Made available in DSpace on 2016-04-04T18:27:28Z (GMT). No. of bitstreams: 1 VILMA BASTOS.pdf: 247693 bytes, checksum: 5110159419478b2b1c4593ed6e717979 (MD5) Previous issue date: 2007-02-08 / The main objective of this report was to identify how the teacher defines the Attention Deficit/Hyperactivity(AD/H). The data collected through questionnaire elaborated specifically for this report had been analyzed in a qualitative form, giving not only the definition of AD/H, but also data about the practice of each teacher who was heard in this research. The report showed that the concept defined for the teachers is not far from the used scientific definitions. The information about the teachers practice is that the difficulty of work with the pupils AD/H exists and it is related to the lack of structure and technician support offered by the schools, mainly the public schools. Professional help from psychologists is what is considered a technician support. Besides that, this support, offered or not by the school, was showed that the work of the psychologist is believed to be what provides the solution of all problems in the classroom, therefore that only this professional can help to include the pupil with AD/H, as if it was possible to with hold the school and the family responsibility of work together as a group to achieve the goal. / O principal objetivo deste estudo foi identificar como o professor conceitua o D?ficit de Aten??o/ Hiperatividade(DA/H). Os dados, coletados atrav?s de question?rio elaborado especificamente para este estudo, foram analisados de forma qualitativa, fornecendo al?m da defini??o sobre o DA/H, dados sobre a pr?tica docente de cada professora ouvida nesta pesquisa. O estudo mostrou que o conceito definido pelas professoras n?o se distancia das defini??es cient?ficas utilizadas. Quanto ? pr?tica docente os dados informaram que existe a dificuldade de trabalho com os alunos com DA/H que se relaciona com a falta de estrutura e apoio t?cnico oferecidos pelas redes de ensino, principalmente a rede estadual, fazendo com que as professoras n?o encontrem formas de solucionar essas dificuldades. Por apoio t?cnico, entende-se atendimento profissional de psic?logos. Ainda com rela??o a este apoio, oferecido ou n?o pelas redes de ensino, a pesquisa revelou que existe a cren?a de que o trabalho do psic?logo ? que pode proporcionar a solu??o dos problemas existentes na sala de aula, ou seja, que este profissional sozinho pode ajudar na inclus?o do aluno com DA/H, como se fosse poss?vel isentar a escola e a fam?lia do trabalho conjunto para esse fim.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-26T18:55:21Z No. of bitstreams: 1 2015 - MARIA ANG?LICA DA SILVA E CARVALHO JUNQUEIRA.pdf: 4765008 bytes, checksum: 7e34924014571fd4df3bec106defd0e0 (MD5) / Made available in DSpace on 2017-05-26T18:55:21Z (GMT). No. of bitstreams: 1 2015 - MARIA ANG?LICA DA SILVA E CARVALHO JUNQUEIRA.pdf: 4765008 bytes, checksum: 7e34924014571fd4df3bec106defd0e0 (MD5) Previous issue date: 2015-11-06 / The objective of this research was to investigate the attitude of students towards teaching practices in mathematics. Research subjects were 228 students from the Agroecology and Environment technical program of Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. A numerical scale was used to measure the student?s attitude towards mathematics. A survey with open and closed questions was also distributed on different classes, to describe the students and to correlate description variables that could be associated with the students attitudes towards mathematics. Data were submitted to quantitative and qualitative analyses using content analysis module from IBM - SPSS version 20,0 software. A significant correlation was found between gender and attitude towards mathematics: male students seem to have a more positive attitude; students with better general performances also had more positive attitude towards math. Significant correlations between attitude and ?relation with the teacher? and between attitude and teaching methodology were also found. Sutdent age and grade was not correlated ti their attiute towards math. Second year students seemed to have a more positive attiute than the others. / A pesquisa teve como objetivo correlacionar ?s atitudes dos alunos em rela??o ? matem?tica e o papel docente. Os sujeitos da pesquisa foram 228 alunos do Ensino M?dio dos Cursos T?cnicos em Agroecologia e Meio Ambiente, do Col?gio T?cnico da Universidade Federal Rural do Rio de Janeiro. Foram aplicados: a escala que mede a atitude em rela??o ? matem?tica e um question?rio com perguntas abertas e fechadas nas turmas, para caracterizar os alunos e correlacionar alguns fatores que podem influenciar tais atitudes. Os dados foram submetidos ? an?lise quantitativa e qualitativa, com o recurso da an?lise de conte?do e do programa SPSS, vers?o 20.0 da IBM. Pode-se concluir que: existe uma correla??o significativa das atitudes dos alunos em rela??o ? matem?tica, quanto ao g?nero, sendo que o masculino apresentou atitude mais positiva; alunos com maior desempenho apresentaram atitudes mais positivas; houve uma correla??o significativa entre atitude e sua rela??o com o professor e entre atitude e a metodologia de ensino utilizada em sala. N?o foi registrada correla??o significativa da atitude, em rela??o ? matem?tica, quanto ? s?rie e idade dos alunos. As turmas do segundo ano dos referidos cursos apresentaram atitudes mais positivas em rela??o ? matem?tica.