Made available in DSpace on 2016-01-26T18:49:32Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 421700 bytes, checksum: 21af1bf0b53258939f4dcd386c7fd93c (MD5) Previous issue date: 2009-11-04 / The present thesis discusses the professional education in Brazil and the dualism question, analyzing its building history since Brazil s colonization and the formal education managed by the Jesuits, beginning when Brazil was an empire and independent, developing into a republic, and emphasizing the promulgation of the first Law of Guidelines and Bases of National Education, in 1961, its reform in 1971 and the new Law in 1996, bringing new focuses to the organization and ruling of professional education in the country. The methodology used was literature and documents using the collections available in various media. Highlight in the text the approach to the Senai and the Centro Paula Souza as examples of model maintenance education for vocational training. We aimed our objective, through a scientific and systematic study, checking that all changes during the history, the existence of dualism and its remaining in the model of professional education understood as important to the development of Brazil. / A presente dissertação trata da educação profissional no Brasil, com o objetivo de abordar o dualismo de classes, analisando-se sua história de construção desde o Brasil-colônia, marcada pela educação formal administrada pelos jesuítas; passando pelo Brasil-império; e se desenvolvendo no Brasil-república, com destaque para a promulgação da primeira Lei de Diretrizes e Bases da Educação Nacional, em 1961, sua reforma de 1971 e a nova LDB, em 1996, que trouxe novos enfoques para organização e normatização da educação profissional no país. A metodologia utilizada foi a pesquisa bibliográfica e documental utilizando-se de acervos disponíveis em vários veículos de comunicação. Destaca-se no texto o enfoque em relação ao Senai e ao Centro Paula Souza como exemplos de manutenção do modelo de ensino destinado à formação profissional. Ressalta-se que objetivo deste trabalho foi atingido mediante estudo científico e sistemático que permitiu confirmar, com base em todas as mudanças transformadoras durante a história, a existência do dualismo e sua permanência no modelo de educação profissional considerado essencial para o desenvolvimento do Brasil.

O presente trabalho aborda a importância da Educação Ambiental, no que tange ao ensino profissionalizante, com base na preparação dos discentes ao mundo do trabalho, bem como o apoio aos docentes, objetivando um ensino pós-moderno e, à escola, como incentivo a um projeto pedagógico e proposta de uma mudança curricular, no intuito de inserir a Educação Ambiental de forma disciplinar e melhorar a qualidade de vida, sendo este propósito desenvolvido no CEFET/MG-UNED/LEOPOLDINA. Neste estudo não se pretende discutir os vícios do sistema de ensino vigente; foi citado, apenas, como referência. Procura-se propor formas de atuação em uma escola técnica, enfocando a Educação Ambiental como fundamental na conscientização no contexto educacional. A metodologia utilizada para o cumprimento dos objetivos contemplou a elaboração e desenvolvimento de atividades variadas como reuniões, aplicação de questionários e entrevistas com os professores. Os temas abordados enfocaram a Educação Ambiental com ênfase na interdisciplinaridade e visão sistêmica do mundo, buscando obter uma discussão em torno do problema apresentado. Nesse sentido, esta pesquisa teve por finalidade realizar um estudo da concepção ambiental de professores do Ensino Profissionalizante do CEFET/MGUNED/LEOPOLDINA, sobre Educação Ambiental e sua importância para o mundo do trabalho. Utilizou-se uma abordagem metodológica com análises quantitativa e qualitativa, por meio de questionários e entrevista semi-estruturada. Obteve-se como resultado a descoberta de um pequeno envolvimento dos professores com as questões ambientais, relativas à formação dos alunos. Verificou-se, também, a falta de conhecimento por parte dos mesmos sobre os principais problemas ambientais relacionados às atividades que os alunos irão desempenhar, sinalizando, assim, algumas razões para a parca participação dos projetos educacionais relativos à Educação Ambiental. Em função disto, algumas sugestões foram ofertadas para futuros programas de Educação Ambiental, envolvendo professores e contribuindo para uma participação mais efetiva na forma de adequar-se a essa nova visão interdisciplinar. / This work deals with the importance of Environmental Education in the context of professional education, based on the preparation of students for labour, as well as a support for teachers, aiming to develop an updated teaching, and to school, as an incentive for an educational plan and as purpose for curricular changings, with the objective to insert it in the curriculum and to improre the relationship at the school environment. This work was developed at CEFET/MG-UNED/LEOPOLDINA. In this study the intention is not that to discuss the problems of brazilian education, therefore it is mentioned just as a reference. However this study searches to propose ways of acting in a technical school, focusing on Environmental Education as essential for the awareness of the educational context. The methodology chosen to achieve the objectives made possible the construction and development of varied activities. The subjects discussed focused on Environmental Education emphasizing the interdisciplinarity and systemic vision of the world aiming to discuss about the problem presented. Thus, the purpose was to study about the concept teachers from technical courses at CEFET/MG-UNED/LEOPOLDINA have of Environmental Education and its importance in labour. The methodological approach included analyses quantitative e qualitative of questionnaires and semi-structured. As a result we found teachers little commited with the nvironmental matter in relation to students formation, and that they (the teachers) do not know much about the main problems students will face at work as technicians in industry. This could be considered as one reason why there is little participation in educational plans related to Environmental Education. Considering the results, some suggestions for future Environmental Education programs were presented in which teachers are involved, aiming to improve the school staff commitment in discussions of how to adopt that new interdisciplinary view.

