Made available in DSpace on 2016-04-04T18:32:54Z (GMT). No. of bitstreams: 1 Eliane Cristina Gallo Aquino.pdf: 7695454 bytes, checksum: b9300a1b67f2bec413b90905f6873d0c (MD5) Previous issue date: 2009-12-11 / This research intends to display the relations between some authors who evaluate the physical environment in educative foundations, their occupying, the perception of their users and, chiefly, the view from elementary school (from 6 th to 9th grades) teachers in public municipal schools, in the city of Campinas S?o Paulo. In this sense, it discourses about the relevance of the physical environment between students and teachers in the process of teaching and learning in spaces pertaining to the schools. Therefore, the object of arguing is the importance of the physical spaces for the act of teachers educating, aiming at the students learning, since there are gaps between pedagogy and the use of these school environments, which result in learning quality loss, when there is no appropriation of these spaces by the individuals in this process. / Esta pesquisa apresenta as rela??es entre alguns autores que avaliam o ambiente f?sico de estabelecimentos educativos, sua ocupa??o e a percep??o dos usu?rios e, principalmente, a vis?o de docentes do ensino fundamental (de 6?. a 9?. anos) de uma escola p?blica municipal da cidade de Campinas - SP. Nesse sentido, discorre sobre a relev?ncia do meio f?sico entre os alunos e professores durante o processo de ensino e aprendizagem nos espa?os escolares. Assim sendo, o objeto de questionamento ? a import?ncia do espa?o f?sico para o ato de ensino dos professores, visando ? aprendizagem dos alunos, pois, existem lacunas entre a pedagogia e o uso desses espa?os e ambientes escolares, as quais resultam em perda de qualidade da aprendizagem quando n?o h? a apropria??o dos espa?os escolares pelos indiv?duos do processo em quest?o.

Made available in DSpace on 2016-04-04T18:33:00Z (GMT). No. of bitstreams: 1 Andreia Bissaro.pdf: 348273 bytes, checksum: 05e6c6e08ccb3c0b770af9521a3e26bf (MD5) Previous issue date: 2005-02-11 / The objective of this work, which is inserted in the research line of University, Teaching and Teacher s Formation, is to investigate teacher s educational practices. The individuals of this study are the teachers of the pedagogy course at a private institution in the city of Campinas, and the students of pedagogy of the same institution that teach or that have already taught in another moment in the primary education. By means of questionnaires, we could survey if those individuals discuss with their students about issues related with the development of a critical attitude about what can be seen or listened in the television, specially about the consumerism transmitted on this mean of communication. We could verify that the development of this attitude is deficient in the educational practices of those individuals. However, they feel the need to develop such attitude, but sometimes they do not know how to make it. We understand that television, and overall, the television advertising, have the purpose to create demand for induced wants and to influence the consumers decisions. The idea of consuming frequently transmitted by the television is transformed as the solution to all problems. In this context, the education must be enrolled in a deep critical analysis about the way to deal with reality. By doing this, it can be possible to change the way teachers educate their students, in the face of the consumerism society. We point out the importance of teachers to pay attention about the television an about the consume exacerbation transmitted on this media. Teachers must pay attention not only in the way to watch it but also in a way to study it pedagogically. / O objetivo do presente estudo, inserido na linha de pesquisa Universidade, Doc?ncia e forma??o de professores, ? investigar a pr?tica pedag?gica dos professores. Os sujeitos deste estudo s?o os professores do Curso de Pedagogia de uma Institui??o Particular localizada na cidade de Campinas e os alunos da mesma Institui??o, que de modo geral lecionam ou que em outro momento lecionaram na Educa??o B?sica. Por meio da aplica??o de question?rios, verificamos se os sujeitos discutem com seus alunos quest?es que abordam o desenvolvimento de um pensamento cr?tico sobre o que se v? e o que se ouve na televis?o, em especial sobre os apelos consumistas anunciados nesse meio. Constatamos que o desenvolvimento desse pensamento ? de certa forma prec?rio na pr?tica pedag?gica realizada pelos sujeitos, no entanto, eles sentem necessidades de desenvolver tais pensamentos, mas nem sempre sabem como realizar. Entendemos que a televis?o e sobretudo a publicidade veiculada nesse meio, tem como prop?sito administrar as vontades e as decis?es dos consumidores. A id?ia de consumo freq?entemente veiculada pela televis?o ? transformada em solu??o para todos os problemas. Nesse contexto, a educa??o precisa ser envolvida numa profunda reflex?o cr?tica na sua maneira de ver a realidade, para que assim seja poss?vel uma mudan?a na forma de educar os alunos, frente a essa sociedade de consumo. Ressaltamos a import?ncia dos professores em atentarem para a televis?o e para a exacerba??o do consumo instalada nessa m?dia, n?o somente de modo a espect?-la, mas tamb?m de modo a estud?-la pedagogicamente.