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T19:41:42Z No. of bitstreams: 1 IoneFerrariniGoulartDissertacao2016.pdf: 3606903 bytes, checksum: afb1ee2317e74112a331f89984000918 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T19:41:57Z (GMT) No. of bitstreams: 1 IoneFerrariniGoulartDissertacao2016.pdf: 3606903 bytes, checksum: afb1ee2317e74112a331f89984000918 (MD5) / Made available in DSpace on 2017-05-09T19:41:57Z (GMT). No. of bitstreams: 1 IoneFerrariniGoulartDissertacao2016.pdf: 3606903 bytes, checksum: afb1ee2317e74112a331f89984000918 (MD5) Previous issue date: 2016-09-16 / This work investigated the perception around the use of ICTs by pedagogy students and their professors with the ambition of (a) verify what is the young university students??? perception surrounding the use of the ICTs in their professors??? pedagogic practices; (b) check how the professors perceive their pedagogic practices in relation to the use of ICTs; and (c) analyse the common and divergent points of both perceptions. We opted for choosing a qualitative research and exploratory character generation with the utilization of the following data collection technics: focal group, questionnaire and interview. The study was fulfilled, at first, based on two focal groups??? data, made by researches of the research group Juventude, Educa????o e Tecnologias: Sociabilidades e Aprendizagens (Jetsa) ??? Youth, Education and Technologies: Sociability and Learning. Later, through the data acquired from the focal group, questions were extracted for the questionnaire, which was applied to 67 youthful; and with six participant professors, interviews were held. The literature review presented fundamental and theoretical regarding to the Higher Education in Brazil and in Brazilian Federal District, the profiles of the youth from pedagogy and his teaching, ICTs in education, learning mediated by ICTs and the pedagogic teaching practice and ICTs, taking as reference some authors as: Veloso (2008), Demo (2004), Bardin (2006) in methodology and also were used reference researches coordinated by UNESCO (2009, 2014, 2015). Through the achieved results, it was verified that pedagogy students and their professors perceives about the use of ICTs in pedagogic practices is very similar, since both verify this use and accept that it is used in a restrained way. The students admit that professors could be more daring, they could use diversified resources as videos and blogs, and professors also think the same way, but for reasons shown in this research, they are not always able to do so. / O presente trabalho investigou a percep????o sobre o uso das TICs por jovens da pedagogia e seus professores com os objetivos de: (a) verificar qual ?? a percep????o dos jovens estudantes de pedagogia com rela????o ao uso das TICs nas pr??ticas pedag??gicas dos seus professores; (b) verificar como os professores percebem suas pr??ticas pedag??gicas com rela????o ao uso das TICs; e (c) analisar os pontos comuns e divergentes das duas percep????es. Optou-se por uma pesquisa qualitativa e explorat??ria com a utiliza????o das seguintes t??cnicas de coletas de dados: grupo focal, question??rio e entrevista. O estudo foi realizado, num primeiro momento, com base nos dados de dois grupos focais realizados por pesquisadores do grupo de pesquisa Juventude, Educa????o e Tecnologias: Sociabilidades e Aprendizagens (Jetsa). Num segundo momento, atrav??s dos dados levantados no grupo focal, extra??ram-se as perguntas para o question??rio que foi aplicado a 67 jovens; e com os seis professores participantes, foram realizadas entrevistas. A revis??o de literatura apresentou fundamentos e te??ricos referentes ao Ensino Superior no Brasil e no Distrito Federal, os perfis do jovem de pedagogia e de seus docentes, as TICs na educa????o, aprendizagem mediada pelas TICs e a pr??tica pedag??gica docente e as TICs, tendo como refer??ncia alguns autores como: Veloso (2008), Demo (2004), Bardin (2006) na metodologia, al??m de serem utilizadas refer??ncias de pesquisas coordenadas pela Unesco (2009, 2014, 2015). Diante dos resultados alcan??ados, verificou-se que a percep????o dos jovens estudantes de pedagogia e de seus professores quanto ao uso das TICs nas pr??ticas pedag??gicas dos professores ?? muito similar, pois ambos percebem este uso e acreditam que o mesmo ?? feito de maneira comedida. Os alunos acreditam que os professores poderiam ousar mais, usar recursos diversificados como v??deos e blogs, e os professores tamb??m pensam da mesma forma, que por raz??es apresentadas nesta pesquisa, nem sempre conseguem.