Made available in DSpace on 2016-07-27T13:54:43Z (GMT). No. of bitstreams: 1 Enio Rodrigues Machado.pdf: 1632760 bytes, checksum: 99d6b8af2982e3251ac69974c19382d1 (MD5) Previous issue date: 2005-09-15 / This work results from a research about the training of the agricultural technician in Federal Center of Technological Education in Urutaí city in Goiás state (CEFET-Urutaí). The purpose of it was to analyze the change of the record in the course of Agricultural Technician of this CEFET that was done as an answer to the Reform of the Professional Education carried out by Ministry of Education (MEC) in the mid-1990s. The problematic that was the origin of this study is linked to the fact that the change in the training of agricultural technician has, as a goal, to answer the new demands of the work in the area that includes specific technical skills of this activity, skills and wider knowledge that gives to the worker more flexibility and makes him/her able to the market. However, the training of this professional cannot be reduced to the answers to the market demands, it should promote his/her development as a critical citizen. So, the goals were to identify the position in the training following the reform of the record; to grasp the teachers and students point of view about the methodologies and didactical procedures. The qualitative research has as sources documents of the course, students and teachers interviews that were semi-structured. The data were analyzed based on the method of Content Analysis. The categories that emerged from the analysis of the material indicate that the change aimed to replace the model of Farm-School through learn to learn and learn to live , to the training through learn to learn, learn to do, learn to live, learn to be , however, this change has not done completely; the teaching and learning is not centered in the practice of Educative Unions of Production any more; the teachers have difficulties in the implementation of the models and the teaching by project as it is presented in the new purpose; the profile of the professional of the course was a big preparation in the agricultural technique area dominating all the process of rural production, while today it focuses some more specific activities. We can, by the results, think that there is a distancing between the purposes of changing in the formation of the agricultural technician based on learn to learn and its concrete realization. / Este trabalho resulta de uma pesquisa realizada sobre a formação do Técnico Agrícola no Centro Federal de Educação Tecnológica na cidade de Urutaí (CEFET-Urutaí), no estado de Goiás. Teve por objetivo analisar a mudança curricular no curso Técnico Agrícola deste CEFET, realizada para atender à Reforma da Educação Profissional empreendida pelo Ministério da Educação (MEC) em meados da década de 1990. A problemática que deu origem a este estudo está ligada à constatação de que a mudança na formação do Técnico Agrícola busca responder às novas demandas do trabalho no setor que incluem, além das habilidades técnicas específicas desta atividade, habilidades e conhecimentos mais amplos que conferem ao trabalhador maior flexibilidade e adequação ao mercado. Todavia, a formação deste profissional não pode se reduzir ao atendimento das demandas de mercado e, sim, promover o seu desenvolvimento como cidadão crítico. Assim, os objetivos foram: identificar a orientação presente na formação a partir da reforma curricular; apreender a visão de professores e de alunos sobre as mudanças na formação e sobre as metodologias e procedimentos didáticos. A pesquisa qualitativa teve como fontes documentos do curso e depoimentos de alunos e professores tomados por meio de entrevista semi-estruturada e os dados foram analisados com base no método da Análise de Conteúdo. As categorias que emergiram da análise do material indicam que: a mudança buscou substituir o modelo Escola- Fazenda por meio do aprender a aprender e fazer para aprender por uma formação por meio do aprender a aprender, aprender a fazer, aprender a conviver, aprender a ser , todavia, esta mudança ainda não foi completamente efetivada; o ensino e a aprendizagem passaram a não ser mais centrados na prática por meio das Unidades Educativas de Produção (UEPs) como era anteriormente à mudança curricular; o eixo integrador da formação era dado por disciplinas técnicas da área, o que passou a não mais ocorrer após a mudança no currículo; os professores encontram dificuldades em implementar os módulos e o ensino por projetos como está previsto na nova proposta; antes, o perfil do profissional egresso do curso era de uma ampla preparação na área técnica agrícola, dominando todo o processo da produção rural, enquanto, hoje, é mais voltado para algumas atividades mais específicas. Os resultados permitem interpretar que há um certo distanciamento entre a proposta de mudança na formação do Técnico Agrícola baseada no aprender a aprender e a sua realização concreta.

