Made available in DSpace on 2017-07-21T20:31:27Z (GMT). No. of bitstreams: 1 Marta Rosani Vaz.pdf: 2204748 bytes, checksum: 74441aa8931ed204d60df8d8066ea13b (MD5) Previous issue date: 2016-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research had as main objective to analyze of the relationship between supply and demand for pedagogue, in the state of Paraná. This study, besides, It aims to understand the relation between work and training in capitalism, as well, as the process of valorization (or devaluation) of the professionals of Pedagogy. This research analyzes dialectically the relations between capital and work, with the aim of observing the mediation of vocational training policies of educators in the current form of sociability. The study starts from the methodological and theoretical assumptions of historical dialectical materialism, which encompass the ontological conception of work and entering the historical dimension of capitalism. Statistical data were collected on the site of the National Institute of Educational Studies and Research Anísio Teixeira (INEP) in the State Department of Education of Paraná site (SEED-PR), as regards the demand for teaching duties in 2009 to 2013. in addition, there was the collection of quantitative data provided by 37 higher education institutions (HEI) of 122 that offer the Faculty of Education in Paraná, on the number of graduates in Education in the state, in the period analyzed. This research revealed, from the praxis (the theoretical and empirical analysis), we have had a greater offer of educators in the last years, both national and state (Paraná) levels in relation to the increase of demand of these professionals by labor market, because, in the analyzed period, an increase of 16,187 functions in Paraná, and 26,518 people completed the Faculty of Education in the state, the educational institutions that publish their data. We conclude, therefore, that this disproportion between supply and demand generates surplus population of teachers, which contributes to the devaluation of the teacher in the state of Paraná. This tendency is current and also, a manifestation that comes from the logic of capital and from the bourgeoisie social organization, and results in deregulation and devaluation of work, in which, In this sense, the complete overcoming of the devaluation and commercialization of the human workforce only will be viable with the overcoming of the capitalist society, as well as the defense of the generalization of professional training at higher education will be possible only on the side of the workers struggle, not only by the struggle for rights and labor appreciation, but the struggle for overcoming the salaried work and the consolidation of associated work. / Esta pesquisa teve como objetivo principal analisar a relação entre a oferta e a demanda de pedagogos, no estado do Paraná. Esse estudo, também, visa compreender a relação entre trabalho e formação no capitalismo, bem como, o processo de (des) valorização dos profissionais da Pedagogia. Analisa dialeticamente as relações entre capital e trabalho, com o intuito de observar as mediações das políticas de formação de pedagogos na atual forma de sociabilidade. O estudo parte dos pressupostos teórico-metodológicos do materialismo histórico-dialético, perpassando pela concepção ontológica do trabalho e adentrando na sua dimensão histórica capitalista. Os dados estatísticos foram coletados no site do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), no site da Secretaria Estadual de Educação do Paraná (SEED-PR), no que se refere a demanda de funções docentes no período de 2009 a 2013. Além disso, houve a coleta de dados quantitativos disponibilizados por 37 Instituições de Ensino Superior (IES) das 122 que ofertam o curso de Pedagogia no Paraná, referentes ao número de concluintes em Pedagogia no estado, no período analisado. A presente pesquisa revelou, a partir do olhar da práxis (do debate teórico e empírico), que há uma oferta maior de pedagogos nos últimos anos, tanto a nível nacional como estadual (Paraná) em relação ao crescimento da demanda de tais profissionais no mercado de trabalho, pois, no período analisado, observamos um crescimento de 16.187 funções no Paraná, sendo que 26.518 pessoas concluíram o curso de Pedagogia no estado, nas instituições formadoras que disponibilizaram os seus dados. Concluímos, portanto, que a oferta maior que a demanda gera uma população excedente de professores, a qual contribui para a desvalorização do pedagogo no estado do Paraná. Essa tendência é, além de ser atual, uma manifestação oriunda da própria lógica do capital e da organização social burguesa, a qual resulta na precarização e desvalorização do trabalho, em qual, nesse sentido, a superação completa da desvalorização e mercantilização da força de trabalho humana só será viável com a superação da sociedade capitalista, assim como, a defesa da universalização da formação profissional em nível superior só será possível ao lado da luta do trabalhador, não só pela luta de direitos e valorização trabalhista, mas a luta pela superação do trabalho assalariado e a consolidação do trabalho associado.