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:00:20Z No. of bitstreams: 1 SandraLaradaSilvaDissertacao2017.pdf: 2153684 bytes, checksum: 5238ed487d7cf38b1e986dcea634ceba (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:00:44Z (GMT) No. of bitstreams: 1 SandraLaradaSilvaDissertacao2017.pdf: 2153684 bytes, checksum: 5238ed487d7cf38b1e986dcea634ceba (MD5) / Made available in DSpace on 2017-05-23T14:00:44Z (GMT). No. of bitstreams: 1 SandraLaradaSilvaDissertacao2017.pdf: 2153684 bytes, checksum: 5238ed487d7cf38b1e986dcea634ceba (MD5) Previous issue date: 2017-03-06 / The present study is part of the line of research entitled Educational Policy, Management, and Economics of the Postgraduate Program of the Catholic University of Bras??lia ??? UCB. The theme of this research is Integral Education and the concepts pertaining to its accomplishment in teacher praxis. The relevance of the theme is apparent not only for its presence in educational debates and within the sphere of educational policies, but also for having become a State policy with the approval of the National Education Plan (2014-2024). In order to analyze and understand the theme, the following research question wasformulated: What is the understanding and conception of integral education held by the teachers of the Ceil??ndia CRE of the public school system of the Distrito Federal? The general aim was to identify these teachers??? conceptions of integral education. The study is a descriptive qualitative study. In the initial stage, a survey of the literature was carried out, followed by a selection, reading, and analysis of articles, dissertations, and theses, as well as pertinent books on the theme. For the documentary analysis, a survey was made of the educational legislation and the main materials that regulate integral education. Documents such as the Federal Constitution of 1988, the Law of Guideline and Bases for National Education of 1996, the National Education Plans (2001-2009 and 2014-2024), the District Education Plan (2015-2024), and other national and district documents, in addition to the Political Pedagogical Project of the School, within which the research was developed, were analyzed. From the propositions of authors Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, as the theoretical framework that constitutes the literature review, a discussion is presented regarding teacher praxis and the conception of integral education, and the organizational structure of the school is put forth as the fundamental means for school transformation. The comprehension of some of the concepts and conceptions inherent to the theme, such as integral education, full-time education, and extended school day, were considered necessary. During the field research, elements inherent to the teachers??? praxis and the conceptions of integral education were identified. The analysis of the interviews revealed that these conceptions permeate and interfere with the teaching praxis in the school. Overall, one may say that in order to accomplish a pedagogical practice aiming at an integral education of learners, it is necessary to provide teachers with ongoing education promoting a reflection on teacher praxis and the conception of education which permeates it. / O presente estudo insere-se na linha de pesquisa Pol??tica, Gest??o e Economia da Educa????o do Programa de P??s-Gradua????o da Universidade Cat??lica de Bras??lia (UCB). O tema desta pesquisa ?? a Educa????o Integral e as concep????es que permeiam sua efetiva????o na pr??tica docente. O tema se faz relevante por estar presente no debate escolar e no ??mbito das pol??ticas educacionais e, tamb??m, por se tornar uma pol??tica de Estado com a aprova????o do PNE (2014-2024). No sentido da an??lise e compreens??o do tema, formulou-se o seguinte problema de pesquisa: Qual a compreens??o e a concep????o de educa????o integral dos professores da CRE de Ceil??ndia da rede p??blica do Distrito Federal? Como objetivo geral buscou-se identificar qual a concep????o de educa????o integral dos professores da escola pesquisada. A pesquisa em quest??o tratou de um estudo qualitativo descritivo. Na etapa inicial realizou-se uma pesquisa bibliogr??fica, procedendo a uma sele????o, leitura e an??lise de artigos, disserta????es e teses, bem como obras pertinentes ao tema estudado. Para a an??lise documental, buscou-se levantar na legisla????o educacional os principais materiais que regulamentam a educa????o integral, analisando-se documentos como a Constitui????o Federal de 1988, a Lei de Diretrizes e Bases da Educa????o Nacional de 1996, os Planos Nacionais de Educa????o (2001-2009 e 2014-2024), o Plano Distrital de Educa????o (2015-2024) e outros documentos nacionais e do Distrito Federal, al??m do Projeto Pol??tico Pedag??gico da escola em que se desenvolveu a pesquisa. Nas proposi????es dos autores Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, como referencial te??rico que constitui a revis??o de literatura, foi poss??vel apresentar uma discuss??o acerca