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 Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-11-09T18:40:57Z No. of bitstreams: 1 2016 - Wankmar Carvalho Mafra.pdf: 1462114 bytes, checksum: f1a18d30dbcf4746929cbc0d08a664ee (MD5) / Made available in DSpace on 2017-11-09T18:40:57Z (GMT). No. of bitstreams: 1 2016 - Wankmar Carvalho Mafra.pdf: 1462114 bytes, checksum: f1a18d30dbcf4746929cbc0d08a664ee (MD5) Previous issue date: 2016-06-30 / This research was conducted in the Federal Amazon Institute (IFAM Campus Tabatinga-AM), and to investigate, on the prospects of its graduates students, its contribution to the local and regional social and educational development, and investigate what the real contributions were in life of its graduates. This research was a universe of 179 (one hundred and seventy nine) students graduating from technical courses integrated and concomitant average level, which responded to the survey instrument comprised of closed and semi-open questions, subdivided and three groups of question: i) graduate student profile. ii) level of satisfaction according to the perception of graduate student and iii) perception of graduate student about the IFAM's contribution in their training. The methodological framework included empirical research conducted among students graduating from Federal Institutes (as shown in PPGEA) as well as the literature research with students graduating from educational institutions. As a result of the survey showed that the IFAM Tabatinga Campus has offered a differentiated training in the municipality, which is deployed as a result of the sum of several factors: a good infrastructure; a staff of well qualified professionals; diversity in educational environments and above all a special attention to your audience. In this sense the research concluded that the IFAM Campus Tabatinga has initially attended the high school education expectations and local technical, with a little emphasis on the mesorregional development of Alto Solim?es contributing effectively in the process of educational development, human and social location. / Esta pesquisa foi realizada no Instituto Federal do Amazonas (IFAM Campus Tabatinga-AM), tendo como objetivo investigar, sob as perspectivas de seus estudantes egressos, a contribui??o do mesmo para o desenvolvimento socioeducacional local e regional, e investigar quais foram as reais contribui??es na vida de seus egressos. Tal pesquisa contou com um universo de 179 (cento e setenta e nove) estudantes egressos dos cursos t?cnicos de n?vel m?dio integrado e concomitante, os quais responderam ao instrumento de pesquisa formado por perguntas fechadas e semiabertas, subdivididas e tr?s grupos distintos de quest?o: i) perfil do estudante egresso. ii) n?vel de satisfa??o de acordo com a percep??o do estudante egresso e iii) percep??o do estudante egresso acerca da contribui??o do IFAM na sua forma??o. O arcabou?o metodol?gico incluiu pesquisas emp?ricas realizadas entre estudantes egressos de Institutos Federais (como os apresentados no PPGEA), bem como a literatura a respeito de pesquisas com estudantes egressos de institui??es educacionais. Como resultado a pesquisa mostrou que o IFAM Campus Tabatinga tem ofertado uma forma??o diferenciada no Munic?pio, no qual est? implantado, em decorr?ncia da soma de diversos fatores como: uma boa infraestrutura; um quadro de profissionais muito bem qualificados; diversidade em ambientes educacionais e acima de tudo uma aten??o diferenciada com o seu p?blico. Nesse sentido a pesquisa concluiu que o IFAM Campus Tabatinga tem atendido inicialmente ?s expectativas de educa??o de ensino m?dio e t?cnico local, com uma pequena ?nfase para o desenvolvimento mesorregional do Alto Solim?es contribuindo de maneira efetiva no processo de desenvolvimento educacional, humano e social local.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-01-24T18:23:09Z No. of bitstreams: 1 2016 - Maxiliano Batista Barros.pdf: 1227432 bytes, checksum: 717ef99f84ac01b4729e5b1559b16083 (MD5) / Made available in DSpace on 2018-01-24T18:23:09Z (GMT). No. of bitstreams: 1 2016 - Maxiliano Batista Barros.pdf: 1227432 bytes, checksum: 717ef99f84ac01b4729e5b1559b16083 (MD5) Previous issue date: 2016-12-13 / This thesis aims to study the accessibility of deaf students at the Federal Institute of Amazonas (IFAM) campus Mau?s that since its inauguration in 2010, receives deaf students in vocational courses. This research seeks to analyze and consider the mechanisms that ensure accessibility and inclusion of people with disabilities in vocational education based on existing laws and also measure the permanence of conditions that student with disabilities in Technical Education, Technology, undergraduate and graduate students in IFAM campus Mau?s. This process was seen as a major challenge, as many campi the IFAM not have the Call Center for People with Special Needs (NAPNE). However, the IFAM campus Mau?s, site of this research, the NAPNE was officially implemented in May 2015, which for this study was considered a major breakthrough in training, awareness and support for school teachers for special education in the perspective of education inclusive. Specifically, this study sought to identify the deaf students at IFAM CMA; describe the architectural accessibility and characterize the didactic and pedagogical accessibility in IFAM CMA. The methodology was qualitative type Case Study. The data collection instruments were: participant observation, record in a diary, questionnaire and interviews. The data were analyzed based on content analysis of Laurence Bardin (2011). The following categories were raised that will make the results of chapters: Accessibility - incentives and barriers to education for deaf students at IFAM CMA; The perception of teachers about the challenges of raising a deaf student at IFAM CMA; The perception of deaf students about accessibility in IFAM CMA and the influence of this on their learning process. This research finds that were found dichotomies of from architectural accessibility, passing by positioning, attitudinal, professional education, support for this work and ensuring all teaching resources, and communication accessibility to the deaf student to be guaranteed their stay the federal technical education. / Esta disserta??o apresenta o resultado da investiga??o sobre a acessibilidade de estudantes surdos no Instituto