This dissertation is a report on research into the development and evaluation of a career assessment and counselling procedure that falls under the aegis of the constructivist, narrative approach: My Career Chapter: A Dialogical Autobiography. My Career Chapter enables an individual to construct a holistic understanding of his or her career. The procedure facilitates an individual writing and reflecting on an autobiographical account of his or her career that is contextualised amidst systems of career influences. The resulting autobiographical text can be used in career counselling, including co-constructive dialogue between client and counsellor. The literature underpinning the research project is described with a wide-ranging discussion of issues that critically pertain to the research endeavour and essentially provide a primary base for the work. Two theoretical frameworks that exemplify constructivism in vocational psychology underpin the research: the Systems Theory Framework and the Theory of Career Construction. From the base of those two theoretical frameworks, narrative career counselling is explicated and exemplars are described. The Theory of Dialogical Self is introduced to inform the design of My Career Chapter and, ultimately, the theory and practice of narrative career counselling. The research is predominantly positioned within a paradigm of constructivism/interpretivism and the results of the studies are collectively interpreted accordingly; but postpositivism and critical ideological paradigms are present in a secondary form due to the mixture of research methods used in the project as a whole. Six empirical studies investigate the experience of My Career Chapter from the perspective of the developer, the counsellor-user, and the client-user; each explicated with two studies respectively. Research methods include autoethnography for the developer's experience, interpretative phenomenological analysis and focus group for the counsellor-users' experience, and quasi-experiment and interpretative phenomenological analysis for the client-users' experience. The studies of the developer's experience of My Career Chapter comprehensively explicate how and why the procedure was developed and emphasise the importance of reflexive science and practice. Crucially, the autoethnographies revealed a nexus of theory-practice-person which underpins the production of My Career Chapter, and critically influences the entire research project. The studies involving counsellor-users affirmed My Career Chapter's alignment with recommendations for the development and application of qualitative career assessment and counselling procedures. These studies also raised questions pertaining to the characteristics of client-users that may mediate the efficacy of the procedure (e.g., age, language ability). Studies of client-users firstly support the conclusion that My Career Chapter is a safe career assessment and counselling procedure, with minimal attendant risk of inducing psychological harm or distress. The procedure was experienced as being helpful as a tool for personal reflection, through its theoretically-derived processes of facilitating clients writing, reading, and hearing and talking their autobiographical manuscripts through in the interpretation phase. There are four dimensions of significance associated with this research project. Firstly, the divide between theory and practice has indeed been much lamented in vocational psychology and counselling psychology. Thus, the overall significance of the research reported upon in this dissertation is significant because it attempts to bring theory and practice together through a reflexive and theoretically informed research process into a career assessment and counselling procedure. Secondly, the research and development process produced a new career assessment and counselling product which will add to the limited range of techniques that fall under the aegis of constructivist career assessment and counselling broadly, and the narrative approach specifically. My Career Chapter complements other procedures. Thirdly, two of the research methods used in the project (viz., autoethnography and interpretative phenomenological analysis) demonstrated their potential as additional qualitative methods for research within vocational psychology. Finally, the research process has enabled the articulation of the Theory of Dialogical Self—from another branch of psychology—into the extant corpus of literature on career development theory and practice.

