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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
191

A relação museu/escola: teoria e prática educacionais nas visitas escolares ao Museu de Zoologia da USP / The museum/school relation: educational practice and theory on school visits to the Museum of Zoology of USP

Luciana Conrado Martins 23 June 2006 (has links)
Esta pesquisa versa sobre as relações museu/escola. Identifica e confronta os discursos e as práticas educacionais dos profissionais envolvidos. Inserido em uma perspectiva qualitativa de pesquisa em educação, o estudo analisa as práticas presentes na visita de escolas ao Museu de Zoologia da Universidade de São Paulo. Considera-se que os educadores de museus são portadores de um conhecimento empírico e teórico que é, em grande medida, o responsável pela normatização das atividades educacionais da instituição onde estão inseridos. Outros fatores tais como a história da instituição, sua estrutura administrativa e o contexto social do qual faz parte também são relevantes para o entendimento do campo analisado. São esses aspectos os que vão determinar qual é o discurso dos profissionais de educação responsáveis pela ação educativa de um museu, frente às práticas pedagógicas por eles estabelecidas, passo necessário para compreensão do objeto de estudo. Por outro lado, considera-se também que os professores das escolas são portadores de uma concepção própria a respeito do museu. Qual é essa concepção? Quais são as expectativas destes profissionais que enfrentam inúmeras dificuldades para levarem seus alunos a uma instituição cuja linguagem e conteúdo não lhes são familiares? Suas expectativas são cumpridas durante a visitação? Entender esse universo passa pela observação das práticas desses profissionais quando em contato com a instituição museal. A fim de responder esses questionamentos, optou-se pela confrontação das expectativas desses profissionais (professores e educadores do Museu) com a sua prática em um momento determinado: a visita das escolas ao Museu. Essa escolha baseou-se na verificação de que a visita é o momento onde se efetivam/confrontam as intenções a respeito da prática pedagógica dentro de uma exposição de museu. A escolha do Museu de Zoologia da Universidade de São Paulo, e posterior pesquisa empírica nas suas dependências, trouxe à tona outros questionamentos, acerca do papel da educação dentro de uma instituição museológica, voltada historicamente a pesquisa em Zoologia. Para fundamentação das análises propostas foi utilizado o referencial oriundo das pesquisas de educação e pesquisas de público, feitas em museus. Em termos gerais, constatou-se que professores e educadores de Museu têm expectativas semelhantes a respeito do potencial pedagógico das exposições museais. Entretanto, as escolas continuam buscando os museus sem atentar para as especificidades educacionais desses espaços, fazendo com que a visita seja um acontecimento isolado na vida escolar dos estudantes. Por outro lado, o Museu de Zoologia, agrega uma série de fatores que contribuem para não otimização de sua relação com as instituições escolares. A constatação desses problemas aponta a necessidade de construção de uma parceria a ser realizada institucionalmente entre museus e escolas, ou seja, apoiada por todas as instâncias que as compõem, e não dependente apenas de alguns poucos profissionais interessados. / This research treats of the museum/school relation. Identifies and confronts the educational discourses and the practices of the involved professionals. Inserted on a qualitative view on education, this study analyses the present practices on school visits to the Museum of Zoology of University of São Paulo. It is considered that the museum\'s educators carry an empirical and theoretical knowledge, which is responsible for the normative conduction of the educational activities on the institution where they are involved. Other factors such as the institution\'s history, the administration\'s structure and the social context are relevant for the comprehension of the analysis field. Those are the aspects that are going to determine what is the discourse of the professionals of education who are responsible for educational actions of the museum, facing their pedagogical practises, necessary step to the comprehension of the object. On the other hand, it\'s as well considered that schools teachers have their own conception regarding the museum. What is this conception? What are the expectancies of those professionals, who confront innumerable difficulties to take their pupils to an institution whose language and contents are not familiar to them? Are their expectancies fulfilled during visitation? To understand the universe means to observe the practices of those professionals in contact with the museum institution. Aiming to answer those questions, the confrontation of the professional\'s expectancies (teachers and museum\'s educators) with their practices in a specific moment: the schools visitations to the Museum. This choice is based on the verification that the visit is the moment when the intentions, regarding to the pedagogical practice, are accomplished/confronted in a museum exposition. The choice for the University of São Paulo\'s Museum of Zoology, and posterior empirical research inside the museum, emerged other questions concerning the educational role inside the museological institution, historically dedicated to zoological researches. A referential originating in education researches and public researches, that took place in museums, was used to ground the proposed analysis. It was verified that teachers and museum\'s educators have similar expectancies regarding to the pedagogical potential of museums expositions. However, the schools still attending to museums without being alert to the educational particularities of these places, converting the visit on a isolated event to the school life of the student. On the other hand, the Museum of Zoology, aggregates factors, which contributes to the non-optimisation of its relation with school institutions. The evidencing of those problems indicates the need to enter an institutional partnership between museums and schools, supported by all the instances involved and not only few interested professionals.
192