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-11T11:47:12Z No. of bitstreams: 1 SinaraSantAnnaCelistreTese2015.pdf: 3594630 bytes, checksum: 00ca097007efc543cb2426092f13169a (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-11T11:47:40Z (GMT) No. of bitstreams: 1 SinaraSantAnnaCelistreTese2015.pdf: 3594630 bytes, checksum: 00ca097007efc543cb2426092f13169a (MD5) / Made available in DSpace on 2017-04-11T11:47:40Z (GMT). No. of bitstreams: 1 SinaraSantAnnaCelistreTese2015.pdf: 3594630 bytes, checksum: 00ca097007efc543cb2426092f13169a (MD5) Previous issue date: 2015-11-20 / In the Brazilian education scnario, Technical and Vocational Education and Training (TVET) has made an effective contribution towards the entrance of new generations in the labor market. Accordingly, investing in the further qualification of teachers working in that field is a strategy that will enable education to achieve its goals. That fact has aroused questioning of the effectiveness of graduate specialization courses dedicated to the in-service, further qualification of teachers. To answer the question this research set out to assess the limits and possibilities of such a program for teachers in that field and the effects of the program on their teaching practices. The case study method of investigation was adopted because it allows for an understanding of the more complex social phenomena. Participants included teachers, students, and pedagogical coordinators of a private education institution. The study conclusions were that: rather than just learning more about teaching methods and techniques, TVET teachers need to appropriate components that are essential to provide them with an understanding of the complexity of the educator???s task. Although teaching and learning are distinct from one another, when teaching does not lead to learning, it becomes an innocuous act; lifelong learning and qualification is a bid to decipher theory in order to organize and support it, reformulate it and, if necessary, refute it, dislodging the usual perceptions of education; and, an educational process that fails to ensure that the teacher has the components needed to bring about change autonomously and securely is necessarily flawed in its intent and results; much of what teachers do and achieve stems from what they believe in individually. Thus, understanding should be followed by acceptance because the mere mechanical repetition of practices generates mistaken interpretations. In-service evaluation of teachers in their normal classroom activities is indispensable for the purpose of following up on the results of educative actions which should lead to better teaching and increased learning on the part of students. When it disseminates innovations to its students, the institution must realize that, even though they have undergone the same educational process, they will have different perceptions individually and take different lengths of time to put into practice, or not, the proposed changes. Pedagogical theory and practice form an inseparable unit that should be the nucleus that structures the teacher???s education; the school and its web should be the object of study in order to achieve an understanding of the real needs of those that actually materialize the educational actions. The considerable distance between educational reform proposals and their effective materialization suggests that there is a problem associated to the illusory nature of some projects designed bring about changes. At the same time as the teachers??? reflective capacity is being expanded, it is essential to think through the qualifying process they undergo, taking as the starting point, the practical demands, that is, the real circumstances lived out in social contexts and in the organizations where teaching takes place. Educational proposals must be supported on the basis of a systemic vision taking into account the connections that exist between knowledge and know how. The decisive elements that actually brought about changes in the discourse and practices of TEVT teachers that took part in the graduate specialization course were the establishment of the relations between the knowledge acquired and the reality of the daily round of their teaching activity, and the existence of the will to bring about change in concepts and behaviors and of a propitious environment for change. / No cen??rio educacional brasileiro, a educa????o profissional tem contribu??do efetivamente para que as novas gera????es ingressem no mundo do trabalho. Assim, investir no desenvolvimento dos professores que atuam nesse campo ?? uma das estrat??gias para que a educa????o alcance seus prop??sitos. Esta realidade provocou indaga????es quanto ?? efetividade de um curso de p??s-gradua????o, de especializa????o, na forma????o continuada de professores. Para respond??-las, esta pesquisa objetivou avaliar limites e possibilidades de um programa de forma????o continuada de professores da educa????o profissional, bem como seus efeitos na sua pr??tica pedag??gica. O estudo de caso, por permitir a compreens??o de fen??menos sociais com maior n??vel de complexidade, foi o m??todo de investiga????o adotado. Participaram da pesquisa professores, alunos e coordenadores pedag??gicos de uma institui????o educacional privada. O estudo conduziu ??s seguintes conclus??es: mais do que aprender m??todos e t??cnicas de ensino, o professor precisa apropriar-se de componentes essenciais ?? compreens??o da complexidade da tarefa educativa; ensino e aprendizagem s??o processos distintos, por??m, quando o ato de ensinar n??o resulta em aprendizagem, ?? uma a????o in??cua; a forma????o continuada visa decifrar a teoria, a fim de organiz??