Submitted by Eunice Novais (enovais@uepg.br) on 2018-08-22T18:58:35Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Adriane Tozetto.pdf: 1825638 bytes, checksum: bfa7a24162fd56fc3624bfa7b7d67e6f (MD5) / Made available in DSpace on 2018-08-22T18:58:35Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Adriane Tozetto.pdf: 1825638 bytes, checksum: bfa7a24162fd56fc3624bfa7b7d67e6f (MD5) Previous issue date: 2018-06-25 / Esta pesquisa teve como objeto de estudo as contribuições do pedagogo para a prática pedagógica dos professores iniciantes na rede estadual de ensino do Paraná, na modalidade de Educação Profissional. O problema de pesquisa que norteou a investigação na linha de pesquisa Ensino e Aprendizagem do Programa de Pós-Graduação – Mestrado e Doutorado da Universidade Estadual de Ponta Grossa – UEPG, foi: Quais as contribuições do pedagogo para a prática pedagógica dos professores iniciantes, na modalidade de Educação Profissional, da rede estadual de ensino no município de Ponta Grossa? O objetivo geral foi analisar as contribuições do pedagogo junto aos professores iniciantes, na modalidade de Educação Profissional, da rede estadual de ensino do Paraná, na busca do aperfeiçoamento da prática pedagógica e os objetivos específicos foram: identificar as dificuldades do pedagogo e do professor iniciante na modalidade de Educação Profissional e verificar as atribuições do pedagogo na orientação da prática pedagógica desses professores. Utilizamos os seguintes autores da área educacional: Nóvoa (1995), Giroux (1997), Sacristán (1999), Contreras (2002), Saviani (1989; 2002; 2009; 2013), Pimenta (1991; 2011), Libâneo (2009), Almeida e Placco (2012; 2016), Domingues (2009), Garcia (1999), Huberman (1995), Tardif (2002), Ferreira (2002), Brzezinski (2012), Kuenzer (1992; 1997), Romanowski (2012), Vázquez (2011), Perez Gomés (1998), Imbernón (2010) e Franco (2012), os quais se reportam ao pedagogo e à prática pedagógica dos docentes. A pesquisa apoiou-se na abordagem qualitativa e os procedimentos metodológicos adotados, segundo Trivinos (2010), foram os questionários e as entrevistas semiestruturadas com os pedagogos das instituições de ensino selecionadas, a respeito das ações desenvolvidas na busca pelo aperfeiçoamento da prática pedagógica do professor iniciante na rede estadual de ensino do Paraná. A pesquisa contou com a participação dos pedagogos atuantes em 10 instituições de ensino que ofertam a modalidade de Educação Profissional no município de Ponta Grossa – PR, que responderam ao primeiro questionário de forma coletiva ou individual. Na sequência, foram distribuídos 23 questionários aos pedagogos que trabalham diretamente com a modalidade de Educação Profissional para serem respondidos de maneira individualizada e, desses pedagogos, foram selecionados 4 pedagogos para a entrevista semiestruturada. Para a análise dos dados, utilizou-se Bardin (1995). O resultado demonstrado pela pesquisa evidencia que a prática pedagógica do professor iniciante da modalidade de Educação Profissional tem como princípio os saberes construídos no decorrer da sua formação acadêmica e da sua experiência de vida. O pedagogo deve assumir o papel de mediador da prática pedagógica junto ao professor e suas contribuições estão voltadas à discussão de metodologias, ao direcionamento da reflexão crítica sobre a ação docente e à articulação entre os saberes, nos momentos de formação continuada e em serviço. / This research has as the object of study the contributions from pedagogues to beginner teachers’ pedagogical practices in Professional Education, in the State School System of Paraná. The research problem which guided the investigation in the research line of Teaching and Learning from the Post-Graduation Program – Masters and Doctoral Degrees of the State University of Ponta Grossa – was: What are the contributions from pedagogues to beginner teachers’ pedagogical practices in Professional Education, in the State School System in the city of Ponta Grossa? The general aim was to analyze the contributions from pedagogues to beginner teachers in the Professional Education area, in the State School System of Paraná, in search of improvement of pedagogical practices. The specific aims were: to identify the difficulties of pedagogues and beginner teachers in the area of Professional Education and to verify the pedagogues’ duties concerning the pedagogical guidance of those teachers. The following educational area authors were used as references: Nóvoa (1995), Giroux (1997), Sacristán (1999), Contreras (2002), Saviani (1989; 2002; 2009; 2013), Pimenta (1991; 2011), Libâneo (2009), Almeida e Placco (2012; 2016), Domingues (2009), Garcia (1999), Huberman (1995), Tardif (2002), Ferreira (2002), Brzezinski (2012), Kuenzer (1992; 1997), Romanowski (2012), Vázquez (2011), Perez Gomés (1998), Imbernón (2010) and Franco (2012). The research was based on the qualitative approach and the methodological procedures which were adopted, according to Trivinos (2010) were: questionnaires and semi-structured interviews with pedagogues from selected educational institutions, about the actions which were developed in order to improve the pedagogical practices of beginner teachers from the State School System of Paraná. The research included pedagogues who are working in ten (10) educational institutions which offer Professional Education in the city of Ponta Grossa. The pedagogues answered the first questionnaire as a group or individually. After that, twenty-three (23) questionnaires were handed in, to pedagogues who work directly in the Professional Education area, to be answered individually and, among those pedagogues, four (4) of them were selected to the semi-structured interview. The data analysis is based on Bardin (1995). The result of the research shows that the beginner teachers’ pedagogical practice in Professional Education has as a principle, the knowledge which was constructed during their academic education and life experience. The pedagogue must perform the role of mediator of the beginner teacher’s pedagogical practice, and his or her contributions must focus on discussions about methodologies, on directing critical reflections about teaching actions and on the articulation of knowledge, with continuous teacher development and in-service training.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-11-07T11:45:11Z No. of bitstreams: 1 2016 - Elicia Thanes Silva Sodr? de Fran?a.pdf: 981179 bytes, checksum: 328205de055f395e6db9d74b644868b6 (MD5) / Made available in DSpace on 2017-11-07T11:45:11Z (GMT). No. of bitstreams: 1 2016 - Elicia Thanes Silva Sodr? de Fran?a.pdf: 981179 bytes, checksum: 328205de055f395e6db9d74b644868b6 (MD5) Previous issue date: 2016-10-24 / This study discusses the role of the pedagogues in the development of educational actions in average level technical professional education in IFAP, campus Macap?. From a qualitative approach was chosen as a research method, the case study and as instruments for data collection, semi-structured interviews and questionnaire involving pedagogues, teachers and coordinators of technical courses. Treatment and data analysis followed the content analysis technique, thematic modality of Bardin. The light of the theoretical framework was discussed about the work of school pedagogue, from a historical approach to the profession and changes in their training and role each season, then the trajectory of education in Brazil for understanding the current context it is part of the Federal Institutes and the challenges and prospects of jobs to pedagogue within that institution. In particular, the survey allowed to characterize the work of the pedagogues in the average level technical professional education, situation the role and activities of the same in IFAP, campus Macap?. In the final considerations are pointed out some important steps, given a new professional practice of pedagogues in this space, more active and committed to the democratization of knowledge and social transformation. / O presente estudo aborda a atua??o do pedagogo no desenvolvimento de a??es pedag?gicas na educa??o profissional t?cnica de n?vel m?dio no IFAP, campus Macap?. A partir de uma abordagem qualitativa, escolheu-se como m?todo de pesquisa o estudo de caso e como instrumentos para coletas de dados, entrevistas semiestruturadas e question?rio, envolvendo pedagogos, coordenadores de cursos t?cnicos e professores. O tratamento e an?lise dos dados seguiu a t?cnica de an?lise de conte?do, na modalidade tem?tica, de Bardin. ? luz do referencial te?rico, discutiu-se sobre o trabalho do pedagogo escolar, a partir de uma abordagem hist?rica da profiss?o e das mudan?as ocorridas na sua forma??o e papel em cada ?poca, seguida da trajet?ria da educa??o profissional no Brasil, para compreens?o do atual contexto em que se inserem os Institutos Federais e os desafios e as perspectivas de trabalho postos ao pedagogo no ?mbito dessa institui??o. De modo particular, a pesquisa permitiu caracterizar o trabalho do pedagogo na educa??o profissional t?cnica de n?vel m?dio, situando o papel e as atividades realizadas pelo mesmo no IFAP, campus Macap?. Nas considera??es finais s?o apontadas algumas medidas importantes, tendo em vista uma nova pr?tica profissional dos pedagogos nesse espa?o, mais atuante e comprometida com a democratiza??o do conhecimento e a transforma??o social.