O desenvolvimento da aten??o mediada na Educa??o Infantil e sua rela??o com as pr?ticas pedag?gicas

Lains, Lucimar Barros de Almeida Delman 29 February 2016 (has links)
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.
193

Os desafios da integração dos computadores nos currículos escolares do Ensino Fundamental I de São Bernardo do Campo: construindo possibilidades / The challenges of integrating computers into the curricula of Primary School of São Bernardo do Campo: building possibilities

Campos, Renata Helene Ferreira 26 September 2011 (has links)
Made available in DSpace on 2016-04-27T14:30:47Z (GMT). No. of bitstreams: 1 Renata Helene Ferreira Campos.pdf: 3173965 bytes, checksum: a331e86218bdfa9f60a0e9070bf119f1 (MD5) Previous issue date: 2011-09-26 / The technological advances in society are also perceived with the modernization of schools, which buy computers to be used in classes and by students. These changes that have been occurring with the use of computers in schools lead us to investigate the way they are perceived and incorporated to prepare and implement the school curricula and the challenges of putting this technology into practice. For this investigation, one analyzed the curricular pedagogical proposals of two public schools of the municipal education system of São Bernardo do Campo and mainly the work done by teachers with fourth-grade students of Primary School. Two public schools of Portugal were also contacted. There two educators of this country that contributed to this paper were interviewed to expand views and possibilities with the use of computers. This paper is based on the presupposition that working with the new technologies may be a way assumed by teachers to educate their students under a perspective of building knowledge, autonomy and exercise of citizenship for teachers and students. The main aim is to analyze the challenges and work possibilities to develop pedagogical actions with the use of computers in teaching and learning process in the schools investigated. The theoretical reference of authors who analyze epistemological issues with the use of computers in public school provided grounds to analyze the data of this paper that led to conclude that there are many challenges to be overcome in terms of offering initial and continuing education of teachers, purchasing portable computers for all students, building a pedagogical policy project able to dialogue with the use of the new technologies in society and school, and increasing the working time of teachers, so that they can attend courses and plan better the classes. The data also revealed important diversities of work possibilities by using computers that favor the learning of students in the different knowledge areas / Os avanços tecnológicos presentes nas sociedades são percebidos também com a modernização das escolas, que adquirem computadores para serem usados nas aulas e pelos alunos. Essas mudanças que vêm ocorrendo com o uso de computadores nas escolas, levam-nos a investigar de que forma são percebidas e incorporadas na elaboração e efetivação dos currículos escolares e os desafios decorrentes da implantação dessa tecnologia. Para essa investigação, foram analisadas as propostas pedagógicas curriculares de duas escolas públicas da rede municipal de São Bernardo do Campo e especialmente o trabalho realizado pelos docentes com alunos do 2º ano do ciclo II do Ensino Fundamental I. Houve também contato com duas escolas públicas de Portugal. Nelas foram entrevistados dois educadores daquele país que contribuíram com a pesquisa, no sentido de ampliar olhares e possibilidades com o uso de computadores. Esta pesquisa baseia-se no pressuposto de que o trabalho com as novas tecnologias pode ser um caminho assumido pelos docentes na formação de seus alunos, numa perspectiva de construção de conhecimentos, autonomia e exercício da cidadania para professores e alunos. O objetivo central é analisar os desafios e as possibilidades de trabalhos no desenvolvimento das ações pedagógicas com uso de computadores no processo de ensino e aprendizagem nas escolas pesquisadas. O referencial teórico de autores que analisam questões epistemológicas com o uso de computadores na escola pública ofereceu fundamentação para análise dos dados desta pesquisa que levaram a concluir que há muitos desafios a serem superados em termos de formação inicial e contínua dos docentes, aquisição de computadores portáteis para todos os alunos, construção de um projeto político pedagógico capaz de dialogar com o uso das novas tecnologias na sociedade e na escola, ampliação da jornada de trabalho do professor para que participe de cursos e para que possa planejar melhor as aulas. Os dados também revelaram importantes diversidades de possibilidades de trabalho com uso dos computadores que favorecem as aprendizagens dos alunos nas diferentes áreas do conhecimento
194