-la, ampar??-la, reformul??-la e, se necess??rio, refut??-la, desacomodando percep????es usuais de educa????o; uma forma????o que n??o garante ao professor componentes necess??rios para que efetue mudan??as com autonomia e seguran??a demonstra fragilidade em seus prop??sitos e resultados. Grande parte daquilo que o professor realiza ?? decorrente do que acredita. Assim, o entendimento deve vir seguido da concord??ncia, pois a repeti????o mec??nica de pr??ticas gera interpreta????es equivocadas. A avalia????o da a????o docente no cotidiano da sala de aula ?? imprescind??vel ao acompanhamento dos resultados das a????es formativas, que devem ser revertidos em um ensino melhor e no incremento da aprendizagem dos alunos. Ao difundir inova????es entre professores, a institui????o deve compreender que ainda que realizem a mesma forma????o, ter??o percep????es e tempos distintos para colocar em pr??tica, ou n??o, as mudan??as propostas. A teoria e a pr??tica pedag??gica comp??em uma unidade indissoci??vel, que deve ser o n??cleo estruturante da forma????o do professor; a escola e a sua teia de rela????es devem ser objeto de estudo para que se compreendam as reais necessidades daqueles que concretizam as a????es educativas. Distanciamentos expressivos entre propostas de reformas educacionais e sua efetiva concretiza????o sugerem um problema associado ao car??ter ilus??rio de alguns projetos de mudan??a; simultaneamente ?? amplia????o da capacidade reflexiva do professor, ?? necess??rio pensar o seu processo formativo tomando como ponto de partida as demandas da pr??tica, as quais s??o concebidas como circunst??ncias reais, vividas nos contextos sociais e organizacionais onde acontece o ensino; as propostas formativas devem respaldar-se em uma vis??o sist??mica de educa????o, considerando as conex??es existentes entre o saber e o saber fazer. As mudan??as que se efetuaram a partir da participa????o no programa de forma????o continuada, seja no discurso seja na pr??tica docente, tiveram como elementos decisivos o estabelecimento de rela????es entre os conhecimentos adquiridos e o cotidiano da pr??tica docente, a vontade de mudar concep????es e comportamentos e um ambiente favor??vel ?? mudan??a.

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.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-30T13:45:50Z No. of bitstreams: 1 2009 - ?ngela Pereira da Silva Oliveira.pdf: 1273131 bytes, checksum: 1e8ce3ab7234ccc38c040bf929350a6d (MD5) / Made available in DSpace on 2018-08-30T13:45:50Z (GMT). No. of bitstreams: 1 2009 - ?ngela Pereira da Silva Oliveira.pdf: 1273131 bytes, checksum: 1e8ce3ab7234ccc38c040bf929350a6d (MD5) Previous issue date: 2009-12-22 / The main purpose of this work is to investigate the aspects that inscribe the teacherof the course , of the Instituto de Educa??o, Ci?ncia e Tecnologia do Tri?ngulo Mineiro - IFTM ? Campus Uberl?ndia, in an identity as educator - the question of the nomination, of the process of identification, the social conceptions or social representations - and as this reflects in its practical as a teacher. For this, we carry through the bibliographical research to analyze the conceptions of interdisciplinarity that there are in official educational documents, internal and external to the Institution. Such identification is necessary, to understand as the interdisciplinarity concept is inserted in the pedagogical action of the school, which is its paper and the challenges for the insertion of this practical meaning in Professional and Technological Teaching. For this, we delimit as reference landmark the processed educational reforms in the decade of 90 of century XX until the present. We adopt the documentary research, for analysis of cited documents previously, having for aiming the search of possibilities for the construction of practical curricular innovators, in a perspective directed toward the social change, approaching thematic in the space delineated for the chances and the ambivalences involve that them, looking for to understand its configuration and use in the theory contemporary, as well as its association to the concept of recontextualization in the analysis of politics and curricular texts. With analysis of the questionnaire and observation, we search to design a map to determine how the conceptions about interisciplinarity have been constructed in the thought and the practical one of the involved teachers in the research, to aim its real implantation, as curricular project, adopted, of conscientious and active form for the educational agents, who make the day by day the Institution. We could verify that, still, has a long way to cover, in the direction of deepening of the theoretical references that support the interdisciplinary practic, but that the identified possibilities and obstacles can lead the building of this ideal, if this, really, grow from of a conscientious choice by the part of all the involved ones in the process. / O principal objetivo deste trabalho ? investigar os aspectos que inscrevem o professor do curso T?cnico em Agropecu?ria, do Instituto de Educa??o, Ci?ncia e Tecnologia do Tri?ngulo Mineiro ? IFTM ? Campus Uberl?ndia, em uma identidade como educador ? a quest?o da nomea??o, do processo de identifica??o, das concep??es ou representa??es sociais ? e como isso se reflete em sua pr?tica docente. Para