Federal do Amazonas (IFAM) campus Mau?s, o qual recebe educandos surdos nos cursos profissionalizante desde a sua inaugura??o em 2010. Esta pesquisa buscou analisar e considerar os mecanismos que garantem a acessibilidade e a inclus?o das pessoas com defici?ncia auditiva na educa??o profissionalizante com base nas legisla??es vigentes e tamb?m mensurar as condi??es de perman?ncia desse estudante na Educa??o T?cnica, Tecnol?gica, gradua??o e p?s-gradua??o no IFAM campus Mau?s. Este processo foi entendido como um grande desafio, pois muitos campi do IFAM n?o possuem o N?cleo de Atendimento ?s Pessoas com Necessidades Especiais (NAPNE). Entretanto, no IFAM campus Mau?s, locus desta pesquisa, o NAPNE foi oficialmente implantado em maio de 2015, o que consolida a import?ncia desse estudo para a forma??o, a sensibiliza??o e o apoio aos professores regentes da educa??o especial na perspectiva da educa??o inclusiva, uma vez que se buscou identificar os alunos surdos no IFAM CMA e descrever a acessibilidade destes neste contexto. A metodologia utilizada foi a Pesquisa Qualitativa do tipo Estudo de Caso e an?lise de conte?do na perspectiva de Bardin (2011). Os instrumentos de coleta de dados foram: observa??o participante, registro em caderno de campo, question?rio e entrevistas, que foram gravadas em ?udio e v?deo. Como resultado das an?lises deste estudo foram levantadas as categorias: Acessibilidade ? est?mulos e barreiras ? educa??o de estudantes surdos no IFAM CMA; A percep??o dos professores sobre os desafios de educar um estudante surdo no IFAM CMA; A percep??o dos estudantes surdos sobre a acessibilidade no IFAM CMA e a influ?ncia desta no seu processo de aprendizagem. Esta pesquisa constata que foram as contradi??es que dizem respeito ? acessibilidade arquitet?nica, perpassando pelo posicionamento atitudinal do profissional da educa??o, ao apoio a este profissional e ? garantia de todos os recursos pedag?gicos e de acessibilidade comunicacional ao estudante surdo, para que seja assegurada sua perman?ncia na educa??o t?cnica federal.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-03-15T18:38:24Z No. of bitstreams: 1 2016 - Livia Maria Monteiro Santos.pdf: 1009188 bytes, checksum: 4eda697b67c9a19ee6eec1dfb1ee0dde (MD5) / Made available in DSpace on 2018-03-15T18:38:24Z (GMT). No. of bitstreams: 1 2016 - Livia Maria Monteiro Santos.pdf: 1009188 bytes, checksum: 4eda697b67c9a19ee6eec1dfb1ee0dde (MD5) Previous issue date: 2016-10-31 / The present research proposed to study the relation between Special Education and Professional Education in an institution of the Federal Professional Education, Science and Technology Network, specifically the Federal Institute of Education, Science Technology of Amap? (IFAP), campus Macap?. The dissertation aimed to characterize the conceptions and political-pedagogical actions of that campus on the inclusion of the audience of special education on high school professional technical education; analyze the Institutional Development Plan of IFAP from the perspective of observing the guidelines to assist that public, considering the objectives of special education and high school professional technical education; evaluate the political and pedagogical implications of the legislation in the actions developed by IFAP in relation to the care of the audience special education; evaluate the impacts of political and pedagogical conceptions of the actions developed by N?cleo de Atendimento ?s Pessoas com Necessidades Educacionais Espec?ficas - NAPNE (Assistance to People with Special Educational Needs Center) of IFAP. To achieve these goals it was necessary to resolve the following questions: What is the concept of inclusion signed and affirmed by IFAP campus Macap?, in relation to the target audience student of special education at the high school professional technical education? What political and pedagogical actions are observed in order to ensure access, participation and learning of the target audience of special education and students in high school technical professional education in IFAP campus Macap?? How it presents the interface between special education and professional education in IFAP campus Macap?? The dates were collected from documentary research, which analyzed the Institutional Development Plan of IFAP and questionnaire and semi-structured interview aimed at managers who work on campus. The analysis of the object of study was carried out based in Critical Theory, as a theoretical and methodological support, emphasizing the studies of Theodor Adorno. It is worth noting that other scholars, such as Damasceno. The results shows that this campus, conducts its work, regarding the relation of special education and professional education, based on an inclusive orientation conception that understands the school as a place for participation. However it presents difficulties with regard to the dialogue of professionals working at the Institute, resulting in losses for the planning and execution of political and pedagogical actions aimed at the interface between these categories of education, since most of the inclusion strategies are performed by NAPNE. / A presente pesquisa se prop?s a estudar a Interface entre a Educa??o Especial e a Educa??o Profissional em uma Institui??o da Rede Federal de Educa??o Profissional, Cient?fica e Tecnol?gica, especificamente o Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amap? (IFAP), campus Macap?. A disserta??o objetivou caracterizar as concep??es e a??es pol?tico-pedag?gicas, desse campus, sobre a inclus?o do p?blico-alvo da Educa??o Especial na Educa??o Profissional T?cnica de N?vel M?dio; analisar o Plano de Desenvolvimento Institucional