Reflexões sobre a formação de professores em um curso de direito / Reflections on teacher education in a course of law

Wild, Andrea 19 December 2012 (has links)
Made available in DSpace on 2016-04-27T14:31:02Z (GMT). No. of bitstreams: 1 Andrea Wild.pdf: 34150379 bytes, checksum: a8f5ca4a4ec6c42b89f685c62f45cbe8 (MD5) Previous issue date: 2012-12-19 / This research aims to build and monitor, with pedagogical reflection, a process of continued education and service to be applied by a group of Law School lecturers, aiming to plan and integrate them to the Curriculum Guidelines, bringing contributions to pedagogical practice thereof. Initially. The author who is a professor and a coordinator of a Law School in the city of São Paulo as well demonstrates how the concern with the lecturer`s pedagogical competence in the teaching of law became the subject of her investigation. This concern occurred with the observance of some difficulties faced by the lectures through pedagogical practices adopted in classroom, to implement the National Curriculum Guidelines established by the Government regarding the idealized profile of graduates of a Law Course. These include language, methodological and hermeneutical skills essential to good learning and performance of Law practitioners. Glimpsing to work so that the teaching of law valued the skills expressed in the National Curriculum Guidelines, those being understood as the social function of higher education, two key points to this research were pinpointed: integration of national curriculum guidelines with the scheduling law school subjects in order to explain the position on the social function of law education and the training of lectures with the goal of developing appropriate pedagogical practices in order to meet these objectives. It is our belief that it is possible for lectures of a Law Course to invest in their professional development through continuous training and in-service, which would make them acquire the knowledge necessary to develop their teaching competence. This research was carried out in a Law School from a private university in the city of São Paulo, with the use of a conventional curriculum attended by six chief lecturers of subjects taught in the 2nd semester of the course. The theoretical basis on which this study was based lecture training involved the authors Masetto, Mizukami, Nóvoa, Perrenoud, Canary and Feldmann. The methodology used was a qualitative approach consistent with action research. A program of lecturer training and continued in-service was developed, with the intervention of the researcher and help of an external advisory assistance for planning the integration of disciplines with skills expressed in DCNs.. A compliance monitoring plan was conducted in the classroom together with the students of the 2nd semester of the Law School. The data contained the results of the evaluation of the lecturers involved in the research through oral interviews, questionnaires and reports, and the evaluation of students through collective reviews, regimental tests and questionnaire. Results showed that the process of lecturer education and continued in-service reached the goal initially proposed with the integration of curricular guidelines to the planning of the different subjects and contributed to a change in quality of the teaching standards, providing a more meaningful and enriched teaching of the law / Esta pesquisa tem por objetivo construir e acompanhar, com uma reflexão pedagógica, um processo de formação continuada e em serviço de um grupo de professores de um curso de Direito, objetivando o planejamento de disciplinas com integração de Diretrizes Curriculares, trazendo contribuições para a prática pedagógica dos docentes. A autora que é docente e coordenadora de um curso de Direito demonstra como a preocupação com a competência pedagógica do docente do curso de Direito transformou-se em objeto de sua investigação. Esta preocupação se instalou com a observância de algumas dificuldades que os docentes apresentavam para, por meio de suas práticas pedagógicas nas aulas, implementarem as Diretrizes Curriculares Nacionais no que toca ao perfil idealizado do egresso de um curso de Direito. Este perfil reúne habilidades linguísticas, hermenêuticas e metodológicas imprescindíveis a uma boa formação e atuação dos operadores do Direito. Vislumbrando trabalhar para que no ensino de Direito tais habilidades fossem valorizadas e entendidas como função social do ensino superior, foram destacados dois pontos chaves para esta investigação: integração de Diretrizes Curriculares Nacionais nas programações de disciplinas do curso de Direito para explicitar a posição sobre a função social do ensino de Direito e a formação de docentes para poderem desenvolver práticas pedagógicas adequadas à aprendizagem dessas habilidades. Entendemos que é possível que professores de um curso de Direito invistam no seu desenvolvimento profissional por meio de uma formação continuada e em serviço, que os faça se apropriar de conhecimentos necessários ao desenvolvimento da sua competência pedagógica. Esta pesquisa foi realizada num curso de Direito de uma universidade particular na cidade de São Paulo com currículo convencional do qual participaram seis docentes regentes de disciplinas do 2º semestre do curso. A base teórica na qual esta pesquisa se baseou para formação de professores envolveu os autores Masetto, Mizukami, Nóvoa, Perrenoud, Canário e Feldmann. A metodologia adotada foi de uma abordagem qualitativa, com modalidade de pesquisa-ação. Desenvolveu-se um programa de formação docente continuada e em serviço com a intervenção da pesquisadora e auxílio de uma assessoria externa para o planejamento das disciplinas com integração das habilidades expressas nas DCNs. O acompanhamento da realização dos planos nas disciplinas pelos professores foi realizado pela pesquisadora. Foram colhidos os resultados com a avaliação dos professores envolvidos na pesquisa por intermédio de entrevistas orais, relatórios e questionários e com a avaliação dos alunos mediante avaliações coletivas, provas regimentais e questionário. Os resultados demonstraram que o processo de formação docente continuada e em serviço atingiu o objetivo inicialmente proposto com a integração de Diretrizes Curriculares nos planejamentos das diferentes disciplinas e contribuiu para a uma mudança na docência dos professores envolvidos na pesquisa de forma a proporcionar uma aprendizagem mais significativa do Direito
195