isso realizamos a pesquisa bibliogr?fica para analisar as concep??es de interdisciplinaridade presentes em documentos educacionais oficiais, internos e externos ? Institui??o. Tal identifica??o faz-se necess?ria, para compreender como o conceito de interdisciplinaridade se insere na a??o pedag?gica da escola, qual ? o seu papel e os desafios para a inser??o de sua pr?tica no Ensino Profissional e Tecnol?gico. Para isso, delimitamos como marco de refer?ncia as reformas educacionais processadas na d?cada de 90 do s?culo XX at? os dias de hoje. Adotamos a pesquisa documental, para an?lise dos documentos referidos anterio rmente, tendo por direcionamento a busca de possibilidades para a constru??o de pr?ticas curriculares inovadoras, numa perspectiva vo ltada para a mudan?a social, abordando a tem?tica no espa?o delineado pelas oportunidades e ambival?ncias que as envolvem, procurando entender sua configura??o e uso na teoria contempor?nea, bem como sua associa??o ao conceito de recontextualiza??o na an?lise de pol?ticas e textos curriculares. Com an?lise do question?rio e observa??o, buscamos tra?ar um mapa para determinar como as concep??es sobre interdisciplinaridade se constroem no pensamento e na pr?tica dos docentes envolvidos na pesquisa, com vistas a sua real implanta??o, como projeto curricular, adotado, de forma consciente e participativa pelos agentes educacionais, que fazem o dia a dia a Institui??o. Pudemos verificar que, ainda, h? um longo caminho a percorrer, no sentido de aprofundamento dos referenciais te?ricos que embasam a pr?tica interdisciplinar, mas que as possibilidades e obst?culos identificados podem conduzir a concretiza??o desse ideal, se este, realmente, partir de uma escolha consciente por parte de todos os envolvidos no processo.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-09-19T12:55:08Z No. of bitstreams: 1 2010 - M?nica Bomtempo Reis Soares.pdf: 1261572 bytes, checksum: ede0d7de0924bad5f0ee6da2940ba33c (MD5) / Made available in DSpace on 2018-09-19T12:55:08Z (GMT). No. of bitstreams: 1 2010 - M?nica Bomtempo Reis Soares.pdf: 1261572 bytes, checksum: ede0d7de0924bad5f0ee6da2940ba33c (MD5) Previous issue date: 2010-10-27 / This study aims to examine the practices of dissemination of entrepreneurial education and interdisciplinary teaching practices, as well as the performance in the J?nior company and business incubator in the technical course in agriculture in Rio Pomba Campus of the Federal Institute of Education, Science and Technology of the Southeast of Minas Gerais. Once the professionals should be prepared for the world of work and citizenship as an entrepreneur with vision for business opportunities, the implementation of entrepreneurship education in schools of professional technical and technological education should be based on developing entrepreneurial students? skills. For this model of entrepreneurship education takes form it will be necessary for the entrepreneurial culture to be part of the whole school community, agencies and sectors involved as well as society itself. The methodology used in this study was a case study using a questionnaire applied to teachers and graduates, in order to examine what teachers think about the entrepreneurial training of students in technical courses. As for the graduates it was sought to meet their technical background and importance of entrepreneurial training in the workplace. This research has also sought to describe the guidelines for integrated technical education, analyzing and proposing a new curriculum model, identifying the main problems of education within the institution and teaching practices that match a model of professional education focused on entrepreneurial training, stimulating entrepreneurial spirit and providing tools for students to find their place in the market as well as entrepreneurs. It can be observed that teachers agree that entrepreneurial training is important for students as well as being very important in today's job market. It appeared from the students that it lacked a specific discipline and/or the incorporation of content related to entrepreneurial training. It was also noted that experiments with the J?nior company and business incubator contribute to the formation, demonstrating the importance of these experiences for the development of entrepreneurship. The current array of technical course load is very high, leaving little time for additional activities, and little is focused on the entrepreneurial training. In short, it is suggested that the curriculum be restructured and the entrepreneurial practice be also enhanced in extracurricular activities. / Este trabalho tem por objetivo analisar as pr?ticas de difus?o da educa??o empreendedora e pr?ticas pedag?gicas interdisciplinares, bem como, a atua??o dos alunos na empresa J?nior e na incubadora de empresas no curso t?cnico em agropecu?ria no Campus Rio Pomba do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Sudeste de Minas Gerais. Tendo em vista que os profissionais dever?o estar preparados para o mundo do trabalho e exerc?cio da cidadania como um trabalhador empreendedor com vis?o para as oportunidades de neg?cios, a implementa??o da educa??o empreendedora nas escolas de educa??o profissional t?cnica e tecnol?gica deve basear-se no desenvolvimento de habilidades empreendedoras nos alunos. Para que este modelo de ensino empreendedor tome forma ser? necess?rio que a cultura empreendedora fa?a parte de toda a