Made available in DSpace on 2016-07-18T17:54:08Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 421700 bytes, checksum: 21af1bf0b53258939f4dcd386c7fd93c (MD5) Previous issue date: 2009-11-04 / The present thesis discusses the professional education in Brazil and the dualism question, analyzing its building history since Brazil s colonization and the formal education managed by the Jesuits, beginning when Brazil was an empire and independent, developing into a republic, and emphasizing the promulgation of the first Law of Guidelines and Bases of National Education, in 1961, its reform in 1971 and the new Law in 1996, bringing new focuses to the organization and ruling of professional education in the country. The methodology used was literature and documents using the collections available in various media. Highlight in the text the approach to the Senai and the Centro Paula Souza as examples of model maintenance education for vocational training. We aimed our objective, through a scientific and systematic study, checking that all changes during the history, the existence of dualism and its remaining in the model of professional education understood as important to the development of Brazil. / A presente dissertação trata da educação profissional no Brasil, com o objetivo de abordar o dualismo de classes, analisando-se sua história de construção desde o Brasil-colônia, marcada pela educação formal administrada pelos jesuítas; passando pelo Brasil-império; e se desenvolvendo no Brasil-república, com destaque para a promulgação da primeira Lei de Diretrizes e Bases da Educação Nacional, em 1961, sua reforma de 1971 e a nova LDB, em 1996, que trouxe novos enfoques para organização e normatização da educação profissional no país. A metodologia utilizada foi a pesquisa bibliográfica e documental utilizando-se de acervos disponíveis em vários veículos de comunicação. Destaca-se no texto o enfoque em relação ao Senai e ao Centro Paula Souza como exemplos de manutenção do modelo de ensino destinado à formação profissional. Ressalta-se que objetivo deste trabalho foi atingido mediante estudo científico e sistemático que permitiu confirmar, com base em todas as mudanças transformadoras durante a história, a existência do dualismo e sua permanência no modelo de educação profissional considerado essencial para o desenvolvimento do Brasil.