da pr??tica docente e da concep????o de educa????o integral, al??m de trazer a estrutura organizacional da escola como eixo fundamental para transforma????o da escola. Considerou-se necess??rio compreender alguns conceitos e concep????es inerentes ?? tem??tica, como a educa????o integral, a escola de tempo integral e a amplia????o da jornada escolar. Durante a pesquisa de campo, foi poss??vel identificar elementos inerentes ?? pr??tica pedag??gica e as concep????es de educa????o integral. Na an??lise das entrevistas observou-se que tais concep????es permeiam e interferem na pr??tica docente da escola pesquisada. De modo geral, pode-se afirmar que para se realizar uma pr??tica pedag??gica que vise ?? forma????o integral dos educandos, se faz necess??rio proporcionar uma forma????o continuada aos professores, na qual se desenvolva a reflex??o sobre a pr??tica docente e a concep????o de educa????o que a permeia.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-11-01T18:34:18Z No. of bitstreams: 1 2015 - Rog?ria Lima de Ara?jo Frech Domingues.pdf: 931514 bytes, checksum: bcfe6154860c2d67a60457127d076f58 (MD5) / Made available in DSpace on 2017-11-01T18:34:18Z (GMT). No. of bitstreams: 1 2015 - Rog?ria Lima de Ara?jo Frech Domingues.pdf: 931514 bytes, checksum: bcfe6154860c2d67a60457127d076f58 (MD5) Previous issue date: 2015-07-06 / CAPES / This study aims to present a methodology to develop the reading habit of the students of the 9th grade of elementary school in the state public school system, so that the mature as players. The objectives defined in this research were to establish a parallel between the teaching of reading and the reader in the construction of meaning; propose some actions of teaching practices conducive to teaching inferences as well as expanding slightly the reality of classes in public schools. The use of texts related to gender "chronic" permeated the activities proposed for analysis and data collection, as it served as the basis for the planning and execution of the reading classes of students during the pedagogical intervention period. The concern in setting a teaching practice that rescue the importance of reading for the student's social life is suggested in all the processes of research, since one of the functions of the teacher of Portuguese Language is to be a literacy agent. / O presente trabalho busca apresentar uma metodologia que desenvolva o h?bito de leitura dos alunos do 9? ano do ensino Fundamental da rede p?blica estadual de ensino, a fim de que os amadure?a enquanto leitores. Os objetivos definidos nesta pesquisa foram estabelecer um paralelo entre o ensino da leitura e o leitor na constru??o de sentidos; propor algumas a??es de pr?ticas docentes favor?veis ao ensino de infer?ncias, al?m de fomentar um pouco a realidade das classes da rede p?blica de ensino. O uso de textos relacionados ao g?nero ?cr?nica? permeou as atividades propostas para an?lise e coleta de dados, j? que serviram como base para o planejamento e execu??o das aulas de leitura dos alunos durante o per?odo de interven??o pedag?gica. A preocupa??o em ajustar uma pr?tica docente que resgate a import?ncia da leitura para a vida social do educando est? sugerida em todos os processos da pesquisa, uma vez que uma das fun??es do professor de L?ngua Portuguesa ? ser um agente de letramento.

Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 SamiraFD_DISSERT.pdf: 4498721 bytes, checksum: 0972a21057d7c107ae634abf4637bc88 (MD5) Previous issue date: 2010-05-03 / This paper aims to investigate the formative needs of Elementary School Arts teachers at municipal public schools in Natal, Rio Grande do Norte, working in the initial grades. The research was developed using the qualitative approach and the investigation can be classified as an action research-inspired collaborative, distinguished by mutual collaboration among all participants, as well as a reflection upon their practice. Conducted with four Arts teachers of Municipal Education de Natal/RN, this work triggered a (re)thinking of teaching practice in Arts, discussing the teachers' formation and encouraging a group reflection about their academic and professional path. Their motivation towards teaching was also discussed, as well as the way their progress as Arts teachers and the contributions and limits of college education, also including experiential knowledge as a possibility of formation. The main formative needs suggested by the research were knowledge on child development and child learning, and the need of an Arts curriculum proposal for the initial grades of Elementary School. From those data, a reflexive context was built with the participant teachers to give a new meaning to Arts teaching practice in the first years of Elementary School. Finally, it was shown that the Arts teacher formation must be broad and involve not only specific knowledge on Arts, but also knowledge about childhood. It was also clearly shown that a curriculum review in education undergraduate courses must be considered, besides the