comunidade escolar, ?rg?os e setores envolvidos bem como a sociedade. A metodologia utilizada neste estudo foi o estudo de caso por meio de question?rio aplicado aos professores e egressos, com o objetivo de analisar o que os professores pensam sobre a forma??o empreendedora dos alunos dos cursos t?cnicos. Quanto aos egressos buscou-se conhecer a sua forma??o t?cnica e a import?ncia da forma??o empreendedora na vida profissional. A presente pesquisa buscou ainda descrever as diretrizes para o ensino t?cnico integrado, analisando e propondo uma nova matriz curricular, identificando os principais problemas da educa??o dentro da institui??o e pr?ticas pedag?gicas que correspondam a um modelo de ensino profissionalizante voltado para a forma??o empreendedora, estimulando o esp?rito empreendedor e fornecendo instrumentos para que os alunos encontrem seu lugar no mercado tamb?m como empres?rios. Pode-se observar que os professores concordam que a forma??o empreendedora ? importante para os alunos, al?m de ser muito importante no atual mercado de trabalho. Depreendeu-se dos egressos que faltou uma disciplina espec?fica e/ou a incorpora??o de conte?dos relacionados a forma??o empreendedora. Observou-se tamb?m que as experi?ncias com a empresa J?nior e a incubadora de empresas contribuem para a forma??o, demonstrando a import?ncia dessas experi?ncias para o desenvolvimento do esp?rito empreendedor. A matriz atual do curso t?cnico tem carga hor?ria muito elevada, restando pouco tempo para atividades complementares, e pouco se foca a forma??o empreendedora. Em suma, sugere-se que a matriz curricular seja reestruturada e que a pr?tica empreendedora seja refor?ada tamb?m nas atividades extracurriculares.

?rea de concentra??o: Educa??o e gest?o de institui??es educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-02-13T16:49:10Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) mara_christiani_pimenta.pdf: 1791452 bytes, checksum: 6ee881a5e98b27a0c694bf6c56c8d152 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-02-23T12:36:10Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) mara_christiani_pimenta.pdf: 1791452 bytes, checksum: 6ee881a5e98b27a0c694bf6c56c8d152 (MD5) / Made available in DSpace on 2017-02-23T12:36:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) mara_christiani_pimenta.pdf: 1791452 bytes, checksum: 6ee881a5e98b27a0c694bf6c56c8d152 (MD5) Previous issue date: 2016 / A sociedade contempor?nea, midiatizada pelas tecnologias da informa??o e comunica??o, exige escolas que repensem suas proposi??es metodol?gicas no uso das TIC's no processo de ensino-aprendizagem, de forma que essas possam promover novos contextos de aprendizagem. As tecnologias da informa??o e comunica??o proporcionam oportunidades para desenvolver novas maneiras de intera??o, de ensinar e de aprender, exigindo uma maior inser??o dos recursos tecnol?gicos instrucionais na pr?tica pedag?gica das institui??es escolares. A pesquisa teve como objetivo analisar a utiliza??o de tecnologias da informa??o e comunica??o no desenvolvimento das pr?ticas pedag?gicas do IFNMG- Campus Montes Claros. Do ponto de vista metodol?gico optou-se pela realiza??o de uma pesquisa de car?ter qualitativo e se assemelha a um estudo de caso. As t?cnicas de investiga??o incluem: entrevista, question?rio e an?lise de documentos orientados por quatro indicadores: Disponibilidade de TIC?s; Organiza??o da escola para uso das TIC?s; Forma??o dos educadores para uso das TIC?s e Presen?a das TIC?s na pr?tica pedag?gica. O resultado evidencia que o IFNMG/Campus Montes Claros encontra-se em um ?entrelugar?, isto ?, mostra-se como uma institui??o de ensino ocupante de um ?entre? a contemporaneidade e a solidez da tradi??o, ou seja, em um est?gio de transi??o, em que se busca o novo, mas ainda se identifica a coexist?ncia do tradicional. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / The contemporary society, mediated by the information and communication technologies, requires schools to rethink their methodological proposals in the use of ICT in the teaching- learning process, so that these can promote new learning contexts. Information and communication technologies provide opportunities to develop new ways of interaction, teaching and learning, requiring a greater integration of instructional technological resources in educational practice of schools. This dissertation analyzes the reality of the Federal Institute of the North of Minas Gerais - Campus Montes Claros, in relation to the use of information and communication technologies in its teaching practice. The research was not the sole purpose of analyzing the use of ICTs in that Campus, but also provide reflections for future actions of its faculty, regarding the use of these technologies in teaching practice, as these technologies can promote the institutionalization an education that prepares students for the demands of the contemporary society. The methodology includes interviews, questionnaires and document analysis guided by four indicators: availability of ICT; school organization for the use of ICT; Training of teachers to use ICT and presence of ICT in teaching practice. The result shows that the IFNMG / Campus Montes Claros is located in a "between place", that is , it shows how an educational institution occupant of a 'between' the contemporary and the strength of tradition, that is, at a stage transition, which seeks the new, but still identifies the coexistence of traditional.