do IFAP na perspectiva de observar diretrizes que se voltem para o atendimento desse p?blico, considerando os objetivos da Educa??o Especial e Educa??o Profissional T?cnica de N?vel M?dio; avaliar as implica??es pol?tico-pedag?gicas da legisla??o nas a??es desenvolvidas pelo IFAP em rela??o ao atendimento do p?blico-alvo da Educa??o Especial; avaliar os impactos das concep??es pol?tico-pedag?gicas sobre as a??es desenvolvidas pelo N?cleo de Atendimento ?s Pessoas com Necessidades Educacionais Espec?ficas (NAPNE) do IFAP. Nossas quest?es de estudo foram: Qual ? a concep??o de inclus?o afirmada pelo IFAP, campus Macap?, em rela??o ao aluno p?blico-alvo da Educa??o Especial no Ensino Profissional T?cnico de N?vel M?dio? Quais a??es pol?tico-pedag?gicas s?o observadas a fim de garantir o acesso, a participa??o e a aprendizagem dos alunos p?blico-alvo da Educa??o Especial no Ensino Profissional T?cnico de N?vel M?dio no IFAP, campus Macap?? Como se revela a interface entre a Educa??o Especial e Educa??o Profissional no IFAP, campus Macap?? Alicer?ada na Teoria Cr?tica, como suporte te?rico-metodol?gico, enfatizando os estudos de Theodor Adorno e seus comentadores, em especial Damasceno, a an?lise do objeto de estudo foi realizada. Estabelecemos como procedimentos e/ou instrumentos de coleta de dados a pesquisa documental, onde analisamos o Plano de Desenvolvimento Institucional do IFAP, bem como aplicamos question?rios e realizamos entrevistas semiestruturadas com os gestores. Os resultados revelam que esse campus conduz seus trabalhos, no que se refere ? rela??o da Educa??o Especial e a Educa??o Profissional, com base em uma concep??o de orienta??o inclusiva, que entende a escola como um lugar para a participa??o de todos. Entretanto, apresenta dificuldades no que se refere ? interlocu??o dos profissionais que atuam no Instituto, trazendo perdas para o planejamento e execu??o de a??es pol?tico-pedag?gicas voltadas para a interface entre essas modalidades de Ensino, visto que a maior parte das estrat?gias de inclus?o ? realizada pelo NAPNE.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-08T21:01:21Z No. of bitstreams: 1 2015 - Paula de Macedo Santos.pdf: 2064225 bytes, checksum: afd19778f868b1a5c2c25b2f4d147a56 (MD5) / Made available in DSpace on 2018-05-08T21:01:21Z (GMT). No. of bitstreams: 1 2015 - Paula de Macedo Santos.pdf: 2064225 bytes, checksum: afd19778f868b1a5c2c25b2f4d147a56 (MD5) Previous issue date: 2015-02-23 / This paper assumes that unemployment of youth is one of the challenges of the globalized societies with its scarce and specialized jobs. In Brazil, as in other countries, youth becomes the group most affected by unemployment and pushed to the margins of society. In the past, authorities adopted policies to control and repress young people through premature integration into the labor market. Since 1990, international organizations supported vocational training activities in several countries. In an attempt to remedy this situation, compensatory social and educational policies were created in Brazil, functioning as mechanisms for the perpetuation of social and educational inequalities, and favoring the maintenance of the capitalist interests of the hegemonic classes. Critical thinkers suggest that improving the skills of young people is no guarantee of employment, because there is insufficient jobs creation for the general population. Based on this reality, the object of this study are the educational policies of vocational training for yoth initiated in the Lula government (2003-10), followed by Dilma?s first government (2011-14). We aimed at the policies to qualify young people for the labor market through programs such as Projovem, whose goal is the qualification of youth living in areas devoid of basic social services. According to the government discourse, the job opportunities exist but lack qualified professionals to take them, attracting young people to participate in programs such as ProJovem. However, due to its precarious nature, these do not guarantee a reduction in youth unemployment. In view of such reality, we propose a review of public policy goals regarding professional qualification and care given to youth issues by Brazilian government authorities, using the experience of ProJovem in Mesquita, RJ. Our main sources were bibliographical material and analysis of primary and secondary sources relating to youth, public policies and vocational education programs. We conclude that the main objective of these programs is not to prepare youth for the labor market, but to contain a possible threat that poor and idle youth may become to society, because such programs are developed in peripheral and poor regions. During our survey in search for the actual situation of the program, we interviewed ProJovem students and teachers about their hopes and difficulties. In doing so we sought to raise the main problems related to the Program in the voice of its members, and they confirmed our initial suspicions. We hope this work will contribute to the construction of new public policies that truly meet the needs of young people of the lower classes. / Parte-se do pressuposto de que o desemprego da popula??o jovem ? um dos desafios das sociedades globalizadas, com postos de trabalho escassos e especializados. O grupo de jovens comp?e o segmento mais atingido pelo desemprego tamb?m no Brasil. Cria-se uma popula??o ? margem da sociedade. No passado as autoridades adotaram pol?ticas para o controle e a repress?o dos jovens via integra??o precoce ao mundo do trabalho. A partir de 1990, organismos internacionais apoiaram a??es de qualifica??o profissional em diversos pa?ses, inclusive no Brasil. Na