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As necessidades formativas de professores para o trabalho com a educa??o integralSilva, Francisco Jos? Dias da 26 February 2014 (has links)
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Previous issue date: 2014-02-26 / No Brasil, desde os anos 1990, o pa?s vem operando uma ampla transforma??o no sistema
educativo. Tal situa??o justifica-se, entre outros motivos, pela busca de respostas ?s novas
exig?ncias que a atual sociedade confere ? escola, ?s novas tecnologias e aos sistemas de
informa??o e comunica??o. Para melhor inserir a escola brasileira nesse contexto, o governo
federal, atrav?s da Portaria Interministerial n? 17/2007, criou o Programa Mais Educa??o como
medida para combater os baixos ?ndices do desenvolvimento da Educa??o B?sica nas capitais
e regi?es metropolitanas do pa?s, objetivando a implanta??o da educa??o integral nas escolas.
Passados os primeiros anos desde a implanta??o do programa, verificam-se avan?os na
perman?ncia dos alunos no seio da escola. Por?m, quanto aos docentes, h? uma lacuna quanto
a sua participa??o e consequente aceita??o. Considerando a realidade de escolas do Ensino
Fundamental da rede estadual na cidade de Natal-RN, este estudo investiga as necessidades
formativas de professores nas institui??es que atuam com o Programa Mais Educa??o,
vislumbrando a rela??o educativa com os Macrocampos contidos nesse projeto nacional.
Responder a essa indaga??o nos permite absorver o conceito dessas necessidades nos
professores, al?m de verificarmos prioridades em rela??o ? forma??o continuada do
professorado para esta nova realidade pedag?gica. / In Brazil, since the 1990, the country has been operating an extensive transformation in the
education system. This situation is justified, among other reasons, the search for answers to the
new demands that modern society gives to school, to new technologies and information and
communication systems. To better put the Brazilian school that context, the federal government,
through the Ministerial Decree No. 17/2007, created the More Education Program as a measure
to combat low levels of development of basic education in the capital cities and metropolitan
areas, aiming at the implementation of comprehensive education in schools. After the first year
since the implementation of the program, there are advances in the permanence of students
within the school. But as for the teachers, there is a gap on ownership and consequent
acceptance. Considering the reality of the state system of schools of Basic Education in Natal -
RN, this study investigates the training needs of teachers in institutions working with More
Education Program, envisioning the educational relationship with Macrocampos contained in
this national project. Answering this question allows us to absorb the concept of such needs in
teachers, as well as to check priority in relation to the continuing education of teachers for this
new pedagogical reality.
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Apontamentos sobre Educa??o Integral, Programa Mais Educa??o, Programa Segundo Tempo e Educa??o F?sica Escolar / Notes on Integral Education, More Education Program, Program Second Time and School Physical EducationCosta, Mackson Luiz Fernandes da 04 February 2015 (has links)
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Previous issue date: 2015-02-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Diante do atual contexto educacional do Brasil a tem?tica da educa??o integral tem
recebido destaque, tendo como pol?tica indutora, na atualidade, o Programa Mais
Educa??o (PME). Nesse sentido, a presente disserta??o enfoca as vertentes de
educa??o integral que surgiram na hist?ria do pa?s at? chegar ao Programa Mais
Educa??o, bem como tece algumas reflex?es sobre como a educa??o f?sica se
apresenta no ?mbito das inten??es de institucionaliza??o da Educa??o Integral no
Brasil. Assim, temos como objetivo geral discutir a configura??o pedag?gica do
Programa Segundo Tempo (PST) no PME, bem como apontar possibilidades de
integra??o de suas a??es com a Educa??o F?sica escolar. Na metodologia foi
adotada o estudo de caso, tendo como o caso as escolas acompanhadas pela
Equipe Colaboradora 3 do Minist?rio do Esporte, usando como fonte de evid?ncia o
primeiro protocolo de avalia??o realizado pelas Equipes Colaboradoras de
Acompanhamento Pedag?gico e Administrativo do Segundo Tempo no Brasil,
especificamente as avalia??es realizadas pela Equipe Colaboradora 3 (EC3),
vinculada ao Departamento de Educa??o F?sica da Universidade Federal do Rio
Grande do Norte, a qual acompanhou os conv?nios do Programa Mais Educa??o nos
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munic?pios de Bayeux/PB, Araruna/PB, Natal/RN e Parnamirim/RN, no ano de 2012.
No caso estudado percebe-se que as atividades desenvolvidas pelo PST, nas
escolas acompanhadas, t?m uma organiza??o e pr?ticas pedag?gicas que
convergem umas com as outras, mas se configuram com pr?ticas desarticuladas das
aulas de Educa??o F?sica, aspecto que diverge no que seria pensar a??es
pedag?gicas para escolas de educa??o integral. / In today's educational context of Brazil the theme of integral education has deserved
having to induce policy, nowadays, the More Education Program. In this sense, this
thesis focuses on the aspects of integral education that emerged in the country's
history to reach the More Education Program (MEP) and offers some thoughts on
how physical education is presented within the institutionalization of intent of Integral
Education in Brazil. Thus we have as main objective to discuss the pedagogical
setting of Second Half Program (PST) in the MEP, and to identify possibilities to
integrate their actions with the School Physical Education. In the case study
methodology was adopted, with the appropriate schools accompanied by Team
Collaborator 3 of the Ministry of Sport, using as a source of evidence the first
assessment protocol carried out by the Cooperating Teams of Educational Monitoring
and Administration of the Second Time in Brazil specifically evaluations carried out by
Team Collaborator 3 (EC3), under the Department of Physical Education, Federal
University of Rio Grande do Norte, which followed the covenants of the More
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Education Program in the municipalities of Bayeux / PB, Araruna / PB, Natal / RN and
Parnamirim / RN, in the year 2012. in our case it is noticed that the activities
developed by PST, accompanied in schools, have an organization and pedagogical
practices that converge with each other, but are configured with disjointed practices of
Education classes physical, aspect that differs in what would be thinking pedagogical
actions to comprehensive education schools.
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