offering of a continual formation to teachers already giving classes. Concerning the Arts curriculum proposal, it should be done based on a work joining officials of Municipal Education, research and formation institutions and teachers working in the first years of Elementary School. Finally, the work highlights the Arts are essential in all levels of Elementary School, since its first years, and it must be taught and learnt since childhood / Este trabalho tem como objetivo investigar quais s?o as necessidades formativas dos(as) professores(as) de Artes de escolas municipais de Natal/RN que atuam nos anos iniciais do Ensino Fundamental. A pesquisa est? pautada na abordagem qualitativa e a investiga??o caracteriza-se como uma pesquisa-a??o de inspira??o colaborativa, marcada pela colabora??o entre todos os envolvidos e a reflex?o sobre a pr?tica. Desenvolvido com quatro professoras de Artes da Rede Municipal de Ensino de Natal/RN, o presente estudo oportunizou um (re)pensar acerca da pr?tica docente em Artes, discutindo a forma??o das professoras e refletindo, juntamente com elas, sobre o seu percurso acad?mico e profissional. Discutiu-se as motiva??es para a doc?ncia e a forma como as professoras foram se constituindo professoras de Artes, apresentando ainda as contribui??es e limites dos cursos de gradua??o e abordando os saberes experienciais como possibilidade de forma??o. A pesquisa apontou como principais necessidades formativas o conhecimento acerca do desenvolvimento e da aprendizagem da crian?a e a necessidade de uma proposta curricular de artes para os anos iniciais do Ensino Fundamental. A partir desses dados, construiu-se um contexto reflexivo com as professoras colaboradoras na perspectiva de ressignificar a pr?tica docente de Artes nos anos iniciais do Ensino Fundamental. Ao final, conclui-se que a forma??o do professor de Artes deve ser ampla e envolver n?o s? os conhecimentos a respeito da arte, mas tamb?m os saberes relativos ? inf?ncia. Evidencia-se, tamb?m, que ? preciso pensar em reformula??es curriculares nas licenciaturas, al?m da realiza??o de uma forma??o cont?nua para os professores que j? est?o atuando na doc?ncia. Em rela??o ? proposta curricular de Artes, defende-se que seja elaborada a partir de um trabalho que integre representantes da Secretaria Municipal de Educa??o, das institui??es formadoras e de pesquisa e dos(as) professores(as) que atuam neste n?vel da Educa??o B?sica. Por fim, ressalta-se que a arte ? essencial em todos os n?veis do Ensino Fundamental, desde os primeiros anos, devendo ser ensinada e aprendida desde a inf?ncia.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-13T12:02:28Z No. of bitstreams: 1 DeniseCortezFernandes_TESE.pdf: 665355 bytes, checksum: 89acfdb98bd2380c4f7ee98dc3339e77 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2016-01-13T12:36:20Z (GMT) No. of bitstreams: 1 DeniseCortezFernandes_TESE.pdf: 665355 bytes, checksum: 89acfdb98bd2380c4f7ee98dc3339e77 (MD5) / Made available in DSpace on 2016-01-13T12:36:20Z (GMT). No. of bitstreams: 1 DeniseCortezFernandes_TESE.pdf: 665355 bytes, checksum: 89acfdb98bd2380c4f7ee98dc3339e77 (MD5) Previous issue date: 2014-02-26 / Essa pesquisa analisa a concep??o docente acerca do desenvolvimento moral no contexto do cotidiano escolar, bem como o papel do professor nesse processo. Almejou, tamb?m, estabelecer um ambiente formativo e colaborativo prop?cio ? reflex?o ?tica entre professores que trabalham em turmas do Ensino Fundamental, acerca da pr?tica pedag?gica do professor nas situa??es de constru??o da moralidade no meio escolar, oferecendo caminhos nas suas intera??es para o desenvolvimento da moralidade dos alunos. O campo emp?rico foi a Escola Municipal Estudante Emmanuel Bezerra, localizada no bairro do Planalto - Zona Oeste de Natal/RN, com as professoras das turmas do 4? e do 5? ano do Ensino Fundamental e seus respectivos alunos, durante os anos de 2010-2012. Privilegiou-se a pesquisa qualitativa nas an?lises e no processo de compreens?o do cotidiano no contexto escolar, procurando-se interpretar as situa??es e as intera??es analisadas. Fundamentando-se nos postulados de Jean Piaget sobre o desenvolvimento moral, optou-se pelo trabalho investigativo com as professoras com a complementaridade entre a pesquisa colaborativa e a pesquisa-a??o, realizando-se sess?es reflexivas, pesquisa documental, observa??es e entrevistas semiestruturadas, desenvolvidas com as professoras participantes. A partir dessa pesquisa foram identificadas tr?s distintas fases das concep??es e atitudes entre as professoras: a) docente com o discurso do senso comum, devido ? aus?ncia de reflex?o aprofundada acerca da sua pr?tica; b) docente com concep??es atualizadas e informa??es pertinentes, entretanto desprovido de uma a??o reflexiva desse conhecimento e sem reflexo em suas pr?ticas em sala de aula; c) docente ?tico reflexivo, que ensaia uma perspectiva que associa a informa??o pertinente, a acomoda??o dos conhecimentos e transforma??o do discurso docente em a??o coerente na sua pr?tica. Formar