Made available in DSpace on 2016-07-18T17:54:19Z (GMT). No. of bitstreams: 1 DISSERTACAO NACY_08_04_2013.pdf: 608428 bytes, checksum: 0ba8493bec940a3880c0cbc9f2a3d329 (MD5) Previous issue date: 2012-08-29 / The spreading of the technology college courses in the country, notably in the past few years, has required a closer look on this category of teaching in the field of professional education, mainly regarding the pedagogical project of the courses. That is because its formation depends on the understanding of each teaching institution on what is implied by the legislation, by the General Curriculum Guidelines and legal regulations for the organization and performance of the Technology College Courses (TCC). Therefore, this research aims at analyzing the adequacy of the pedagogical project of a technology college course in commercial management, supported on the public policies for the professional training and the contributions arising from this formation in college level. As specific objectives, understand the concepts of professional education, technical and technological, the differentiations presented among the courses of such modality, besides specifically analyzing the pedagogical project, the curriculum, teaching plans and other documents of the TCC in Commercial Management from the Universidade do Oeste Paulista, to verify and understand its adequacy to what is established as public policies for this formation. The study approach and investigation is based on the qualitative research, having the bibliographical and documental research as method. It was analyzed the documents produced by the technology college course, such as the pedagogical project, the teaching plans, the curriculum structure, and the official documents such as the curriculum guidelines of the technology college courses, legislations, regulations and the ordinance of the Department of Professional and Technological Education (SETEC). The data analysis was realized in a way that allowed, initially, to acquire general information to get acquainted with the material; later, the identification of units of content from the documents that made possible to identify main topics which favored the data categorization, from the comparison with the adopted theoretical reference; finally, proceeding the analysis and interpretation of the acquired data. The study shows that, in general, the pedagogical project aligns with the legal requirements; however, it presents certain deficiencies from the practical point of view, in the application of what is intended as technology college course confronting the real training that is offered. / O crescimento dos cursos superiores de tecnologia no país, notadamente nos últimos anos, tem demandado um olhar mais apurado sobre esta modalidade de ensino da área da educação profissional, principalmente no que se refere aos projetos pedagógicos dos cursos. Isto porque, a sua construção depende do entendimento de cada instituição de ensino sobre o que pressupõe a legislação, as Diretrizes Curriculares Gerais e regulamentações legais para a organização e funcionamento dos Cursos Superiores de Tecnologia. Desta forma, a presente pesquisa tem como objetivo analisar a adequação do projeto pedagógico de um curso superior de tecnologia em gestão comercial, respaldados nas políticas públicas para a formação profissional e as contribuições advindas desta formação em nível superior. Como objetivos específicos, compreender os conceitos de educação profissional, técnica e tecnológica, as diferenciações que se apresentam entre os cursos desta modalidade, além de analisar especificamente o projeto pedagógico, o currículo e planos de ensino do CST em Gestão Comercial da Universidade do Oeste Paulista, para verificar e compreender sua adequação ao que se estabelece como políticas públicas para esta formação. A abordagem de estudo e investigação ampara-se na pesquisa qualitativa, tendo como método a pesquisa de levantamento bibliográfico e a pesquisa documental. São alvo de análise os documentos produzidos pelo curso de superior de tecnologia, como o projeto pedagógico, os planos de ensino, a estrutura curricular, e os documentos oficiais como diretrizes curriculares dos cursos superiores de tecnologia, legislações, regulamentos e portarias da Secretaria de Educação Profissional e Tecnológica (SETEC). A análise dos dados foi realizada de modo que permitisse, inicialmente, apreender informações globais para conhecer o material; posteriormente, a identificação de unidades de conteúdo inseridos nos documentos que possibilitaram identificar temas principais que favorecessem a categorização dos dados, a partir do cotejo com o referencial teórico adotado; finalmente, procedeu-se a análise e interpretação dos resultados obtidos. O estudo demonstra que, de modo geral, o projeto pedagógico alinha-se às exigências legais; porém apresenta deficiências, sob o ponto de vista prático, na aplicação do que se pretende como curso superior de tecnologia em confronto com a real formação que é oferecida.

Knowledge of how gender affects learning is scarcely understood in the realm of nursing education. Prior studies have indicated certain learning styles are predictors of passing board examinations. Pinpointing specific learning styles could improve educational outcomes and produce thoroughly equipped nurses. Previous researchers have studied the differences in learning preferences according to gender; however, no studies have solely concentrated on gender specific learning preferences among undergraduate nursing students. Learning Interest, as well as Goal Orientation, were found to be statistically significant between genders.

The focus of this research was to complete a micro-examination of professional education course content related to classroom management and student motivation in approximately 24 traditional teacher preparation programs (TTPP) drawn from the eight of the10 largest teacher-producing states. Programs of study, course descriptions from the school catalogs, course syllabi, and student teaching handbooks or field guides for professional education courses were analyzed to determine what, if any, knowledge voids existed within selected programs designed to serve preservice teachers. Specifically, the researcher investigated materials to discover the depth and breadth of the professional education course content related to classroom management and student motivation offered to preservice teachers during their higher education undergraduate experience. The findings of the study have documented that a common practice in the programs reviewed was to infuse the content of each key topic, classroom management or student motivation, into other professional education course work. This practice serves to diminish the depth and breadth of the professional course content presented to the preservice teachers which, in turn, dramatically increases the risk of the development of a knowledge void.