tentativa de remediar essa situa??o, foram criadas pol?ticas sociais e educacionais compensat?rias, assistenciais e de controle, as quais atuam como mecanismos de perpetua??o das desigualdades sociais e educacionais, agindo na manuten??o dos interesses da classe hegem?nica e do capital. Pensadores cr?ticos sugerem que melhorar as habilidades dos jovens n?o ? garantia de emprego, pois h? gera??o insuficiente de postos de trabalho. Baseado nessa realidade, o objeto deste estudo s?o as pol?ticas p?blicas educacionais de qualifica??o profissional de jovens iniciadas no governo Lula (2003-10), com continuidade no primeiro governo Dilma (2011-14). Pol?ticas destinadas a qualificar os jovens para o ingresso no mercado de trabalho por meio de programas como o ProJovem, cuja a meta ? a qualifica??o profissional dos jovens que vivem em territ?rios destitu?dos dos servi?os sociais b?sicos. De acordo com o discurso oficial, h? oportunidades de trabalho, mas faltam profissionais qualificados para assumi-las, atraindo os jovens para participarem de programas como o ProJovem. Entretanto, devido ? sua ligeireza e precariedade, estes n?o garantem uma redu??o do desemprego juvenil. Diante dessa realidade, propomos uma avalia??o dos objetivos das pol?ticas p?blicas de qualifica??o profissional e a discuss?o do atendimento dado ?s quest?es juvenis em nosso pa?s, tomando como modelo a experi?ncia do ProJovem no Munic?pio de Mesquita na Baixada Fluminense. Utilizamos a an?lise de material bibliogr?fico de fontes prim?rias e secund?rias referentes ? juventude, pol?ticas p?blicas e programas de educa??o profissional. Partimos da hip?tese que o objetivo principal desses programas n?o ? qualificar o jovem para o mercado de trabalho, mas conter a poss?vel amea?a que o jovem pobre e desocupado pode se tornar para a sociedade, visto que s?o desenvolvidos em regi?es perif?ricas. Na busca para conhecer a realidade dos atores do ProJovem em Mesquita, ouvimos alunos e professores, sobre os seus anseios e dificuldades. Buscamos assim levantar os principais problemas relacionados ao Programa na voz de seus usu?rios, o que confirmou nossas suspeitas iniciais. Esperamos que este trabalho contribua para a constru??o de novas pol?ticas p?blicas que realmente atendam as necessidades dos jovens das camadas populares.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-11T19:25:24Z No. of bitstreams: 1 2017 - M?rcia Maria Freitas Franco Cavalcante.pdf: 1580091 bytes, checksum: 485363bc5e8cc18a2c55514b7626b255 (MD5) / Made available in DSpace on 2018-05-11T19:25:24Z (GMT). No. of bitstreams: 1 2017 - M?rcia Maria Freitas Franco Cavalcante.pdf: 1580091 bytes, checksum: 485363bc5e8cc18a2c55514b7626b255 (MD5) Previous issue date: 2017-07-20 / This work was carried out by the Federal Institution of Education, Science and Technology of the Campus Concei??o do Araguaia and intends to investigate, understand and evaluate whether the programs that deal with continuing education and the permanent training managed by the IFPA pedagogical assistance contribute to the Training of the bachelors teachers of the Bachelor's Degree in Agronomic Engineering of the Basic, Technical and Technological Education of IFPA, of said campus. In order to do so, it was sought to investigate how the continuous formation is made present for the bachelors teachers and, if in fact, this formation has influenced in the teaching practice, using, for that, the semistructured interview with the technical training teachers, that resulted in a Analysis and discussion of the data, whose thematic axis were related and confronted from the theoretical contributions of scholars and researches related to Professional Technological Education and teacher training. In the face of all the data analyzed in this research, the results revealed that the actions of continuing education meetings for some interviewees do not always have positive influences on the training of teachers who work in Professional Technology Education (EPT) in the campus of Concei??o do Araguaia- PA, both for the development of professional teacher identity and for the construction of pedagogical knowledge. As it is a case study, we highlight the voices of the interviewed teachers, who emphasized the need for pedagogical training for teachers who work in teaching, signaling the importance of the institutionalization of a Continuing Education Program by the Pr?-Rector?a de Ensino ( PROEN) in the sense of enabling them to act as teachers of professional education, developing their own knowledge of teaching, as well as methodologies that favor significant learning for the student, as well as helping the educator to overcome the conflicts of daily life More effectively. In the final considerations, we deal with what was perceived during the data collected in the interviews conducted as the technical training teachers and present proposals, contributing with suggestions for the actions that are being carried out on campus, with the perspective of presenting proposals that enable improvements in teacher training Of those who work in professional education and to those who may enter this type of education. / Este trabalho foi realizado junto ? Institui??o Federal de Educa??o, Ci?ncia e Tecnologia do Par? ? campus Concei??o do Araguaia e pretende investigar, compreender e avaliar se os programas que versam sobre a forma??o continuada e as capacita??es permanentes geridas pela assessoria pedag?gica do IFPA contribuem para a forma??o dos professores bachar?is do Curso de Bacharelado em Engenharia Agron?mica do Ensino B?sico, T?cnico e Tecnol?gico do IFPA, do referido campus. Para tanto, buscou-se investigar como a forma??o continuada se faz presente