um docente ?tico e reflexivo, diante da cultura formativa n?o se d? de forma natural e em pouco tempo. ? preciso v?rias etapas at? a tomada de consci?ncia para uma atitude ?tica e reflexiva perante a realidade educacional e especialmente acerca da a??o docente e institucional na forma??o moral dos alunos. / This research analyses the teacher conception of moral development in the context of everyday school life, as well the teacher's role in this process. Longed also establish a formative and collaborative environment conduc t ive to the ethics reflection among teachers working in classrooms of elementary school about the pedagogical practice in construction situations of morality in school environment, offers ways in theirs intera ctions to the development of the students morality. The empirical field was the Municipal School student Emmanuel Bezerra, located in the Planalto - West neighborhood of Natal/RN, with the teachers of the classes of 4th and 5th year of elementary school st udents and theirs students during the years 2010 - 2012. It privileged qualitative in the analysis and the comprehension process of the quotidian into the school context, seeking understands the situations and the interactions analyzed. Based on the postulat es of Jean Piaget on the moral development, it opted in the investigative work with the teachers for the complementarity between collaborative research and action research, with reflective sessions, documentary research, observations and semi - structured in terviews. From this research it was identified three distinct phases of conceptions and attitudes among the teachers: a) teach ers with the discourse of common sense due to a lack of depth reflection on their practice; b) teacher s updated with their concept s and relevant information, however devoid of reflexive action of this knowledge and without reflection on their practices in the classroom and, finally; c) ethical reflective teacher who tried a perspective that joins the relevant information, the knowled ge accommodation and transformation in teaching discourse consistent with the proposed issued and reflective in their practice. Educate an ethical and reflective teaching in front of the formative culture does not occur naturally and fast. It takes several steps until the awareness for ethical and reflective attitude towards educational reality and especially on the teaching and institutional action in the moral formation of students.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-09T23:53:03Z No. of bitstreams: 1 GenibertoSoaresBarbosa_DISSERT.pdf: 1261191 bytes, checksum: c2f58d2a24e81a1b5cde78e7fa41e39b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-14T22:26:40Z (GMT) No. of bitstreams: 1 GenibertoSoaresBarbosa_DISSERT.pdf: 1261191 bytes, checksum: c2f58d2a24e81a1b5cde78e7fa41e39b (MD5) / Made available in DSpace on 2016-03-14T22:26:40Z (GMT). No. of bitstreams: 1 GenibertoSoaresBarbosa_DISSERT.pdf: 1261191 bytes, checksum: c2f58d2a24e81a1b5cde78e7fa41e39b (MD5) Previous issue date: 2015-03-20 / A no??o de habitus, desenvolvida por Pierre Bourdieu, e a rela??o que ela estabelece com a pr?tica docente e vice-versa comp?em a an?lise aqui empreendida. Naturalmente, conceitos como campo, capital e poder simb?lico, igualmente elaborados por ele ao longo de suas pesquisas sociol?gicas, representam ferramentas importantes nesse trabalho de investiga??o sobre os componentes que constituem a pr?tica professoral. Assim, buscamos enfocar as a??es que caracterizam essa pr?tica e que tem no habitus seu mecanismo desencadeante, ou seja, um dispositivo que n?o apenas produz as a??es, mas tamb?m se modifica a partir delas. Com base nessa perspectiva, portanto, estamos utilizando como recurso metodol?gico o Discurso do Sujeito Coletivo (DSC) e seu software (Qualiquantsoft), que visam compreender a forma como determinada coletividade pensa a respeito das quest?es que lhe afligem. Al?m disso, empreendemos durante o trabalho de campo a t?cnica da observa??o participante, como instrumento de capta??o de algumas nuances que permeiam o ambiente escolar. Nossa proposta foi observar em que circunst?ncias as condi??es objetivas vivenciadas pelas professoras no interior das escolas do Ensino Fundamental I, em Parnamirim-RN, tendem a entrar em conflito com as disposi??es incorporadas por elas em seus cotidianos. Dito de outra maneira, significa que nem sempre a pr?tica professoral consegue conciliar aquilo que havia sido previamente prescrito e, dessa forma, consensualmente aceito, com a maneira de perceber, avaliar e agir de cada um. Embora costumeiramente passe despercebida essa desarmonia ? muito mais frequente do que se imagina. Uma prova disso s?o os olhares questionadores fortuitamente direcionados ?queles que n?o conseguem adequar-se de imediato ?s normatiza??es impostas pelo Sistema de Ensino (SE). / The notion of habitus, developed by Pierre Bourdieu, and laying it down with the teaching practice and vice versa comprise the analysis undertaken here. Naturally, concepts such as