<p>Denna uppsats handlar om förskolematematik. Vad är det och hur gör man? Vi har observerat förskolor och intervjuat pedagoger som valt att arbeta medvetet med detta för att få veta varför de valt att arbeta med förskolematematik. Vi tycker oss märka att intresset för matematik i förskolan ökat, och vi tror att vi någon gång kommer att arbeta i en sådan verksamhet. Våra frågeställningar är:<i> Varför</i> väljer pedagoger att arbeta medvetet med matematik? <i>Hur</i> gör man rent konkret och vad betyder förskolematematik för de pedagoger vi intervjuat. </p><p>Uppsatsen tar till en början upp vad läroplanen säger i ämnet. Sedan följer teori kring våra frågeställningar. I metodavsnittet förklarar vi varför vi valde att göra observationer och intervjuer, samt hur vi gick tillväga. Resultatdelen som bygger på ovannämnda observationer och intervjuer svarar på hur pedagoger tänker kring våra frågeställningar. </p><p>Vi kom fram till att pedagogerna vi talade med och litteraturen var ganska eniga om att det är bra att arbeta med matematik i förskolan för att förbereda barnen inför skolan. Men det bör göras på ett lekfullt sätt, det får inte bli skola av det. </p><p>En fråga som fångat vår uppmärksamhet handlar om samverkan. Både pedagoger och litteraturen tar upp att det är viktigt med samverkan. Vi undrar vari problemen ligger, och vad som kan göras för att undvika dem. Uppsatsen avslutas med fler frågor som vi skulle vilja forska vidare på, frågor som väckts under arbetet med denna uppsats.</p>

<p>this paper is a study on children's social interactions in role-play. The aim is to try to highlight how children with other develop social skills and how to further motivate children tosee, understand and manage their reality in role-play by highlighting the characteristics of afunctioning role-play. I would also highlight the importance of pedagogue´s role in relation tochildren's social skills in role-play. The purpose flows into these issues, what distinguishes afunctioning role-play? Can the children in role-play influence their thinking to developunderstanding of others and the environment and if so, how? What significance does pedagogue´s role in children's role-play? I used out of a qualitative methodology to carry out this investigation. I chose to gather information for my study using a passive monitoring method, which i wrote down in detail the children's verbal and physical communication of the role-play, and even pedagogens relation to children's role-play. The results show that children in role-play are playing with others and use play signals and playrules in order to develop therole-play and social skills. This means that the language of both the physical and the verbalplay an essential role for the understanding of these elements. Playsignals is an understandingof what is real and not, by using movement, gestures and facial expressions, but it is noteveryone who understands the signals. To develop a successful game also requires thatchildren in role-play relate to playrules. These are reciprocity, consensus and take turns. There are other factors that affect social skills and characteristics of a functioning role-play. Examples of these are creativity and imagination. The result also shows how the teacher influences on children's role-play in different ways when they integrates in role-play, and also play materila in preschool affects children's play.</p>

<p>Syftet med denna undersökning har varit att beskriva och analysera sex pedagogers syn på sitt ledarskap. För att göra detta har jag genomfört sex kvalitativa intervjuer med olika pedagoger. De intervjuade är: tre förskolelärare, två lärare för yngre barn och en fritidspedagog. Pedagogerna är från olika städer och olika arbetslag. Jag har utfört undersökningen utifrån fyra huvudfrågor:</p><p>– Vad innebär ledarskapet?</p><p>– Vad är det som påverkar ledarskapet?</p><p>– Hur kan man utveckla sig själv som ledare?</p><p>– Vilken sorts ledare behöver barn idag?</p><p>Resultatet visar att ledarskapet i läraryrket framförallt innebär att lära barnen det sociala samspelet. Pedagogerna anser att ledarskapet påverkas av en rad faktorer, bl.a. av barngruppen, kollegorna, den egna personligheten och egna erfarenheter. Utvecklingen till att bli en bättre ledare sker genom att man får erfarenhet. Man utvecklar sig själv bl.a. genom att pröva olika metoder och genom att lära av andra ledare. Intervjupersonerna anser att barn idag bl.a. behöver en tydlig ledare som kan sätta gränser och samtidigt vara en lyhörd ledare som lyssnar på barnen.</p> / <p>The purpose of this study has been to describe and analyse how six educators look upon their leadership. To achieve this purpose I have carried out six qualitative interviews. The interviewees are: three preschool teachers, two primary school teachers and one leisure pedagogue. The educators work in different cities and in different working teams. My main questions in the study have been:</p><p>- The meaning of the leadership?