para os professores bachar?is e, se de fato, essa forma??o tem influenciado na pr?tica docente, utilizando, para isso, a entrevista semiestruturada junto aos professores de forma??o t?cnica, que resultou numa an?lise e discuss?o dos dados, cujos eixo tem?ticos foram relacionados e confrontados a partir das contribui??es te?ricas de estudiosos e de pesquisas referentes ? Educa??o Profissional Tecnol?gica e ? forma??o de professores. Diante de todos os dados analisados nesta pesquisa, os resultados revelaram que as a??es dos encontros de forma??o continuada, para alguns entrevistados, nem sempre exercem influ?ncias positivas na forma??o dos professores que atuam na Educa??o Profissional Tecnol?gica (EPT) no campus de Concei??o do Araguaia-PA, tanto para o desenvolvimento da identidade profissional docente, quanto para a constru??o de saberes pedag?gicos. Como se trata de um estudo de caso, ressaltamos as vozes dos professores entrevistados, que destacaram a necessidade de forma??o pedag?gica para os professores bachar?is que atuam na doc?ncia, sinalizando a import?ncia da institucionaliza??o de um Programa de Forma??o Continuada pela Pr?-Reitoria de Ensino (PROEN)no IFPA, no sentido de capacit?-los para atuarem como docentes da educa??o profissional, desenvolvendo saberes pr?prios da doc?ncia, bem como metodologias que favore?am o aprendizado significativo para o aluno, al?m de contribuir para que o educador possa superar os conflitos do cotidiano escolar de forma mais efetiva. Nas considera??es finais, tratamos do que foi percebido durante os dados coletados nas entrevistas realizadas como os professores de forma??o t?cnica e apresentamos propostas, contribuindo com sugest?es para as a??es que est?o sendo realizadas no campus, na perspectiva de apresentar propostas que viabilizem melhorias na forma??o docente daqueles que atuam na educa??o profissional e aos que porventura vierem ingressar nesta modalidade de ensino.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-21T17:45:24Z No. of bitstreams: 1 2017 - Ranilson Alves dos Santos.pdf: 2024878 bytes, checksum: f84c4e1dc2d0a70f5871deeaf153b6a5 (MD5) / Made available in DSpace on 2018-09-21T17:45:24Z (GMT). No. of bitstreams: 1 2017 - Ranilson Alves dos Santos.pdf: 2024878 bytes, checksum: f84c4e1dc2d0a70f5871deeaf153b6a5 (MD5) Previous issue date: 2017-07-04 / Concei??o do Araguaia is a city in the southern region of Par?, located on the banks of the Araguaia River, and has a large number of Settlement Projects (PA's) throughout its municipal area. The origin of these settlements occurred in 1997 when the former Bradesco Farm was occupied, being transformed into the largest Settlement Project in the municipality, named Father Josimo Tavares, with 1,147 settled families. In 2008 a Campus of the Federal Institute of Education Science and Technology of Par? (IFPA) was created in Concei??o do Araguaia, to offer technical and superior courses, among them the Technical Course in Agriculture and the Higher Course of Agronomy, aiming at A large number of rural properties situated in and out of settlement areas. As the IFPA should strengthen local productive arrangements through the articulation between teaching, research and extension, the motivation to carry out this research, whose general objective was to characterize the existing rural properties in PAs located in the municipality of Concei??o do Araguaia, with The direct participation of the students of the Agrarian Courses, describing their activities of production management, to understand the reasons that supposedly would lead their owners to the reduced use of management techniques. Another important objective was to promote the direct participation of the students, having provided them with the experience of a real case, which allowed to evaluate their perceptions regarding the experience of the practical application of subjects addressed in the classroom. In addition to the students were also part of this research, some farmers considered familiar located within the PA's. The results indicated that rural properties have a considerable productive potential, but lack of extension information and training capabilities. The articulation between teaching, research and extension had important impacts for students in their professional training, because these practical activities such as those experienced in the research allowed them to validate what was exposed to them in the theory in the classroom. Regarding the low utilization of student and producer management techniques, considering that most of the students are also farmers, it can be concluded that the use of these practices in rural property is important, but they clarify that until the moment of the research Had been contemplated, with no type of training regarding the management of the rural business, clearly demonstrating their interest in the subject. The research signaled the importance of encouraging students to validate content from the classroom, in practical research and extension activities. The results obtained here may contribute as parameters in the education of our students so that their training is appropriate to the environment where they will develop their professional activities. / Concei??o do Araguaia ? uma cidade da regi?o Sul do Par?, situada ?s margens do Rio Araguaia, possuindo em toda sua extens?o municipal um grande n?mero de Projetos de Assentamentos (PA?s). A origem desses assentamentos se deu em 1997 quando ocorreu a ocupa??o da antiga Fazenda Bradesco, sendo transformada no maior Projeto de Assentamento do munic?pio, chamado Padre Josimo Tavares, com 1.147 fam?lias assentadas. Em 2008 foi criado em Concei??o do Araguaia um Campus