field, capital and symbolic power, also prepared by him throughout their sociological research, represent important tools in this research work about the components that make up the Faculty practice. Thus, we focus on the actions that characterize this practice and which has the habitus its triggering mechanism, i.e. a device that not only produces the actions, but also changes from them. Based on this perspective, therefore, we are using as methodological feature the collective subject discourse (DSC) and your software (Qualiquantsoft), which aim to understand how certain collective thinking regarding the issues that afflict him. In addition, we undertook during the fieldwork, participant observation techniques as a tool to capture some nuances that permeate the school environment. Our proposal was to observe in what circumstances the objective conditions experienced by teachers in elementary schools I in Parnamirim-RN, tend to conflict with the provisions incorporated by them in their daily life. To put it another way, it means that it is not always the practice can reconcile Professorial what had previously been prescribed and thus widely accepted, with the way to perceive, evaluate and act for each. Although usually pass unnoticed, this disharmony is more common than you think. Proof of this are the looks directed those who fortuitously doubters fail to adapt immediately to regulations imposed by the education system (SE).

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-21T18:52:46Z No. of bitstreams: 1 RoseaneIdalinaDaSilvaRangel_DISSERT.pdf: 4651314 bytes, checksum: 2dd18cedd3cd5797769f920a15faae5a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-28T00:38:31Z (GMT) No. of bitstreams: 1 RoseaneIdalinaDaSilvaRangel_DISSERT.pdf: 4651314 bytes, checksum: 2dd18cedd3cd5797769f920a15faae5a (MD5) / Made available in DSpace on 2017-03-28T00:38:31Z (GMT). No. of bitstreams: 1 RoseaneIdalinaDaSilvaRangel_DISSERT.pdf: 4651314 bytes, checksum: 2dd18cedd3cd5797769f920a15faae5a (MD5) Previous issue date: 2015-08-27 / O presente trabalho prop?e caminhos que, atrav?s da pesquisa?a??o, viabilizem alternativas de atividades pedag?gicas que oportunizem ao aluno construir sua aprendizagem e nos quais a leitura possa ser uma a??o da pr?tica docente, capaz de desenvolver compet?ncias na amplia??o da capacidade leitora. O estudo prop?e tamb?m o favorecimento e dom?nio da escrita, promovendo o letramento como um evento que incorpora a forma??o do leitor, o prazer de ler e a constru??o compartilhada de interpreta??o. A rela??o leitura e escrita, neste contexto, torna-se significativa e eficaz ? vida e ao cotidiano. Evidencia-se o letramento social na constru??o dos saberes como tamb?m no resgate de valores como: solidariedade, amor ao pr?ximo e gestos de cidadania, neste caso, a comunica??o escrita (carta pessoal). O letramento nesta perspectiva ultrapassa o ambiente escolar para cumprir um papel social. Para tanto, diante dos postulados te?ricos que nos oferecem suporte nesta tarefa, destacam-se Marcuschi (2001, 2005), Regina Zilberman (2003), Marisa Lajolo (1985), Kleiman (2000), Roxane Rojo (2004), Rildo Cosson, (2006), Emerson de Piretri (2007), Paulo Freire e Donald Macedo (2013), entre outros. Esta pesquisa situa-se em uma perspectiva interacionista de interven??o que adota a intera??o concretizada na leitura e pr?ticas docentes. A leitura, a escrita e o letramento, com ?nfase nas quest?es sociais, podem ser observadas no contexto escolar como tamb?m fora do mesmo. Salientamos a integra??o de novas pr?ticas de letramento ?s j? realizadas, dinamizando o cotidiano das aulas de L?ngua Portuguesa de 6? a 9? anos. / This paper proposes paths through action research makes possible pedagogical activities alternatives that allow the students build their learning and that reading can be an action of teaching practice able to develop literary skills in the expansion of reading capacity. The study also proposes favoring and mastery of writing thus promoting literary literacy in a move that incorporates the formation of the reader, the pleasure of reading and the shared construction of interpretation. Reading and writing relationship in this context becomes meaningful and effective life and the everyday. Is evident in the social literacy in the construction of knowledge as well as the rescue of values; solidarity, love of neighbor and solidarity gestures, in this case the written communication (Personal Letter). The literary literacy shares up in fiction and reality and beyond the school environment to fulfill the social role. Therefore, on the theoretical postulates that offer us support in this task stand out Marcushi (2001, 2005), Regina Zilberman (2003), Marisa Lajolo (1985), Kleiman (2000), Roxane Rojo (2004), Rildo Cosson (2006), Emerson de Piretri (2007), Paulo Freire and Donald Macedo (2013), among others. This research is situated in an interactionist perspective of research where interaction achieved in reading and teaching practices where literature and literary literacy with social emphasis which can be observed in the school context but also outside of it will be adopted. Taking the integration of new literacy practices already written and streamlining the daily lives of Portuguese classes of 6th to 9th grade.