Indicadores de mudanças nas práticas pedagógicas com o uso do computador portátil em escolas do Brasil e de Portugal / Indicators of changes in the pedalogical practices, within the usef the portable computer in the Brazilian and Portuguese

Weckelmann, Valéria Faria 12 November 2012 (has links)
Made available in DSpace on 2016-04-27T14:31:03Z (GMT). No. of bitstreams: 1 Valeria Faria Weckelmann.pdf: 2268361 bytes, checksum: 026cbf3153aff04991b6760c8d251e6e (MD5) Previous issue date: 2012-11-12 / The present investigation is linked to the programme of Post-Graduation in Education: Curriculum of the Pontificia Universidade Católica of São Paulo, (PUCSP), in the line of the research: New Technologies in Education . This study has, as principal objective to identify changes in the pedagogical practices of Professors, with the use of portable computers in the Brazilian and Portuguese Schools. It is searched to apprehend if the integration of the portable computer in the pedagogical practices implies in changes in the relationships between students and those with their teachers, if alterations would occur in the didactic strategies, as to identify the difficulties and contributions of the utilization of this movable device in education, seeking to find the necessary conditions so that the professors feel motivated and at ease to use this technology in their pedagogical practices. This refers to a qualitative research, to which a methodology is adopted of the research-action, beginning from the presumptions of Dewey, (1959), Sthenhouse, 1998, Elliott, (2000), and Zeichner,(2001), which developed in the process of a reciprocal collaboration between the researcher, professors and the students of the 4th year of the Portuguese and Brazilian Basic Education. For the collecting of information were adopted the following instruments registered in the newspaper of the Campo of the Researcher, questionnaire for the professors, interview semi-structured with the Professors and Students, collective interview projective and collective interview with the use of narratives with students. The analysis of the facts is based on the researches in the curriculum, of the reflexive pedagogical practices and of the integration of the curriculum and technologies, of the cooperation, Knowledge construction, of the cognitive tool and of the cycle of the actions and Spiral of the Apprenticeship. The study identifies changes in the pedagogical practices with the use of the portable computer in both contexts, as the reorganization of the management of time and of the space of the course, the horizontal part of the relationships between teachers and students, the perception of the error as the hypothesis of the reflection and the increasing of the motivation of the students. The changes evidenced in the Portuguese context were the development of the collaborative work and of the critical and reflexive thought , the initiative for the research, the digital inclusion of the families. The appearance of the digital vocabulary, the increasing of the Self-Esteem, the perception of the change of the role of the qualified personnel, motivation of the teachers, are specific changes in the Brazilian context. Identifies difficulties in both contexts as a lack of connection with the internet, need of the equipments of digital support as the interactive blackboard and multimedia projector and the fragility of the portable computer adopted. Points out difficulties in the Portuguese context as a lack of infrastructure of the local net, of the formation of the teachers and of the absence of the of the articulation between the political and administrative instances of the management of the school, and of the community, being specific difficulties of the Brazilian