</p><p>- The factors which affect the leadership?</p><p>- How can one develope ones leadership?</p><p>- What kind of leader do children of today need?</p><p>The results show that the leadership in the teaching profession above all implys teaching children the social teamwork. The educators think that the leadership is influenced by many factors for example: the children in the group, the colleagues, the personality of the leader and his/her experiences. By getting more and more experienced you become a better leader. Trying different methods and learning from other leaders are ways of developing your leadership. The interviewees think that children of today among other things need a clear leader who can set bounds and at the same time be a person with a sensitive ear who listens to the children.</p>

Denna uppsats handlar om förskolematematik. Vad är det och hur gör man? Vi har observerat förskolor och intervjuat pedagoger som valt att arbeta medvetet med detta för att få veta varför de valt att arbeta med förskolematematik. Vi tycker oss märka att intresset för matematik i förskolan ökat, och vi tror att vi någon gång kommer att arbeta i en sådan verksamhet. Våra frågeställningar är: Varför väljer pedagoger att arbeta medvetet med matematik? Hur gör man rent konkret och vad betyder förskolematematik för de pedagoger vi intervjuat. Uppsatsen tar till en början upp vad läroplanen säger i ämnet. Sedan följer teori kring våra frågeställningar. I metodavsnittet förklarar vi varför vi valde att göra observationer och intervjuer, samt hur vi gick tillväga. Resultatdelen som bygger på ovannämnda observationer och intervjuer svarar på hur pedagoger tänker kring våra frågeställningar. Vi kom fram till att pedagogerna vi talade med och litteraturen var ganska eniga om att det är bra att arbeta med matematik i förskolan för att förbereda barnen inför skolan. Men det bör göras på ett lekfullt sätt, det får inte bli skola av det. En fråga som fångat vår uppmärksamhet handlar om samverkan. Både pedagoger och litteraturen tar upp att det är viktigt med samverkan. Vi undrar vari problemen ligger, och vad som kan göras för att undvika dem. Uppsatsen avslutas med fler frågor som vi skulle vilja forska vidare på, frågor som väckts under arbetet med denna uppsats.

Syftet med denna undersökning har varit att beskriva och analysera sex pedagogers syn på sitt ledarskap. För att göra detta har jag genomfört sex kvalitativa intervjuer med olika pedagoger. De intervjuade är: tre förskolelärare, två lärare för yngre barn och en fritidspedagog. Pedagogerna är från olika städer och olika arbetslag. Jag har utfört undersökningen utifrån fyra huvudfrågor: – Vad innebär ledarskapet? – Vad är det som påverkar ledarskapet? – Hur kan man utveckla sig själv som ledare? – Vilken sorts ledare behöver barn idag? Resultatet visar att ledarskapet i läraryrket framförallt innebär att lära barnen det sociala samspelet. Pedagogerna anser att ledarskapet påverkas av en rad faktorer, bl.a. av barngruppen, kollegorna, den egna personligheten och egna erfarenheter. Utvecklingen till att bli en bättre ledare sker genom att man får erfarenhet. Man utvecklar sig själv bl.a. genom att pröva olika metoder och genom att lära av andra ledare. Intervjupersonerna anser att barn idag bl.a. behöver en tydlig ledare som kan sätta gränser och samtidigt vara en lyhörd ledare som lyssnar på barnen. / The purpose of this study has been to describe and analyse how six educators look upon their leadership. To achieve this purpose I have carried out six qualitative interviews. The interviewees are: three preschool teachers, two primary school teachers and one leisure pedagogue. The educators work in different cities and in different working teams. My main questions in the study have been: - The meaning of the leadership? - The factors which affect the leadership? - How can one develope ones leadership? - What kind of leader do children of today need? The results show that the leadership in the teaching profession above all implys teaching children the social teamwork. The educators think that the leadership is influenced by many factors for example: the children in the group, the colleagues, the personality of the leader and his/her experiences. By getting more and more experienced you become a better leader. Trying different methods and learning from other leaders are ways of developing your leadership. The interviewees think that children of today among other things need a clear leader who can set bounds and at the same time be a person with a sensitive ear who listens to the children.