Submitted by PPG Educa??o em Ci?ncias e Matem?tica (educem-pg@pucrs.br) on 2018-07-12T19:24:46Z No. of bitstreams: 1 DISSERTACAO Eliana jun1-homologada.pdf: 865557 bytes, checksum: 9941cc2858b02107ead15f4d59d186fc (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-07-18T11:52:35Z (GMT) No. of bitstreams: 1 DISSERTACAO Eliana jun1-homologada.pdf: 865557 bytes, checksum: 9941cc2858b02107ead15f4d59d186fc (MD5) / Made available in DSpace on 2018-07-18T12:00:29Z (GMT). No. of bitstreams: 1 DISSERTACAO Eliana jun1-homologada.pdf: 865557 bytes, checksum: 9941cc2858b02107ead15f4d59d186fc (MD5) Previous issue date: 2018-03-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study aimed to investigate the pedagogical knowledge used in the teaching practice of a group of mathematics teachers and the way they were constructed. The participants were twelve teachers from municipal, state and private schools in Porto Alegre, Rio Grande do Sul. As data collection instruments were used semi-structured interviews and observations regarding teaching practice. The answers given by the teachers were analyzed qualitatively through the Discursive Textual Analysis method, relating them to the questions observed in the classroom. As theoretical contributions that served as basis for this research were used authors such as Tardif (2014), N?voa (1995), Garc?a (1999), Imbern?n (2010), D'Ambrosio (2014), Pimenta (2012) among others. From the data analysis emerged four categories: the teachers' perceptions about the strategies and teaching resources of Mathematics used in the teaching action; the teachers' perceptions of their initial and continuing education; continuous training actions that teachers participate in the service; the teachers' perceptions about the planning of Mathematics classes. From these categories it was possible to delineate the questions related to the data collected from where the intermediate categories emerged. It is possible to affirm that when teachers use contextualization, different strategies and didactic resources in pedagogical practice in the classroom planning, the students present greater motivation and ease of understanding the mathematical concepts. As for the knowledge built in initial and continuous training, it was verified that teachers use different knowledge in their teaching, emphasizing the pedagogical knowledge, vocational training knowledge, curricular knowledge and emphasize the importance of content knowledge and knowledge experiences. It was found that training in schools still has sequels, and it is necessary for teachers to seek their own continuing education beyond school, in seminars, congresses or in postgraduate courses. / Este estudo teve como objetivo investigar os saberes pedag?gicos utilizados na pr?tica docente de um grupo de professores de Matem?tica e a forma como foram constru?dos. Os participantes da pesquisa foram doze professores de escolas municipais, estaduais e privadas de Porto Alegre, Rio Grande do Sul. Como instrumentos de coleta de dados foram utilizadas entrevistas semiestruturadas e observa??es quanto ? pr?tica docente. As respostas dadas pelos professores foram analisadas qualitativamente por meio do m?todo de An?lise Textual Discursiva, relacionando-as ?s quest?es observadas em sala de aula. Como aportes te?ricos que serviram como base para esta pesquisa foram usados autores como Tardif (2014), N?voa (1995), Garc?a (1999), Imbern?n (2010), D?Ambrosio (2014), Pimenta (2012) entre outros. Da an?lise de dados emergiram quatro categorias: as percep??es dos professores sobre as estrat?gias e recursos de ensino de Matem?tica utilizados na a??o docente; as percep??es dos professores sobre a sua forma??o inicial e continuada; a??es de forma??o continuada que os professores participam em servi?o; as percep??es dos professores sobre o planejamento das aulas de Matem?tica. A partir dessas categorias foi poss?vel delinear as quest?es relacionadas aos dados coletados de onde emergiram as categorias intermedi?rias. ? poss?vel afirmar que quando os professores utilizam no planejamento de aula a contextualiza??o, diferentes estrat?gias e recursos did?ticos na pr?tica pedag?gica, os estudantes apresentam maior motiva??o e facilidade de entender os conceitos matem?ticos. Quanto aos saberes constru?do na forma??o inicial e continuada, verificou-se os professores utilizam diferentes saberes na sua a??o docente, destacando-se os saberes pedag?gicos, saberes da forma??o profissional, os saberes curriculares e d?o ?nfase ? import?ncia dos saberes de conte?do e dos saberes experienciais. Constatou-se que a forma??o continuada nas escolas ainda possui sequelas, sendo necess?rio que os professores busquem a sua pr?pria forma??o continuada al?m da escola, em semin?rios, congresso ou em cursos de p?s-gradua??o.