[pt] A tese problematiza o trabalho de Assistentes Sociais na Educação Profissional e Tecnológica, com recorte no Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB). Assim, partimos do campo empírico, realizando as análises acerca do trabalho orientadas pelo método marxista, situando-as nas relações sociais capitalistas e dependentes que atravessam o trabalho nos contextos locais paraibanos, considerando a histórica questão social e regional. Para isso, realizamos entrevistas com Assistentes Sociais dos setores de planejamento e execução do Programa Nacional de Assistência Estudantil (PNAES). Os resultados constituíram eixos de discussão do trabalho que versam sobre as principais demandas, requisições institucionais, condições de trabalho e a dimensão político-pedagógica. No que se refere às demandas, analisamos, a princípio, a relação entre empregabilidade e oferta de educação profissional, ao constatar uma não compatibilidade entre a oferta de cursos e os arranjos produtivos locais nas áreas de construção, indústria e comércio. Adentramos o perfil dos estudantes que ingressam no IFPB, obtendo que 95, 5% do público matriculado nessa instituição está dentro do recorte de renda previsto como prioritário no decreto do PNAES, observando as particularidades desse perfil entre as mesorregiões paraibanas. As demandas são processadas no âmbito institucional, expressando-se em requisições para o trabalho profissional. Os resultados das entrevistas apontaram requisições institucionais focadas na execução de editais de programas da assistência estudantil, com uma tendência à burocratização e sobrecarga de trabalho. Por fim, a dimensão políticopedagógica aparece nos dados muito mais como um desejo dos/as profissionais do que propriamente uma realização dentro do seu cotidiano. Destacamos o Serviço Social como uma profissão que coloca a realidade dos sujeitos na ordem do dia, nas disputas dos projetos educacionais que ocorrem nos espaços de educação. / [en] The thesis problematizes the work of Social Workers in Professional and Technological Education, focusing on the Federal Institute of Education, Science and Technology of Paraíba (IFPB). Thus, we start from the empirical field, carrying out analyzes about work guided by the Marxist method, placing them in the capitalist and dependent social relations that permeate work in the local contexts of Paraíba, considering the historical social and regional issue. To do this, we conducted interviews with social workers from the planning and execution sectors of the National Student Assistance Program (PNAES). The results constituted axes of discussion of the work that deal with the main demands, institutional requests, working conditions and the political-pedagogical dimension. With regard to demands, we analyzed, in principle, the relationship between employability and the supply of professional education, noting a lack of compatibility between the supply of courses and local productive arrangements in the areas of construction, industry and commerce. We looked into the profile of students who enter the IFPB, obtaining that 95.5% of the public enrolled in this institution is within the income range set out as a priority in the PNAES decree, observing the particularities of this profile among the mesoregions of Paraíba. Demands are processed at the institutional level, expressed in requests for professional work. The results of the interviews pointed to institutional requests focused on the execution of notices for student assistance programs, with a tendency towards bureaucratization and work overload. Finally, the political-pedagogical dimension appears in the data much more as a desire of professionals than as an achievement within their daily lives. We highlight Social Work as a profession that puts the reality of subjects on the agenda, in disputes over educational projects that take place in educational spaces.

No description available.

Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study was contextualised in the broad process of change and transformation in education in South Africa In this study I investigate how SWAP (Schools Water Project) as a resource could possibly enable teachers to use the local environment as a means of promoting environmental learning in their classes: a professional development process for teachers. The purpose of this study is to understand and give meaning to the processes of professional development that might be made possible through using SWAP as suggestion materials for teaching about water quality issues in a local water source close to schools. This process was framed in my research question, "could an in-service process using SWAP as learning support material enable professional development in teachers working at rivers in a local environment?" It is organised as a number of delimited or bounded case studies within an interpretive paradigm. In this study the bounded systems are primary schools represented by a selection of teachers from the participating schools. The research process involved a short period of training for teachers to familiarise themselves with the resource, a supported field trip to provide an opportunity for hands on application and follow-up support visits to assist teachers with field trips and implementation of SWAP activities in their classroom practice. Data was generated at various stages and suggests that materials are an important facet of professional development and the SWAP materials proved to be a useful tool in this regard as evidenced through the development of new skills, acquisition of new knowledge and new ways of teaching. Issues that emerged were that in-service processes need to be organised over long periods of time and support is needed at school level to ensure meaningful implementation of curriculum innovations. An important insight developed is that professional development processes in schools occur in complex systems and are thus influenced by many factors that either support or hinder the process. These factors need to be recognised as impacting factors and taken into account during such processes so that they can benefit the process maximally and not hinder initiatives. / AFRIKAANSE OPSOMMING: Hierdie studie is globaal geraam binne die transformasie proses in onderwys in Suid Afrika, met die fokus op die nuutgevonde belangrikheid van omgewingsopvoeding in die hersiene Kurriulum 2005. Die studie fokus op hoe "n waterkwaliteitmoniteringstoetsstel (SWAP) moontlik kan bydra tot leerkragte se gebruik van die onmiddelike omgewing om omgewingsopvoeding in die klaskamer te bevorder; "n professionele ontwikkelingsproses vir leerkragte. Die doel van die studie is om die prosesse betrokke by die professionele ontwikkeling van leerkragte te verstaan, verklaar en daaraan betekenis te verleen. In die geval is die prosesse gekataliseer en ondersteun deur SWAP materiaal te gebruik om onderrig te gee oor waterkwaliteitknelpunte wat dalk bestaan rondom "n varswaterbron naby die skool. Hierdie proses word gestel in die navorsingsvraag: kan "n indiensopleidingsprogram wat SWAP as leerondersteuningsmateriaal aanwend bydra tot die professionele ontwikkeling van leerkragte om hulle onmiddelike omgewing as "n onderrigmiddel te gebruik? Verder, hoe verloop hierdie proses en wat verhinder of ondersteun die proses? Wat is die invloede op die leerkragte wat professionele ontwikkeling ondersteun of verhinder? Die navorsing is georganiseer in die vorm van 5 gevallestudies binne "n interpretivistiese navorsingsraamwerk. Die navorsingsproses het 'n kort werkswinkel vir leerkragte, "n uitstappie na hul naaste rivier waar hulle die toetse gedoen het en "n kritiese refleksie daarna, ingesluit. Die leerkragte is verder bygestaan deur opvolgbesoeke waar die fasiliteerder hul bygestaan het op uitstappies na die rivier en klasbesprekings. Data is gegenereer tydens verskeie stadiums van die proses en wys dat SWAP materiaal "n baie goeie ondersteuning was vir die ontwikkeling van nuwe vaardighede, die verkryging van nuwe kennis en die gebruik en ontwikkeling van nuwe strategiee in die klaskamer. Om sinvolle implementering van kurrikulum innovasies te verseker het ek gevind dat sulke professionele ontwikkelings projekte oor langer periodes geimplementeer moet word en dat gekonsentreerde ondersteuning by die skool nodig is om te verseker dat die indiensopleiding optimaalondersteun word. 'n Baie belangrike bevinding was dat die professionele ontwikkelingsproses plaas vind midde in die komplekse sisteem van 'n skool wat deur "n groot aantal faktore beinvloed word, beide ondersteunend of afbrekend. Hierdie faktore/invloede moet erken en in ag geneem word as beinvloedende faktore sodat die proses in leerkragte maksimaal kan gefasiliteer word.

The diploma thesis "Current issues in adult education in the helping professions" deals with present possibilities of life-long education of a helping professional. In the theoretical part it focuses on the general terminology and specifies the terms that characterise the helping professions. It introduces the issue of competencies, which, at the present time, have become output categories in the educational process. The thesis describes individual phases of a professional career and educational opportunities which are connected with the different phases. The theoretical part is linked to qualitative research focused on personal experience of helping professionals with education. Powered by TCPDF (www.tcpdf.org)