Orientador: Edson do Carmo Inforsato / Banca: Denise J. Meirelles / Banca: Aline Reali / Banca: Leandro Zaniolo / Banca: Andréia Dias / Resumo: Resultados dos estudos de mestrado, mostrando ações bem sucedidas de professores juntos aos seus alunos, instigaram a realização da presente pesquisa ação. Embasando-se nas ideias de Meirieu sobre saber e fazer docentes, por meio da avaliação da aplicabilidade de suas ferramentas, objetivou-se oferecer às professoras possibilidade de melhor percepção em relação aos seus conhecimentos e suscitar o desejo de modificação em alguns aspectos de suas intervenções pedagógica e afetiva. São participantes três professoras do Ciclo I do Ensino Fundamental de uma escola pública estadual da região periférica da cidade de Araraquara-SP. A sequência do procedimento de coleta de dados constituiu-se de entrevista inicial, filmagem de cenas das aulas, encontros de visionamento e interação reflexiva, filmagem de uma aula e entrevista final. Os dados foram analisados em níveis: o primeiro nível partiu dos encontros de visionamento e interação reflexiva, por ferramenta; o segundo cuidou da aula final; o terceiro comparou os dados das entrevistas inicial e final e o quarto referiu-se ao uso das ferramentas. No primeiro nível, os dados revelam que, no decorrer dos visionamentos, as professoras foram analisando e reelaborando suas concepções e convicções e promoveram mudança metodológica em suas aulas. Na análise da aula final, na qual foi solicitado que planejassem a aplicação das ferramentas exploradas ao longo da pesquisa, foi observado que todas estavam presentes, embora algumas se apresentassem de forma mais explicita e acentuada e outras estivessem menos elaboradas e clarificadas. A análise da comparação das entrevistas inicial e final indica situações de permanência, de ruptura e de construção de novas concepções a respeito do bom professor, sendo a professora Beta a que mais expressou situações de permanência e a professora Creta a que mais se encontrou... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present action research took place due to master's program studies which showed well succeeded actions from teachers with their students. Based on Meirieu's ideas on teaching knowledge and doing, through the evaluation of how applicable his tools were, it was objected to offer to teachers the possibility of a better perception in relation to their own knowledge and also to bring about the desire of modifying some of their pedagogical and affective interventions. Three teachers from Ensino Fundamental - Ciclo l from a public state school in the suburbs of Araraquara -SP are participating. The procedure for data collecting happened in initial interview, pieces of classes recording, watching and reflexive interaction, whole class recording and final interview. The data collected was analyzed in different levels: the first one was about the meetings on watching and reflexive interaction, as a tool; the second one was about the final class; the third one compared the data from the initial and final interviews, and the fourth one referred to the use of tools. In the first level, the data shows that throughout the watching sessions the teachers could analyze and rethink their convictions and beliefs, and promote methodological changes in their classes. During the analyses of the final class, in which it was asked for the teachers to plan the application of the tools which were explored during this research, it was noticed that all tools were present, though some of them were more explicit and others were less elaborated or clear. The comparative analyses between the initial and final interviews indicates situations of steadiness, of rupture and of construction of new conceptions regarding a good teacher, being BETA teacher the one who showed more steadiness situations, and CRETA teacher the one who found herself in more situations of rupture and construction of new conceptions... (Complete abstract click electronic access below) / Résumé: Tandis que les résultats des études anterieures ont montrés des actions bien succedées des enseignents avec ses éleves, nous avons été persuadés a entammer cette recherche- action. Phillippe Meirieu nous a fourni un véritable manuel de pédagogie pour l‟école d‟aujourd‟hui. On a appris beaucoup par l‟évaluation de l‟aplicabilité des outils de formation en essayant d‟offrir á trois enseignentes une vraie oportunité de s‟apercevoir vis-á-vis de leurs savoir-faire et forcer le désir de modification des leurs démarches pédagogiques et afectives. Les participants sont trois enseignentes du Cicle I de L‟enseignement fondamentale dans une école public periferique de la ville de Araraquara. La methodologie employée compte des entrevues inicial e final avec les participants, la filmage des leurs cours e salles de classe , des reencontres pour vour ces enregistrements avec interation e reflexion e enregistrement d‟un cours finale. Les données ont étés classifiés en niveaux d‟analyse. Le premier niveau présent les rencontres de reflexion a partir des films e a partir des outils de formations elaborés par Meirieu e adaptés a cette finalité. Le second nível traite de l‟analyse du cours final . Les entrevues iniciale et finale ont étés compares au troixiéme niveu et l‟alplication des outils de formation a été anaysé au quatriéme niveau. L‟analyse des films par les participantes montre qu‟elles sont capables de reelaborer leurs conceptions et leurs certitudes et promouvoir des modifications méthodologiques dans leurs cours. Le cours final a montré l‟aplications des outils des formations sugerés. La comparaison des entrevues iniciale e finale indique des situations de permanence, de rupture et de construction des bouvelles conceptions á l‟égar du "Bon Maître". L‟ensegneinte Beta a montré pemanence dans sés conceptions... (Résumé complet accès életronique ci-dessous) / Doutor

From Metafiction to Self-reflexive Narration (Theory and Practice of Self-disclosing Fiction in Czech Literature) Mgr. Vladimír Trpka Abstract The doctoral thesis deals with metafiction as a key theoretical concept influencing both theoretical contemplations on self-reflexivity in narrative fiction and interpretation of the development of self-reflexive practice in literature. The main objective, based on an analysis of the most influential theoretical approaches to narrative self-reflexivity, is to propose such concepts of metafiction and self-reflexive narration that could be applied in the analysis of the self-reflexive practice in the Czech narrative fiction. The theoretical part focuses on examining the relationship between metafiction and narrative self- reflexivity. Metafiction is viewed as a concept that has not only replaced the concept of self-conscious novel, but it has also adapted it to the postmodern conception of fiction. The concept of fictionality in the theoretical concept of metafiction is directly related to postmodern discourse in which this concept was born. Consequently, an explicitly formulated and/or hidden relationship with constructivist philosophy of language, performativity, and linguistic nature of reality is found in the existing approaches to metafiction. Thus if the...