Made available in DSpace on 2014-12-17T14:36:07Z (GMT). No. of bitstreams: 1 MariaSNM.pdf: 1590604 bytes, checksum: 93003d0a253c329230c93ac2ac8f9019 (MD5) Previous issue date: 2008-03-03 / Cette ?tude appartient ? l un des principaux d?fis de l ?ducation dans l actualit? qui est la production de connaissances concernant la mort comme objet d investigation th?orique et empirique dans le domaine ?ducationnel. Des recherches r?centes signalent le besoin d une ?ducation contemplant des ?tudes sur la mort et montrent l ?cole tel qu un lieu de d?bats et reflexions ? propos de ce th?me. Cette reflexion est relevante et fondamentale, ?tant donn? que la mort fait partie du cycle de la vie et se trouve pr?sente dans les contenus scolaires des diff?rents domaines de la connaissance. Ce travail a, donc, l objectif d analyser les signification attribu?s ? ce concept mort et la relation qui s ?tablit entre eux et la pratique des professeurs de l enseignement fondamental. Il adopte en tant que r?f?rentiel les principes de la recherche qualitative du type ?tnographique (Andr?, Chizzotti et Meksenas), dans une approche socio-historique et en ce qui concerne la formation et le d?veloppement des concepts (Vygotsky, Kopnin, Guetamanova et Ferreira). La participation des professeurs a ?t? faite par l observation participante, registres en cahier de bord et application d un instrument de construction de donn?es pour l appr?hension des significations attribu?s aux concepts qui sont ? la base de la pratique de cinq enseignantes des premi?res s?ries de l Enseignement Fondamental d une ?cole publique du r?seau d enseignement de l ?tat du Rio Grande do Norte situ?e dans la Zone Sud de Natal. De ce fait, les analyses et les interpr?tations des observations de la pratique dans la salle de classe et des r?ponses aux quinze questions li?es au th?me ont permis de construire les significations des concepts qui appuient les pratiques enseignantes de ces professeurs, tout en mettant en relief la fragmentation et la d?sarticulation entre les expressions d?crites dans les questionnaires et les pratiques d?velopp?es en salle de clase. Ces reflexions mettent en ?vidence la n?cessit? de re-penser l articulation entre l ?nnonc? et la pratique des professeurs ? propos de cette th?matique au cours d une formation initiale et continue / Este estudo insere-se em um dos principais desafios da educa??o na atualidade que ? a produ??o de conhecimentos envolvendo a morte como objeto de investiga??o te?rica e emp?rica no ?mbito educacional. Pesquisas recentes sinalizam a necessidade de uma educa??o que contemple estudos sobre a morte e apontam a escola como o lugar para debates e reflex?es sobre esse tema. Esta reflex?o ? relevante e fundamental, uma vez que a morte faz parte do ciclo da vida e se encontra presente nos conte?dos escolares das diversas ?reas do conhecimento. O objetivo desse trabalho ? analisar os significados atribu?dos ao conceito morte e sua rela??o com a pr?tica de professoras do ensino fundamental. Toma como referencial te?rico-metodol?gicos, os princ?pios da pesquisa qualitativa do tipo etnogr?fica (Andr?, Chizzotti e Meksenas), numa abordagem s?cio-hist?rica e no que se refere ? forma??o e desenvolvimento de conceitos (Vygotsky, Kopnin, Guetamanova e Ferreira). A participa??o das docentes foi mediada pela observa??o participante, registros em di?rio de campo e aplica??o de um instrumento de constru??o de dados para a apreens?o dos significados atribu?dos ao conceito de morte que embasam a pr?tica de cinco educadoras dos anos iniciais do Ensino Fundamental, de uma escola p?blica da rede estadual de ensino do Rio Grande do Norte, situada na Zona Sul de Natal. Desse modo, as an?lises e interpreta??es das observa??es da pr?tica em sala de aula e das respostas ?s quinze perguntas ligadas ao tema em estudo, sugerem que os significados elaborados pelas professoras sobre o conceito de morte, evidenciando pr?ticas docentes fragmentadas e desarticuladas sobre o aprendizado do referido conceito apresentando contradi??es entre as express?es descritas nos question?rios e as pr?ticas desenvolvidas em sala de aula. Estas reflex?es apontam para a necessidade de repensar a articula??o entre o enunciado e a pr?tica das professoras acerca dessa tem?tica numa forma??o inicial e continuada