this paper is a study on children's social interactions in role-play. The aim is to try to highlight how children with other develop social skills and how to further motivate children tosee, understand and manage their reality in role-play by highlighting the characteristics of afunctioning role-play. I would also highlight the importance of pedagogue´s role in relation tochildren's social skills in role-play. The purpose flows into these issues, what distinguishes afunctioning role-play? Can the children in role-play influence their thinking to developunderstanding of others and the environment and if so, how? What significance does pedagogue´s role in children's role-play? I used out of a qualitative methodology to carry out this investigation. I chose to gather information for my study using a passive monitoring method, which i wrote down in detail the children's verbal and physical communication of the role-play, and even pedagogens relation to children's role-play. The results show that children in role-play are playing with others and use play signals and playrules in order to develop therole-play and social skills. This means that the language of both the physical and the verbalplay an essential role for the understanding of these elements. Playsignals is an understandingof what is real and not, by using movement, gestures and facial expressions, but it is noteveryone who understands the signals. To develop a successful game also requires thatchildren in role-play relate to playrules. These are reciprocity, consensus and take turns. There are other factors that affect social skills and characteristics of a functioning role-play. Examples of these are creativity and imagination. The result also shows how the teacher influences on children's role-play in different ways when they integrates in role-play, and also play materila in preschool affects children's play.

Emigracija iš Lietuvos įtakoja ne tik šalies socialinę ir ūkio raidą, tačiau daro ypatingą žalą šeimoms bei vaikams dėl šios priežasties gyvenantiems skyrium. Problemos, su kuriomis yra susiduriama, vaikų tėvams laikinai ar nuolatinai išvykus į užsienį, yra kompleksinės, susijusios su vaiko juridinio atstovavimo aspektais, kuomet vaikas paliekamas kitų asmenų priežiūrai, su vaiko emocine, moraline būsena, jo ugdymo procesu ir panašiai. Šiame darbe tiriamos vaikų, kurių tėvai emigravę į užsienį, edukacinės problemos, jų teisių ir teisėtų interesų, gyvenimo sąlygų užtikrinimas. Aptariamas tėvų migracijos procesas ir jo padariniai, Lietuvoje likusio vaiko edukacinės problemos, vaikų teisių ir teisėtų interesų, gyvenimo sąlygų užtikrinimas ir pateikiami įvertintos problemos preliminarūs sprendimo būdai ir rekomendacijos.. Aiškinamasi, kokia šveitimo vadybos vieta bei socialinio pedagogo vaidmuo sprendžiant šių vaikų edukacines problemas. / Emigration from Lithuania has an impact not only on social and economic development of the country but also causes particular harm to families and children residing separately due to this reason. The problems that are encountered, when parents move abroad temporarily or permanently, are complex, related to juridical representation aspects or a child, when the child is left for other persons` supervision, whit emotional, moral condition of the child, his/ her development process, etc. The present thesis analyses educational problems and assurance of rights, legal interests and living conditions for the children whose parent had emigrated abroad. Parents` migration process and its consequences along whit educational problems of the child left in Lithuania, assurance of children`s rights, legal interests and living conditions are discussed as well as preliminary methods with regard to the resolution of the estimated problem and recommendations are provided. Importance of educational management and role of a social pedagogue are discussed when resolving educational problems of children.