do Instituto Federal de Educa??o Ci?ncia e Tecnologia do Par? (IFPA), para a oferta de cursos t?cnicos e superiores, dentre eles o Curso T?cnico em Agropecu?ria e o Curso Superior de Agronomia, tendo em vista um grande n?mero de propriedades rurais situadas dentro e fora de ?reas de assentamento. Como o IFPA deve fortalecer os arranjos produtivos locais atrav?s da articula??o entre o ensino, pesquisa e extens?o, surgiu a motiva??o para a realiza??o desta pesquisa, que teve como objetivo geral caracterizar as propriedades rurais existentes em PA?s localizados no munic?pio de Concei??o do Araguaia, com a participa??o direta dos alunos dos Cursos de Agr?rias, descrevendo suas atividades de gerenciamento da produ??o, para compreender as raz?es que supostamente levariam seus propriet?rios ? utiliza??o reduzida de t?cnicas de gest?o. Outro objetivo tamb?m importante foi promover a participa??o direta dos alunos, tendo proporcionado aos mesmos a viv?ncia de um caso real, que permitiu assim avaliar suas percep??es com rela??o a experi?ncia da aplica??o pr?tica de assuntos abordados em sala de aula. Al?m dos alunos tamb?m fizeram parte desta pesquisa, alguns agricultores considerados familiares situados dentro dos PA?s. Os resultados indicaram que as propriedades rurais tem um potencial produtivo consider?vel, por?m falta, nas a??es de extens?o, informa??es e capacita??es de car?ter gerencial. A articula??o entre ensino, pesquisa e extens?o tiveram impactos importantes para os alunos na sua forma??o profissional, pois estas atividades pr?ticas como as vivenciadas na pesquisa, lhes permitiram validar o que lhes foi exposto na teoria em sala de aula. Com rela??o a baixa utiliza??o das t?cnicas de gest?o dos alunos e dos produtores, considerando que a maioria dos alunos tamb?m s?o agricultores, pode-se concluir que a utiliza??o dessas pr?ticas na propriedade rural ? importante, por?m esclarecem que at? o momento da pesquisa ainda n?o tinham sido contemplados, com nenhum tipo de capacita??o referente ? gest?o do neg?cio rural, demonstrando claramente o interesse dos mesmos pelo assunto. A pesquisa sinalizou a import?ncia de se estimular os alunos a validarem os conte?dos oriundos da sala de aula, em atividades pr?ticas de pesquisa e extens?o. Os resultados aqui obtidos poder?o contribuir como par?metros na educa??o dos nossos alunos para que a sua forma??o esteja adequada ao ambiente onde ir?o desenvolver suas atividades profissionais.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-24T13:04:32Z No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) / Made available in DSpace on 2018-09-24T13:04:32Z (GMT). No. of bitstreams: 1 2016 - Mariana de Moura Nunes Almeida.pdf: 1046487 bytes, checksum: af1e1b5e6b88d537f07a8f26afdb5d2c (MD5) Previous issue date: 2016-11-10 / This study analyzes the impact of teacher training (or lack thereof) in the performance of the technical area teachers Federal Amap? Institute (IFAP) - campus Santana, being used to research the case study, in order to gather information about the perception of teachers about their teaching practices on the performance of its teaching function based on the professional profile and academic background. For this, the research was done through a qualitative approach and not disregarding the quantitative aspects to assist in the analysis and explanation of the data. a brief historical review of vocational education was conducted in Brazil, then was approached issues as vocational training signaling issues related to the challenges that involve teaching practice, and consequently the teachers working in vocational education outside the labor market and their requirements, taking into account the much needed knowledge, including teaching, for a more active professional practice. It will also be addressed continuing education of teachers and their needs with a view to society constantly changing also the legislation in force as teacher training. In the final part, went to investigate the theme of this study taking into account the institutional aspects, the nature of performance, features and all the educational structure, and focus on aspects of teaching practice making relationship with the professional profile and aspirations and institutional mission to the extent that forms for individuals acting on the labor market. Such research was through questionnaires to teachers of the technical area of IFAP-Campus Santana, as well as IFAP management, resulting in using graphical data analysis, pictures of answers and speeches and light making relationship with reflections theoreticians. From this analysis, it was possible to understand and identify the institutional aspects by the team responsible for IFAP management work, what they think, as resources for training and the level of priority as the training of teachers in teaching modalities are distributed offered by IFAP- Campus-Santana taking into account the vision they have on professional education. The questionnaires given to teachers aims to outline the professional profile, taking into account the needs for teacher training, the impact of training in performance within the classroom context, concepts, among other difficulties. In closing remarks, it is made a brief analysis about the results and the completion of data collection. / O presente estudo analisa o impacto da forma??o pedag?gica (ou falta dela) no desempenho dos professores da ?rea t?cnica do Instituto Federal do Amap? (IFAP) ? Campus Santana, sendo utilizado para a pesquisa o estudo de caso, com o objetivo de colher informa??es sobre a percep??o dos professores, sobre suas pr?ticas pedag?gicas quanto ao desempenho de sua fun??o docente tendo como base o