Made available in DSpace on 2014-12-17T14:36:22Z (GMT). No. of bitstreams: 1 JacicleideFTCM.pdf: 1943456 bytes, checksum: 9d899bfb3feafb735d85a1126c89bbf7 (MD5) Previous issue date: 2010-10-16 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / The inconclusive policies regarding the teaching background, specifically the Pedagogy Course, whose National Curricular Directives DCN were ratified by the Ministry of Education on April 4th 2006, have been causing protest from the various forces within the scope of the university, specifically in the Pedagogy Departments in which, through their professionals, express the several stands about the pedagogue profile, his/her professional acting field and a curriculum that meets the background needs of this professional. This paper tried to assess, from the viewpoint of the student who graduated from the Pedagogy Course and who acts in classroom in the first years of the Elementary School, to what extent this course meets the background needs of the professional who works as teacher. In specific terms it was this paper's objective to identify the most important background needs of teachers who graduated in Pedagogy, who act in the first years of the Elementary School; To list the contributions and limitations of the Pedagogy Course of CAJIM/UERN in the teachers' background, outlined by the graduates of the course; to raise suggestions for the improvement of the teachers' background in the Pedagogy Course of the CAJIM/UERN. In order to turn these objectives viable we opted for the qualitative approach in research, more precisely for the case study methodology, from which we used as instruments for the execution of the field work the observation in classrooms, semi-structured interviews which became the main instrument used for the data construction and analysis. The data analysis process took place through the content analysis technique based in Bardin (2000). The theoretical line is based on the studies from Sch?n (2000), N?voa (1997), Perrenoud (1993), Alarc?o (2003), Ramalho (2003) we also used the National Curricular Directives which serve as current Parameter for the Pedagogy courses. The study indicated that the Pedagogy Course contributed for the personal and professional enrichment, however, difficulties in the theory-practice articulation are still present in the everyday life. The theoretical knowledge assimilated, though represent increments to the professional practice, are not enough to enable a pedagogical practice with excellence. There is a need to consider a curriculum in a dialectic perspective, configurator of social and cultural practices sustained by the reasoning as praxis, thus it must not be seen solely in a theoretical plan, mas as a process that builds itself between the acting and the reasoning. / As inconclusas pol?ticas referentes ? forma??o do magist?rio, especificamente ao Curso de Pedagogia, cujas Diretrizes Curriculares Nacionais DCN, foram homologadas pelo Ministro da Educa??o em 04 de abril de 2006, v?m gerando manifesta??es das v?rias for?as dentro do ?mbito da universidade, especificamente nos Departamentos de Pedagogia nos quais, atrav?s de seus profissionais, expressam as in?meras posi??es sobre o perfil do pedagogo, o seu campo de atua??o profissional e um curr?culo que atenda ?s necessidades formativas desse profissional. Este trabalho procurou verificar, a partir do olhar do aluno egresso do curso de Pedagogia e que atua em sala de aula nos anos iniciais do Ensino Fundamental, em que medida este curso atende ?s necessidades de forma??o do profissional que exerce a doc?ncia. Em termos espec?ficos objetivou-se identificar as maiores necessidades formativas de professores licenciados em Pedagogia, que atuam nos anos iniciais do Ensino Fundamental; Elencar as contribui??es e limita??es do Curso de Pedagogia do CAJIM/UERN na forma??o de professores, apontadas pelos egressos do curso; levantar sugest?es para o aprimoramento da forma??o de professores no Curso de Pedagogia do CAJIM/UERN. Para viabilizar estes objetivos optamos pela abordagem qualitativa de pesquisa, mais precisamente pela metodologia do estudo de caso, a partir da qual utilizamos como instrumentos para realiza??o do trabalho de campo a observa??o nas salas de aulas, entrevistas semi-estruturadas que se constitu?ram no principal instrumento utilizado para constru??o e an?lise dos dados. O processo de an?lise de dados se deu atrav?s da t?cnica de An?lise de Conte?do baseada em Bardin (2000). A linha te?rica est? permeada pelos estudos de Sch?n (2000), N?voa (1997), Perrenoud (1993), Alarc?o (2003), Ramalho (2003) tamb?m empregamos as Diretrizes Curriculares Nacionais que servem como Par?metro atual para os cursos de Pedagogia. O estudo apontou que o Curso de Pedagogia contribuiu para o enriquecimento pessoal e profissional, por?m, dificuldades na articula??o teoria-pr?tica continuam presentes no cotidiano. Os conhecimentos te?ricos assimilados, embora representem acr?scimos ao exerc?cio profissional, n?o s?o suficientes para concretizar uma pr?tica pedag?gica com excel?ncia. H? necessidade de considerar um curr?culo numa perspectiva dial?tica, configurador de pr?ticas sociais e culturais sustentadas pela reflex?o enquanto pr?xis, devendo n?o ser visto unicamente num plano te?rico, mas com um processo que se constr?i entre o atuar e o refletir.