context, the slow operational system with the long navigation and the difficulties of the apprenticeship in the fundamentals of the Portuguese language and mathematics / A presente investigação está vinculada ao Programa de Pós-Graduação em Educação: Currículo da Pontifícia Universidade Católica de São Paulo(PUC-SP) na linha de pesquisa Novas Tecnologias em Educação . Este estudo tem como objetivo principal identificar mudanças nas práticas pedagógicas de professores com o uso de computadores portáteis em escolas do Brasil e de Portugal. Procurou-se apreender se a integração do computador portátil nas práticas pedagógicas implica em mudanças no relacionamento entre alunos, e destes para com suas professoras, se ocorreram alterações nas estratégias didáticas, e identificar os aspectos que as dificultam e contribuições da utilização deste dispositivo móvel na educação, buscando constatar as condições necessárias para que os professores se sintam motivados e seguros para utilizar esta tecnologia em suas práticas pedagógicas. Trata-se de uma pesquisa qualitativa, para a qual se adotou a metodologia da pesquisaação a partir dos pressupostos de Dewey (1959), Sthenhouse (1998), Elliot (2000) e Zeichner (2001) que se desenvolveu em processo de recíproca colaboração entre pesquisadora, professores e alunos do 4º Ano da Educação Básica Portuguesa e Brasileira. A análise dos dados fundamentou-se nas pesquisas sobre currículo, de prática pedagógica reflexiva e de integração de currículo e tecnologias, de colaboração, construção de conhecimentos, de ferramenta cognitiva e de ciclo de ações e Espiral da Aprendizagem. O estudo identifica mudanças nas práticas pedagógicas com uso do computador portátil em ambos os contextos como a reorganização da gestão do tempo e do espaço da aula, a horizontalização das relações entre professores e alunos, a percepção do erro como hipótese de reflexão e o aumento da motivação dos alunos. As mudanças evidenciadas no contexto português foram o desenvolvimento do trabalho colaborativo e do pensamento crítico e reflexivo, a iniciativa para a pesquisa, a inclusão digital das famílias. O surgimento do vocabulário digital, o aumento da auto-estima, a percepção da mudança do papel docente, motivação dos professores são mudanças específicas do contexto brasileiro. Identifica dificuldades em ambos os contextos como falta de conexão com a internet, necessidade de equipamentos de suporte digital como lousa interativa e projetor multimídia e a fragilidade do computador portátil adotado.Aponta dificuldades no contexto português como a falta de infraestrutura da rede local, de formação de professores e da ausência da articulação entre as instâncias política, administrativa, de gestão da escola , da escola e da comunidade, sendo dificuldades específicas do contexto brasileiro, o sistema operacional lento com navegação longa, e as dificuldades de aprendizagem nos fundamentos da língua portuguesa e matemática
196

A Aplica??o de Boas Pr?ticas: Uma Contribui??o para a Atualiza??o das Compet?ncias nos Curr?culos dos Cursos T?cnico em Agropecu?ria e Agroind?stria do IFTM ? Campus Uberl?ndia. / 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.

Rosa, M?rcia de Freitas 08 October 2010 (has links)
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.
197

Interdisciplinaridade e pr?ticas pedag?gicas: reflex?es sobre o Curso T?cnico em Agricultura integrado ao ensino m?dio do c?mpus Amajari do Instituto Federal de Roraima / Interdisciplinarity and pedagogical practices: reflections about the Technical Course in Agriculture integrated into the school campus Amajari of Federal Institute of Roraima

SOUZA, Ivone Mary Medeiros de 15 August 2013 (has links)
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.
198