CASTRO, Edna Ribeiro. A pesquisa no curso de pedagogia na perspectiva do corpo docente. 2008. 110f. . Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2008. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-06T11:49:06Z No. of bitstreams: 1 2008_Dis_ERCastro.pdf: 814831 bytes, checksum: 21f5a015465dcee88d2b5b443a1c63e2 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-09T13:55:22Z (GMT) No. of bitstreams: 1 2008_Dis_ERCastro.pdf: 814831 bytes, checksum: 21f5a015465dcee88d2b5b443a1c63e2 (MD5) / Made available in DSpace on 2012-07-09T13:55:22Z (GMT). No. of bitstreams: 1 2008_Dis_ERCastro.pdf: 814831 bytes, checksum: 21f5a015465dcee88d2b5b443a1c63e2 (MD5) Previous issue date: 2008 / In view of the importance that research has acquired in teacher’s formation current discussions, this study proposes to investigate factors that interfere in the research practice of the teachers of the Pedagogy Course of the Center of Superior Studies of Caxias (CESC), State University of Maranhão (UEMA). The study was dedicated to discuss the difficulties and possibilities for the development of research by teachers as a practice inherent to teaching as a way to follow Pedagogy National Curricular Directions. The study objectified: a) To identify the meaning given by teachers to research as part of the process of their own formation; b) To investigate the teacher’s disposition for research; e c) To characterize research practices developed by teachers in the Pedagogy course. The methodology used was the dialectic-hermeneutic circle proposed by Guba and Lincoln. Data collection was done in open interviews applied to the teachers of the Department of Education and Department of Social Sciences and Philosophy. The respondents manifested their thoughts freely about the following themes: teacher’s formation, research in the Pedagogy course, reflexive teacher. First, historical and legal aspects are approached in relation to the insertion of research in the graduation courses in Brazil and the possibilities of its articulation with teaching. Next, the challenges of research in the teacher’s formation courses, the theoretical basis of research and assumptions that orient the application of theories are discussed. Results indicate an insipient practice of collective work in the part of teachers and the need for leadership and dialogue in the level of the department and of the institution. It is suggested that the Theory of Communicative Action can supply the basis for an ideal speech situation as a strategy for building a sense of collectivity which will favor teachers to organize themselves around scientific production. / Em vista da crescente importância que a pesquisa vem adquirindo no âmbito das discussões e dos espaços de formação docente, este estudo se propôs investigar os fatores que interferem na prática de pesquisa do corpo docente do curso de Pedagogia no Centro de Estudos Superiores de Caxias-CESC, pólo da Universidade Estadual do Maranhão – UEMA. A investigação preocupou-se em discutir as dificuldades e possibilidades de desenvolvimento da pesquisa pelos professores como prática inerente ao ensino e como forma de concretização das Diretrizes Curriculares Nacionais do curso. O estudo objetivou: a) Identificar o significado que os professores atribuem à pesquisa para o processo de formação docente e para a própria formação; b) Investigar a disposição dos professores para a prática de pesquisa e, c) Caracterizar as práticas de pesquisa desenvolvidas pelos professores do curso. Utilizou-se a metodologia qualitativa do círculo dialético-hermenêutico, proposta por Guba e Lincoln, tendo como instrumento de coleta de dados entrevistas abertas aplicadas aos professores do Departamento de Educação e Ciências Sociais e Filosofia que atuam na Pedagogia. Os respondentes manifestaram livremente seu pensamento sobre os temas propostos: formação docente, pesquisa no curso de pedagogia, professor reflexivo. Inicialmente são abordados os aspectos históricos e legais relacionados à inserção da pesquisa nos cursos de graduação no Brasil e suas possibilidades de articulação com o ensino nos cursos de formação docente. Em seguida são discutidos os desafios da pesquisa nos cursos de formação docente, os fundamentos que orientam a pesquisa realizada por professores, e os pressupostos de aplicação destes fundamentos na pesquisa docente em Pedagogia. Os resultados obtidos nas investigações indicam uma incipiente prática do trabalho coletivo por parte dos docentes e a necessidade de liderança e de diálogo a nível departamental e institucional. Isto nos levou a sugerir, com base na Teoria da Ação Comunicativa de Habermas, a busca de diálogo como estratégia para construção de senso de coletividade que favoreça aos docentes organizarem-se em torno de um trabalho direcionado para a produção científica

Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-07Bitstream added on 2014-06-13T20:13:12Z : No. of bitstreams: 1 moreira_c_me_bauru.pdf: 2309302 bytes, checksum: ecbf3373a03a4a0eac2f08bc12173522 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho buscou enfocar as práticas docentes no ensino de ciências nas séries finais do Ensino Fundamental, na atualidade, e os fundamentos teóricos que as embasam, assim como o nível de envolvimento dos professores com as propostas de inovações e/ou reorganizações curriculares para tal ensino. A pesquisa, de natureza qualitativa, teve a participação de cinco professores de ciências que atuam em quatro escolas da rede pública estadual de São Paulo. Para a coleta de dados foram aplicados questionários, realizadas entrevistas individuais e grupais, observadas 25 (vinte e cinco) aulas desses professores e analisados seus planos de ensino e os livros didáticos adotados por eles. Através desses instrumentos tentou-se desvendar o retrato do ensino de ciências na atualidade e os entraves que limitam as práticas docentes para compreensão do que falta para que o ensino e a aprendizagem ocorram de modo mas satisfatório. Estes aspectos foram priorizados por serem relevantes como ponto de partida para qualquer processo de mudança no ensino. Conclui-se que, muito ainda há de ser feito, principalmente no campo da formação inicial e continuada de professores de ciências, visto que o ensino ministrado conserva os pressupostos da pedagogia tradicional, quando o desejável seria o ensino ativo, para o alcance da educação voltada para a alfabetização científica. / This paper aims to give emphasis about practical teaching of science teachers of high school nowadays, as well to concern about theorical embasaments of teaching and learning and so their involvement when facing innovation and/or reorganization purposes related to this matter. The research based on qualitative data had 05 science teachers from public schools of São Paulo State and the data were gathered through 25 questionnaires, individual and grupal interviews and 25 times observation of classes by these teachers when doing that. Their schedules (plans of work), school methods adopted by high schools were still subjected to a study. By those instruments the portrait of science nowadays was the goal to face problems that this work can cause to education process, in order to bring comprehension to the lacks of teacher's practice to make them the way to a better job in education (satisfaction ways of doing this). These points of view were considered initial to any change in education process. Finally, there are so much things to do in education mainly about professional career, about its beginning and in its continuing of science teachers, cause their job still has traditional pedagogic practices and the ideal way to work could be actually being active when teaching, in order to reach scientific alphabetization in educational process.

Made available in DSpace on 2016-12-08T16:35:11Z (GMT). No. of bitstreams: 1 Carla.pdf: 1286709 bytes, checksum: bff501575cbaefccba559447c9d142af (MD5) Previous issue date: 2009-06-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This mestrado research searched contribute with the formation in the area of the education, formation of educators and sexual education, doing a survey of existing gaps in the area, identified in the personal trajectory of the researcher and next to the group of research of which is part. This investigation if it gave by research of qualitative matrix, with methodologies of documentary bibliographical research and (collected questionnaires already in research of scientific initiation) and from the indicators raised by means of the reading of depositions concerning the teachlearning process of the egresses academics, where they had told: as they perceived the process of sexual education lived in infancy, in family and in school, which age its position of educator in room with relation to the thematic sexual education before thematic the intentional study of and which the contributions of Discipline of Education and Sexuality for its practical pedagogical. These indicators were categorized with the aid of the methodology of the Analysis of Content based on Bardin (1979). The objective specific do materialize in study this levels of reflection about the thematic and your repercussion in the pedagogy practice this inquire. The results indicate levels distincts of the reflexion, with distincts manifestations in your practice pedagogy. This results need be considerates in anything revision of curriculum of training for educators. Considerate be with the training for educators in this intencional process that can work the intentional sexual education contributing with the construction of a emancipatory approach for the live it human, obtained advancement signification in the brazilian education. Proposal curriculum respect the levels distincts of the reflexion this educators and yours expression in your pedagogy practice need be use star point in anything proposal of training for educators / Essa pesquisa de mestrado procurou