perfil profissional e sua forma??o acad?mica. Para isso, a pesquisa foi feita por meio uma abordagem qualitativa e n?o desconsiderando os aspectos quantitativos para auxiliar na an?lise e fundamenta??o dos dados. Foi realizado um breve resgate hist?rico sobre a educa??o profissional no Brasil, em seguida foi abordado quest?es quanto a forma??o profissional sinalizando as quest?es referente aos desafios que envolvem pr?tica docente, e, consequentemente, os professores atuantes na Educa??o Profissional frente ao mercado de trabalho e suas exig?ncias, levando em considera??o os saberes t?o necess?rios, inclusive o pedag?gico, para uma pr?tica profissional mais atuante. Tamb?m ser? abordado a forma??o continuada de professores e suas necessidades tendo em vista a sociedade em constante transforma??o, tamb?m a legisla??o em vig?ncia quanto a forma??o docente. Na parte final, passou-se a investigar a tem?tica da presente pesquisa levando em conta os aspectos institucionais, sua natureza de atua??o, caracter?sticas e toda a estrutura de ensino, tendo enfoque nos aspectos da pr?tica docente fazendo rela??o com o perfil profissional e as aspira??es e miss?o institucional na medida que se forma para os indiv?duos atuarem no mercado de trabalho. Tal pesquisa ocorreu por meio de aplica??o de question?rios aos docentes da ?rea t?cnica do IFAP-Campus Santana, al?m da gest?o do IFAP, resultando na an?lise de dados por meio de gr?ficos, quadros de respostas e falas bem como fazendo rela??o com reflex?es a luz de te?ricos. A partir dessa an?lise, foi poss?vel entender e identificar os aspectos institucionais mediante a equipe respons?vel pelo trabalho de gest?o do IFAP, o que pensam, como s?o distribu?dos os recursos destinados a capacita??o e o grau de prioridade quanto a forma??o dos docentes nas modalidades de ensino oferecidas pelo IFAP- Campus-Santana levando em considera??o a vis?o que possuem sobre a educa??o profissional. O question?rio aplicado aos docentes visa tra?ar o perfil profissional, levando em considera??o as necessidades quanto a forma??o pedag?gica, o impacto desta forma??o na atua??o dentro do contexto da sala de aula, concep??es, dificuldades entre outras. Nas considera??es finais, ? feita uma an?lise sucinta quanto aos resultados e a conclus?o da coleta dos dados.

Made available in DSpace on 2017-07-10T16:16:58Z (GMT). No. of bitstreams: 1 Queila Bosio.pdf: 2642084 bytes, checksum: 1c35ddf5272b60acfaf40bcf8853c75f (MD5) Previous issue date: 2013-12-16 / This study aims to analyze the financing of public policy and management of professional education in the state of Paraná in the period 2003 to 2012, covering the resumption of professional education, the integration with the high school and the resources planned and carried out for this modality in this period. For purposes of methodology we used primary survey of theoretical foundations in the laws, decrees and resolutions as secondary and theoretical sources we used articles and journals related to the topic. Analyses of financing are presented through graphs and tables , which include the predicted values of the public budget to finance public policy professional education for ten years in confrontation values made by the State of Paraná , these monetarily restated by INPC / IBGE reference 12/2012 , so there are no inflationary distortions . According to the proposed research , we can consider that even with the resumption of discourse prioritizing professional teaching , and investments in this area , it was observed that these resources are scarce , and include the minimum required , without taking as basis the real quality , but the minimum quality , ideological influences were also identified in the propositions of professional education for the period , sometimes with mild discourses to capitalism and relations of market work , sometimes with more pronounced discourses . It was concluded that professional education needs to become in fact a public education policy, with its own funding and not depend only on political will and government programs / O presente estudo objetiva a análise do financiamento da política pública e da gestão da educação profissional no estado do Paraná no período de 2003 a 2012, contemplando a retomada da educação profissional, a integração com o ensino médio e os recursos previstos e realizados para esta modalidade nesse período. Para fins de metodologia, utilizou-se levantamento teórico primário com bases nas leis, decretos e resoluções e como fontes teóricas secundárias artigos e periódicos relacionados com o tema. As análises do financiamento são apresentadas por meio de gráficos, tabelas e quadros, os quais contemplam os valores previstos no orçamento público para financiar a política pública da educação profissional para os dez anos em confronto os valores realizados pelo Estado do Paraná, estes atualizados monetariamente pelo INPC/IBGE referência 12/2012, para que não haja distorções inflacionárias. Diante da pesquisa proposta, pode-se considerar que mesmo com a retomada do discurso da priorização do ensino profissional, e investimentos nessa área, foi possível observar que esses recursos ainda são escassos, e contempla o mínimo necessário, sem tomar como base a qualidade de fato e sim a qualidade mínima, também foram identificadas influências ideológicas nas proposições da educação profissional para o período, ora com discursos amenos ao capitalismo e às relações de trabalho mercadológicas, ora esses discursos mais acentuados. Concluindo-se assim que a educação profissional necessita de fato ser uma política pública educacional, com financiamento próprio e não apenas depender de vontades políticas e programas de governo