Programa de formação docente: qualificando ações de gestão

Toni, Magda De 21 March 2016 (has links)
Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-07-14T15:47:23Z No. of bitstreams: 1 Magda De Toni_.pdf: 792870 bytes, checksum: da3001c6d66fb31b561e6e3eea111040 (MD5) / Made available in DSpace on 2016-07-14T15:47:23Z (GMT). No. of bitstreams: 1 Magda De Toni_.pdf: 792870 bytes, checksum: da3001c6d66fb31b561e6e3eea111040 (MD5) Previous issue date: 2016-03-21 / Nenhuma / Este estudo decorreu de uma pesquisa sobre docência universitária realizada em uma instituição de ensino privada localizada na Serra Gaúcha, no Estado do Rio Grande do Sul, Brasil. Envolveu cursos que formam Administradores, Gestores de Recursos Humanos e Processos Gerenciais. O desafio de trabalhar com docentes do ensino superior, na sua grande maioria, profissionais liberais, demonstra a importância da problematização, ao mesmo tempo, da provocação de reflexões críticas sobre as práticas educacionais. Logo, os Programas de Formação Docente necessitam contemplar as necessidades docentes, e também, que sejam provocadores de reflexão, desestabilizadores do posto, provocadores de uma cultura docente reflexiva/colaborativa. A partir desse pressuposto, o objetivo desse trabalho de pesquisa foi construir estratégias de gestão que visassem o desenvolvimento profissional, pessoal e coletivo da equipe de docentes que coordeno, buscando significar a aprendizagem dos alunos e qualificando dessa forma, minha prática enquanto gestora educacional e dos docentes. Para isso, procurou-se conhecer melhor o grupo de docentes com os quais atuo, identificar as necessidades de qualificação deste corpo docente para o aperfeiçoamento de sua prática educativa, construir e implementar estratégias de ensino-aprendizagem que problematizassem mitos e verdades já estabelecidos, além de estabelecer pressupostos teórico-metodológicos que sustentassem as práticas de gestão e docência cooperativas. A abordagem investigativa foi predominantemente qualitativa e como instrumentos de coleta de dados utilizou-se questionários, encontros de formação, grupos dialogais formados por docentes dos três cursos pesquisados. Para compreender o objeto de estudo, foi preciso tomar como pano de fundo a formação docente. Também foram fundamentais os estudos sobre gestão educacional e competências. Os aportes de Zeichner e Schön, discutidos por Nóvoa (1995), Campos e Pessoa (1998), Geraldi e Messias (1998), além de Freire (1998), Rios (2011), Lück (2006 e Broilo (2015) contribuíram significativamente para a compreensão teórica dos achados. Os resultados demonstraram que os professores, nas suas trajetórias, enfrentam a complexidade da prática educativa e constroem, cada um deles, o seu modo de ser professor no próprio exercício dessa prática; durante os encontros de formação propostos me deparei com profissionais satisfeitos com os encontros, como oportunidade de qualificar suas práticas, entusiasmados em dar continuidade aos mesmos e que experimentavam em suas aulas muitas das metodologias e reflexões vividas na formação. Além disso, percebeu-se que a experiência profissional constitui-se em fonte de aprendizagem sobre o trabalho docente, assim como auxílio para o enfrentamento das dificuldades surgidas no dia a dia, o que evidencia que a formação continuada é valorizada pelos participantes deste estudo. Foi possível, identificar, também, que as instituições precisam investir em setores pedagógicos para dar apoio aos docentes, bem como aos próprios coordenadores de curso, que muitas vezes assumem a incumbência de levar adiante essa formação, sem necessariamente estarem preparados para isso. / This study is the result of a research about Higher Education teaching, made in a private institution, located on the mountains region of Rio Grande do Sul, Brazil. It involved courses which qualify business administrators, Human Resources and Managerial Processes managers. The challenge of working with university professors, most of them, liberal professionals, demonstrates the importance of problematization, as well as, a provocation towards critical reflections about educational practices. Thus, Teaching Education Programs need to contemplate teaching necessities and also should provoke reflections, desestabilize positions, leading to a reflexive/collaborative teaching culture. From this assumption, the objective of this research study was to build managerial strategies that aimed to the professional, personal and the group’s development of the team I coordinate, searching for giving students’ learning significance and qualifying my practice as an educational manager. Having this goal, there was a concern with getting to know the group of professors who I work with, identify their qualification necessities to their educative practice improvement, build and implement teaching-learning strategies that problematized myths and truths yet established, also establish theoretical-methodological assumptions which supported cooperative teaching and managerial practices. The investigated approach was predominately qualitative and as data collecting, quizzes, educational formation meetings and dialogic groups composed of professors of the three researched courses have been used. In order to understand the object of study, it was necessary to take teaching education as a backdrop. Also, studies about educational management and competencies were fundamental. The reading of Zeichner and Schön, discussed by Nóvoa (1995), Campos and Pessoa (1998), Geraldi and Messias (1998), besides Freire (1998), Rios (2011), Lück (2006) and Broilo (2015) contributed significantly to the theoretical comprehension of the findings. The results demonstrated that professors, in their professional path, face the complexity of educational practice and build, each one of them, their own way to be a professor in their practical routine. During the teaching education meetings, I came across professionals satisfied with the meetings, as an opportunity for their practice qualification, enthusiastic about having a continuity of those meetings, since they used to try to apply many of the methodologies and reflections experienced in the teaching education program in their lessons. Besides, it was perceived that the professional experience became a source of learning about teaching work, as well as a support to a confrontation of difficulties emerged on daily basis, what enhances the fact that continuing education is considered valuable for participants of this study. It was also possible to identify that institutions need to invest in pedagogical sectors to give support for professors, as well as for the courses’ coordinators, who, many times, take over the duty of keeping up with teaching education program, even though they are not necessarily prepared for that.
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Une étude comparative des performances scolaires en anglais et en français des apprenants mauriciens issus du CPE et en 1ère année du secondaire / A comparative study of the school performance in English and in French of Mauritian students of Year I - Secondary after the CPE

Marie, Jean Emmanuel Wesley 12 December 2017 (has links)
La jeune république mauricienne hérite de son passé colonial une société caractérisée par une multi-culturalité qui véhicule une diversité de représentations, valeurs, croyances, savoirs et savoir-faire à l’origine de la richesse culturelle de ce pays. La pensée tout comme les pratiques du mauricien puisent à ces différentes sources dont l’entretien et la reproduction se perpétuent sous l’effet d’une éducation familiale et surtout d’un système scolaire qui concentre cette diversité et où l’on voit se côtoyer dans la plus belle harmonie les langues et les coutumes issues de l’histoire de son peuplement. On notera cependant qu’un primat est accordé aux langues des derniers colonisateurs et c’est ainsi que l’anglais et le français occupent une place de choix dans l’ensemble des langues en usage au sein de l’école à Maurice. Si l’anglais est la langue officielle de l’administration et de l’école (tous les examens se déroulent dans cette langue) le français jouit d’une audience très importante dans les médias notamment et le kreol morisien reste de loin le médium de communication le plus usité au quotidien. Notre recherche s’est intéressé aux performances scolaires dans les deux langues européennes d’un échantillon d’élèves issus du CPE et de la première année de collège pour mettre en évidence le décalage significatif observé entre le niveau plus que comparable et honorable dans les deux langues attestées par les résultats au CPE et la réalité de leurs compétences évaluées dans la cadre d’une expérimentation in situ. Nous mettons en évidence une pondération organisée de manière à niveler les performances académiques qui révèle le manque de fidélité et de validité des mesures opérées par les correcteurs assermentés. Les dispersions des notes intra et inter –correcteur(s) invités à corriger des productions d’élèves dans les deux langues dans le cadre de notre expérimentation confirment ce constat et donnent à voir le faible niveau de compétence acquise par les élèves dans lesdites langues. Nos résultats montrent également que les pratiques pédagogiques qui privilégient l’écrit dans des démarches fortement inductives expliquent en partie la faiblesse des performances des élèves confrontés à une situation de production écrite dans les deux langues. / The young Mauritian republic inherits from its colonial past a society characterised by a multi-cultural dimension that vehicles a whole wide range of representations, values, beliefs, knowledge and know-how or skills which are fundamentally at the origin of this country’s rich culture. The Mauritian’s way of thinking, just as his or her way of doing things, originates from these varied sources, the upkeep and reproduction of which are perpetuated, through successive generations, under the influence of education within the family and, most importantly, of the schooling system that brings together the whole diversity where one cannot miss the genuinely harmonious coexistence of language and traditions hailing from the island’s history of settlement. It has to be emphasized, however, that pride of place is attributed to the languages of the last two colonisers, namely: English and French, amongst those generally used in Mauritian schools. If English is the official language in use for administrative purposes and in schools (all examinations are conducted in this language) French enjoys a significantly important audience in the media while the kreol morisien remains by far the most widely used communication medium in daily life. Our research focuses on the school performance in each of these two languages of European origin, of a sample population just leaving the CPE and stepping into Year 1 of secondary education, in view of emphasizing the significant gap between the more than honourable and comparable achievement, evidenced by their CPE results, and the reality of these same performers’ competences, based on an experimental exercise in situ. Our research tries to capture the moderation system set in place towards rescaling and levelling academic performance scores which reveals the lack of reliability and validity of the marking practices and criteria applied by officially-sworn markers. The dispersions of the scores intra- and inter- marker(s) who were requested to evaluate the written production of students included in our sample with the framework of our experimentation confirms the observed finding and allows informed insights into the poor competency level of these Form I students. Our findings equally indicate the pedagogical practices that over emphasizes the writing competency via strongly inductive approaches, as partly accounting for the poor performance of the students once confronted with a written task in each of these two languages.
200

As tecnologias da informação e comunicação como estruturantes das práticas pedagógicas no ensino fundamental II da Rede Municipal de Educação de Irecê.