contribuir com a formação na área da educação, formação de educadores e educação sexual, fazendo um levantamento de lacunas existentes na área, identificados na trajetória pessoal da pesquisadora e junto ao grupo de pesquisa do qual faz parte. Essa investigação se deu por pesquisa de cunho qualitativo, com as metodologias de pesquisa bibliográfica e documental (questionários já coletados em pesquisa de iniciação cientifica) e a partir dos indicadores levantados por meio da leitura dos depoimentos acerca do processo de ensino-aprendizagem dos acadêmicos egressos, onde relataram: como percebiam o processo de educação sexual vivido na infância, na família e na escola, qual era a sua postura de educador em sala com relação à temática educação sexual antes do estudo intencional da temática e quais as contribuições da Disciplina de Educação e Sexualidade para as suas práticas pedagógicas. Esses indicadores foram categorizados com o auxílio da metodologia da Análise de Conteúdo baseada em Bardin(1979). O objetivo geral desse trabalho foi contribuir para a caminhada desses educadores, na perspectiva de uma formação intencional em educação sexual emancipatória considerando que somos todos seres sexuados e que não há como separar a sexualidade das outras dimensões humanas. O objetivo específico materializou-se num estudo dos seus níveis de reflexão sobre a temática e sua repercussão na pratica pedagógica dos pesquisados. Os resultados apontaram níveis de reflexão diferenciados, com manifestações variadas em suas práticas pedagógicas. Esses dados devem ser levados em consideração em qualquer movimento de revisão de disciplinas e ou currículos de formação de educadores. Considera-se que é com a formação de educadores num processo intencional de construção da emancipação humana, ai incluída a dimensão da educação sexual que poder-se-á obter avanços significativos na educação brasileira. Propostas curriculares que respeitem os níveis de reflexão dos educadores e as expressões desses nas praticas pedagógicas deverão ser utilizadas como ponto de partida de qualquer proposta de formação de educadores e educação sexual

Esta dissertação tem como objeto de pesquisa representações da formação acadêmica de um grupo de professoras. Está vinculada à linha de pesquisa em História e Filosofia da Educação e examina memoriais descritivos que constituem narrativas autobiográficas de vida e formação, escritos por um grupo de dezenove professoras, ex-alunas do curso de Licenciatura em Pedagogia, na modalidade a distância, da Universidade de Caxias do Sul. O suporte teórico deste estudo está apoiado especialmente em Chartier, Pesavento, Nóvoa, Tardif e Mizukami, entre outros. A metodologia utilizada está ancorada em algumas ênfases da História Cultural, buscando produzir uma narrativa plausível a partir do exame dos dados, produzida com apoio na análise textual discursiva, tendo como base categorias emergentes do processo de impregnação, categorização e teorização do material empírico que compõe o corpus da pesquisa. As narrativas escritas pelas professoras foram tomadas como objeto privilegiado de análise com o intuito de perceber quais representações cada uma produziu sobre seu próprio processo de formação. A arquitetura do texto envolve quatro capítulos A formação acadêmica: um processo (re)vivido a partir da escrita reflexiva; Ser professora: representações de uma escolha; A gestão da formação acadêmica e De professora a pedagoga: marcas de uma trajetória. Os memoriais descritivos possibilitaram estudar a trajetória das professoras no que se refere à sua formação acadêmica, revelando representações sobre a escolha profissional, a identificação enquanto estudantes, o reencontro com o aprender e o encontro com os saberes docentes. As narrativas apresentaram sinais de avanço da postura reflexiva e fortalecimento da identidade profissional, além de indicar que a formação continua. As principais contribuições deste estudo situam-se na compreensão de que, a partir da formação acadêmica, as professoras foram se tecendo como profissionais em um processo de aprendizagem que aconteceu estabelecendo pontes com a prática e agregando novos saberes. Nas narrativas das professoras, ficaram palavras que possibilitam compreender a educação a partir de quem é personagem desta história. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-02T16:54:49Z No. of bitstreams: 1 Dissertacao Cineri Fachin Moraes.pdf: 486727 bytes, checksum: 039501e2dad687ec5d69b9de73778de2 (MD5) / Made available in DSpace on 2014-06-02T16:54:49Z (GMT). No. of bitstreams: 1 Dissertacao Cineri Fachin Moraes.pdf: 486727 bytes, checksum: 039501e2dad687ec5d69b9de73778de2 (MD5) / The scope of this research study consists on the representations of academic education for a group of teachers. It is related to the line of research for Education History and Philosophy and examines descriptive memorials. These autobiographical narratives about their lives and education were written by a group of 19 teachers who used to be students at the distance learning program for Pedagogy held at the University of Caxias do Sul. Theoretical support is based especially on Chartier, Pesavento, Nóvoa, Tardif and Mizukami, among others. Methodology applied emphasizes a few aspects of Cultural History, in an attempt of producing plausible narrative from the data analyzed, and is supported by discourse textual analysis, based on categories emerging from the processes of impregnation, categorization, and theorization of the empiric material that makes up the corpus of the study. The narratives written by the teachers were taken as a privileged object of analysis with the purpose of perceiving what representations each one of them made about their own process of academic education. The architecture of the text is organized in four chapters Academic education: a process (re)lived through reflexive writing practice; Being a teacher: representations of a choice; Managing academic education for teachers, and "From teacher to pedagogue: marks in a trajectory". The descriptive memorials made it possible to study the path taken by the teachers in their trajectory for academic education, revealing representations about their professional choice, their identification as students, their reencounter with learning and their encounter with teaching knowledge. Narratives presented a few signs of growth for their reflexive posture and of strengthening for their professional identities, besides indicating that their education is ongoing. The main contributions coming from this study rely on the understanding that from academic education, these teachers started their weaving process as professionals in a learning process which took place by linking bridges with their experience and aggregating new knowledge. In the narrative of the teachers there are words that make it possible to understand education from a perspective of somebody that is a character in the story.

Made available in DSpace on 2014-12-17T15:04:58Z (GMT). No. of bitstreams: 1 JoseALN_DISSERT.pdf: 3655718 bytes, checksum: fc5f7e94cad28f2373d73b2d5e0f4481 (MD5) Previous issue date: 2012-05-25 / In recent decades, humanity has become increasingly concerned with environmental problems. Proofs of this are increasing initiatives in civil society organizations, private institutions and government actions, either local, state or national actions to promote environmental protection. The goal of this research is to contribute to the formation of citizens more aware of their responsibilities to sustainable development issues, simultaneously to their learning of physics in the secondary school. Thus, we have designed a research project that aims to evaluate the effectiveness of the adoption of the concept of sustainable development as a central theme in physics classes in high school. From this goal, we designed, implemented and evaluate lesson plans that aim not only to construct and apply the concept of energy, but also to understand their transformations and conservation law, as well as their processes of production, distribution and consume in the context of physical laws in which it is involved. Then, it was deliberately provided to students, during classes, to read, interpret and produce texts, by this way being able to think and start to have a critical view of the world around him, as well as absorb the energy concept and understand his occurrence in phenomena of nature and in technologies. The approach used for this was that constraining science, technology, society and environment - STSE. This teaching methodology has been applied in the IFRN Ipangua?u campus, for students of two classes of first year of high school integrated course in agroecology and in technical computing. The survey results show the effectiveness of both methods with respect to the viewpoints of students in relation to the guidelines of sustainable development and the learning of physics content proposed. It is hoped with this dissertation to contribute to the formation of future men and women as citizens environmentally friendly, but also as a source of inspiration for teachers who wish to foster in its students such a critical position about civic education, from their classes / Nas ?ltimas d?cadas a humanidade vem se preocupando cada vez mais com os problemas ambientais. Prova disso s?o as iniciativas cada vez mais frequentes da sociedade civil organizada, das institui??es privadas e tamb?m do governo, seja ele municipal, estadual ou federal, em promover a??es em defesa do meio ambiente. O objetivo desta pesquisa ? contribuir para a forma??o de cidad?os mais criticamente conscientes de suas responsabilidades frente ?s quest?es do desenvolvimento sustent?vel, simultaneamente ? sua aprendizagem de f?sica no ensino m?dio. Dessa maneira, foi elaborado um projeto de pesquisa que tem o objetivo de avaliar a efic?cia da ado??o do conceito de desenvolvimento sustent?vel como eixo tem?tico nas aulas de f?sica no ensino m?dio. