenvolvimento humano e as formas pelas quais as significa??es que cada sujeito produz sobre as a??es do outro tomam parte no aprimoramento profissional de cada indiv?duo.Os resultados obtidos apresentam estrat?gias para o Coordenador Pedag?gico: trabalho permeado de afetividade,focalizando, menos os pontos negativos e priorizando os positivos, atrav?s da valoriza??o do trabalho pedag?gico realizado; conscientiza??o dos desafios enfrentados na Coordena??o Pedag?gica e estrat?gias para super?-los; as experi?ncias anteriores do Coordenador na condi??o de professor, interferem na maneira como realiza suas atividades. Por fim, trazemos indica??es para a constru??o de efetivo trabalho coletivo.

Made available in DSpace on 2017-07-21T20:31:48Z (GMT). No. of bitstreams: 1 RODRIGOEIDAM.pdf: 1489191 bytes, checksum: b2ba22511bcbf856224ce1e98986be5d (MD5) Previous issue date: 2009-12-09 / This dissertation studies the relationship between the educational process of conscience formation history and negotiation of identity among German immigrants living in S?o Paulo, through the case of two colonies in the region of Campos Gerais (Paran?). The first settlement is Good Garden, founded in the 1920s, who owned a private school in the whole process of teaching and learning was focused on continuity of the ideal German second reading of the leaders of the colony, which included a racial and cultural superiority German. With New State this school came to be closed, its employees harassed and arrested many of them. With the closing of the school and the end of the Vargas regime, this group was to do away this colony and now a German archaic speech, and the new younger generations do not master any language, and has little interest in German identity. The second colony studied, Witmarsum, was established in Santa Catarina and Parana transferred to in 1951. Unlike Bom Jardim, passed without major problems by the Vargas dictatorship, and one of the factors that resulted predominantly for this was equivocal identification of the group as the representatives of German government in order to dominate their own dialect, a mixture German, Dutch and Russian. With the fall of the Estado Novo, the school returned the colony to teach German, leaving in their curriculum and the modern German formal (school is supervised by the community, with teachers in the public state). The research methodology was held on interviews with old settlers in search of his memories of relationships and formal educational non-formal school and non school simulation analysis of personal moral choices on a fictional narrative, and study of documents, mainly photos and materials. Results show that the educational process, different in each colony, was a significant factor in the management of identity in light of new contexts, or not favoring ties of continuity between the original national identity and national identity resulting contemporary of both colonies studied. The reluctance to integrate with the national and strict maintenance of an educational perspective that the German identity conflicted with the local identity (the "shifting cultivators") led the community of Bom Jardim confrontations that resulted in the collapse of the German identity among its participants over time. On the other hand, increased openness and ability to negotiate identity and its reproduction through education in a different historical context, was one of the factors that enabled the colony Witmarsum continued recovery from his perspective of the German identity to this day. / Nesta disserta??o estuda-se a rela??o entre processo pedag?gico, forma??o da consci?ncia hist?ria e negocia??o da identidade entre imigrantes alem?es vivendo no Paran?, atrav?s do caso de duas col?nias na regi?o dos Campos Gerais (Paran?). A primeira col?nia ? Bom Jardim, fundada na d?cada de 1920, que possu?a uma escola particular em que todo o processo de ensino e aprendizagem era voltado para continuidade dos ideais alem?es segundo a leitura dos l?deres da col?nia, o que inclu?a a superioridade racial e cultural do alem?o. Com o Estado Novo essa escola veio a ser fechada, seus colaboradores perseguidos e muitos deles presos. Com o fechamento da escola e com o fim do regime de Vargas, esse grupo foi se descaracterizando e atualmente essa col?nia fala um alem?o arcaico, sendo que as novas gera??es mais jovens n?o t?m dom?nio algum do idioma, e tem pouco interesse pela identidade alem?. A segunda col?nia estudada, Witmarsum, foi criada em Santa Catarina e transladada ao Paran? em 1951. Ao contr?rio de Bom Jardim, passou sem maiores problemas pela ditadura de Vargas, sendo que um dos fatores que resultou predominante para isso foi a identifica??o equ?voca do grupo como alem?o pelos representantes do governo, tendo em vista que dominavam um dialeto pr?prio, uma mescla de alem?o, holand?s e russo. Com a queda do Estado Novo, a escola da col?nia voltou a ensinar o alem?o, mantendo em seu curr?culo escolar o alem?o moderno e formal (a escola ? supervisionada pela comunidade, com professores do sistema p?blico estadual). A metodologia da pesquisa sustentou-se em entrevistas com colonos idosos em busca de suas mem?rias sobre rela??es educativas formais e n?o-formais, escolares e n?o escolares, an?lise de simula??o de escolhas morais pessoais diante de uma narrativa fict?cia, e estudo de documentos, principalmente fotos e materiais did?ticos. Os principais resultados mostram que o processo educacional, diferente em cada col?nia, foi um fator significativo no gerenciamento da identidade em fun??o de novos contextos, favorecendo ou n?o la?os de continuidade entre as identidades nacionais originais e a identidade nacional resultante contempor?nea de ambas as col?nias estudadas. A relut?ncia em integrar-se com a comunidade nacional e manuten??o estrita de uma perspectiva educacional que conflitava a identidade alem? com a identidade local (dos ?caboclos?) levou a comunidade de Bom Jardim a confrontos que resultaram no esfacelamento da identidade alem? entre seus participantes ao longo do tempo. Por outro lado, a maior abertura e capacidade de negocia??o da identidade e sua reprodu??o atrav?s da educa??o, em um contexto hist?rico distinto, foi um dos fatores que permitiu ? col?nia Witmarsum a valoriza??o continuada de sua perspectiva da identidade alem? at? os dias atuais.

Made available in DSpace on 2014-12-17T15:38:38Z (GMT). No. of bitstreams: 1 PabloSS_TESE.pdf: 1766714 bytes, checksum: 68dee0bbc26a2b796428f492c6dc9adc (MD5) Previous issue date: 2014-01-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Criticism done to the undergraduate training process of the psychologist in Brazil raised debates known as "dilemmas of training". In recent years the classic training model, based on the Minimum Curriculum has undergone a series of changes after the National Curriculum Guidelines (DCN), modifying the context of courses. Thus, this paper aimed to investigate, in a post- DCN context how undergraduate courses in Psychology in Brazil have been dealing with the dilemmas of training. So, we decided to analyze the Course Pedagogical Projects (CPPs) of Psychology in the country. Forty CPPs, selected by region, academic organization and legal status were collected. The data was grouped into three blocks of discussions: theoretical, philosophical and pedagogical foundations; curriculum emphases and disciplines; and professional practices. The results were grouped into four sets of dilemmas: a) ethical and political; b) theoreticalepistemological; c) professional practice of the psychologist and d) academic-scientific. Courses claim a socially committed, generalist, pluralistic training, focusing on research, non-dissociation of teaching-research-extension, interdisciplinary training and defending a vision of man and of critical and reflective and non-individualistic psychology. The curriculum keeps the almost exclusive teaching of the classical areas of traditional fields of applied Psychology. Training is content based. The clinic is hegemonic, both in theory and in application fields. The historical debate is scarce and themes linked to the Brazilian reality are missing, despite having social policies present in the curricula. Currently, DCNs have a much greater impact on courses due to the influence of the control agencies, fruit of current educational policy, and the result is felt in the homogenization of curriculum discourses / As cr?ticas feitas ao processo formativo graduado do psic?logo no Brasil fizeram surgir debates conhecidos por dilemas da forma??o . Nos ?ltimos anos o modelo formativo cl?ssico, baseado no Curr?culo M?nimo passou por uma s?rie de transforma??es ap?s as Diretrizes Curriculares Nacionais (DCN), modificando o contexto dos cursos. Assim, esse trabalho objetiva investigar, em um contexto p?s-DCN, como os cursos de gradua??o em Psicologia no Brasil tem lidado com os dilemas da forma??o. Para tanto, optou-se por analisar os Projetos Pedag?gicos de Curso (PPCs) de Psicologia no pa?s. Foram coletados 40 PPCs, selecionados por regi?o, organiza??o acad?mica e natureza jur?dica. As informa??es coletadas foram agrupadas em tr?s blocos de discuss?es: fundamentos te?ricos, filos?ficos e pedag?gicos; ?nfases curriculares e disciplinas e; pr?ticas profissionais. Os resultados foram agrupados em quatro conjuntos de dilemas: a) ?ticos e pol?ticos; b) te?rico-epistemol?gico; c) pr?tica profissional do psic?logo e d) acad?mico-cient?ficos. Os cursos reivindicam uma forma??o compromissada socialmente, generalista, pluralista, foco em pesquisa, defesa da indissociabilidade entre ensino-pesquisa-extens?o, forma??o interdisciplinar e defesa de uma vis?o de homem e de Psicologia cr?tica e reflexiva e n?o-individualizante. Os curr?culos mant?m o ensino quase que exclusivo das ?reas cl?ssicas, dos campos tradicionais da Psicologia aplicada. A forma??o ? conteudista. A cl?nica ? hegem?nica, tanto na teoria como nos campos de aplica??o. O debate hist?rico ? escasso e s?o ausentes os temas ligados ? realidade brasileira, apesar das pol?ticas sociais estarem presentes nos curr?culos. Atualmente, as DCNs t?m um impacto muito maior nos cursos devido ? influ?ncia das ag?ncias de controle, frutos da pol?tica educacional atual, e o resultado disso ? sentido na homogeneiza??o dos discursos dos curr?culos

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.