Teixeira, Jefferson Maciel 04 April 2018 (has links)
Submitted by JEFFERSON MACIEL (jeffersonmteixeira@yahoo.com.br) on 2018-06-18T18:00:57Z No. of bitstreams: 1 Jefferson v-final - Projeto de Intervenção repositório UFBA.pdf: 1939600 bytes, checksum: bd5a449514f615874d48ef61ada164fe (MD5) / Approved for entry into archive by Uillis de Assis Santos (uillis.assis@ufba.br) on 2018-07-13T10:52:24Z (GMT) No. of bitstreams: 1 Jefferson v-final - Projeto de Intervenção repositório UFBA.pdf: 1939600 bytes, checksum: bd5a449514f615874d48ef61ada164fe (MD5) / Made available in DSpace on 2018-07-13T10:52:24Z (GMT). No. of bitstreams: 1 Jefferson v-final - Projeto de Intervenção repositório UFBA.pdf: 1939600 bytes, checksum: bd5a449514f615874d48ef61ada164fe (MD5) / O presente trabalho, solicitado para a conclusão do Curso de Mestrado Profissional (UFBA/FACED), apresenta um estudo sobre as práticas pedagógicas desenvolvidas com as TIC no Ensino Fundamental II da Rede Municipal de Educação de Irecê, propondo um Projeto de Intervenção que pretende contribuir com as reflexões/ações com o intuito de propagar o uso das TIC numa perspectiva estruturante de práticas pedagógicas que não se limitem à transmissão ou disponibilização de informações, mas que promovam possibilidades de práticas pedagógicas voltadas para a colaboração, criação e autoria. Para isso, foi necessário realizar uma pesquisa exploratória com abordagem qualitativa de natureza fenomenológica, com a articulação de professores e coordenadores pedagógicos, adotando posturas de implicação e escuta sensível. Os dados foram produzidos através de entrevistas, aplicação de questionário online e análise do Projeto Político Pedagógico de cada escola, e analisados através do método da análise textual discursiva. Essa pesquisa trouxe o conhecimento da realidade e, assim, fomentou processos construtivos e possibilidades de práticas pedagógicas inovadoras. A pesquisa mostrou algumas dificuldades dos professores no que diz respeito à qualidade da conexão, a infraestrutura das escolas, a quantidade insuficiente e precárias condições de uso dos dispositivos tecnológicos. Por outro lado, os resultados obtidos revelaram que alguns professores utilizam com uma maior frequência os dispositivos tecnológicos disponíveis na escola e em alguns casos com um viés inovador. Infere-se com essa informação que os que utilizam essas possibilidades acreditam que as mesmas podem contribuir com suas práticas pedagógicas e ao utilizarem promovem a inovação, juntamente com os estudantes. / The present work, requested for the conclusion of the Professional Master's Course (UFBA / FACED), presents a study on the pedagogical practices developed with ICT in Primary Education II of the Municipal Education Network of Irecê, proposing an Intervention Project that intends to contribute with reflections / actions with the intention of propagating the use of ICT in a structuring perspective of pedagogical practices that are not limited to the transmission or availability of information, but which promote possibilities of pedagogical practices aimed at collaboration, creation and authorship. For this, it was necessary to conduct an exploratory research with a qualitative approach of phenomenological nature with the participation of teachers and pedagogical coordinators. In order to do this, we adopted postures of implication, sensitive listening and textual analysis of the speeches, produced through interviews, application of online questionnaire and analysis of the Political Pedagogical Project of each school. This research brought knowledge of reality and thus fostered constructive processes and possibilities of innovative pedagogical practices. The research showed some difficulties of the teachers regarding the quality of the connection, the infrastructure of the schools, the insufficient quantity and precarious conditions of use of the technological devices. On the other hand, the results showed that some teachers use more often the technological devices available at school and in some cases with an innovative bias. It is inferred from this information that those who use these possibilities believe that they can contribute with their pedagogical practices and when using promote innovation along with the students.

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