Made available in DSpace on 2014-12-17T14:36:30Z (GMT). No. of bitstreams: 1 PatriciaG_DISSERT.pdf: 2845884 bytes, checksum: 7548a0c9be72c1d91f3a665c77ec9c8f (MD5) Previous issue date: 2011-02-01 / This study investigates the development of Learning Objects for the literacy of children. It aims to know based in the notion of literacy teachers the main factors of academic failure in literacy and researching in Brazil, as well as identify relevant activities in the literacy process of children to support the creation of a set of Learning Objects. Refers to an exploratory research, which is configured as a qualitative nature case study, inspired in part in an action-research described by Thiollent (2003), conducted with ten early grades elementary school teachers of a public municipal school in Parnamirim / RN. As methodological options for data collection uses questionnaires and focuses on the group of teachers, analyzing the data, referring back to the ideas by Szymanski (2001; 2008) and content analysis, guided by Bardin (2002). The development of Learning Objects, follows the steps of development suggested by Garrett (2000). Rules in its multidisciplinary theoretical reference and promotes a conceptual dialogue on: Literacy; Literacy School Failure; Pedagogical Practice in Literacy; Thoughts and Language; Multimedia and Hypermedia; Learning Objects. Perceives that the act of education in literacy as an act of love, courage and social interaction between individuals - educator and pupil, so there is ownership of the object of knowledge in the relations with the world and with the experience, through a pedagogical practice that assumes all different knowledges, the moral political ideal, the mindsets of the students, and can make use of teaching materials that supports the learning process and are consistent with the educational objectives (FREIRE, 1998; FREINET, 1976; VYGOTSKY, 1998; FERREIRO AND TEBEROSKY, 1985; JONASSEN, 2000; WILEY, 2001). Figures out, through the teachers' opinions, five reasons for school failure in literacy, three inside the school environment: teacher; academic assistant and principal; student, and two outside the school environment: parents/family; government and public management. Presents a set of Learning Objects, based on the constructivist thought, developed from the identification of activities considered relevant by teachers in literacy's teaching and learning process. Suggests the use of Learning Objects as pedagogical practice in literacy as a digital resource that supports learning and can trigger important cognitive processes for the acquisition of reading and writing skills in the school environment / O presente estudo investiga o desenvolvimento de Objetos de Aprendizagem (OA) para a alfabetiza??o de crian?as. Objetiva conhecer na concep??o de professores alfabetizadores, quais os fatores determinantes do fracasso escolar na alfabetiza??o no campo de pesquisa e no Brasil, bem como identificar atividades significativas no processo de alfabetiza??o de crian?as para servirem de apoio ? constru??o de um conjunto de OA. Refere-se a uma pesquisa explorat?ria, que se configura como um estudo de caso de cunho qualitativo, inspirada, em parte, na pesquisa-a??o descrita por Thiollent (2003), realizada com dez professores das s?ries iniciais do ensino fundamental, numa escola municipal da rede p?blica de ensino na cidade de Parnamirim/RN. Emprega como op??es metodol?gicas, na coleta de dados, o question?rio e o grupo focal, na an?lise dos dados, a reflexividade sugerida por Szymanski (2001; 2008) e a an?lise de conte?do, orientada por Bardin (2002). Na constru??o de OA, acompanha a escada de desenvolvimento sugerida por Garrett (2000). Pauta na multidisciplinaridade seu referencial te?rico e promove um di?logo conceitual sobre Alfabetiza??o; Letramento; Fracasso escolar em Alfabetiza??o; Pr?tica Pedag?gica em Alfabetiza??o; Pensamento e Linguagem; Multim?dia e Hiperm?dia; Objeto de Aprendizagem. Entende o ato educativo em alfabetiza??o como um ato de amor, de coragem e de intera??o social entre os sujeitos educador e educando, para que haja a apropria??o do objeto de conhecimento nas rela??es com o mundo e com a experi?ncia vivida, por meio de uma pr?tica pedag?gica que assuma os diferentes saberes, o ideal pol?tico de forma ?tica, os esquemas de pensamento do educando, e que possa fazer uso de materiais did?ticos que ap?iem a aprendizagem e estejam coerentes com os objetivos educacionais (FREIRE, 1998; FREINET, 1976; VYGOTSKY, 1998; FERREIRO e TEBEROSKY, 1985; JONASSEN, 2000; WILEY, 2001). Reconhece, atrav?s da concep??o dos professores, cinco designa??es de responsabilidade sobre o fracasso escolar em alfabetiza??o, sendo tr?s intraescolares: professor; coordenador e diretor; aluno, e duas extraescolares: pais/fam?lia; inst?ncia e gest?o p?blica. Apresenta um conjunto de OA, com base na abordagem construtivista, desenvolvido a partir da identifica??o de atividades consideradas significativas pelos professores no processo de ensino-aprendizagem em alfabetiza??o. Sugere o uso de OA na pr?tica pedag?gica em alfabetiza??o como um recurso digital que apoia a aprendizagem e pode desencadear processos cognitivos significativos para a aquisi??o da leitura e da escrita em ambiente escolar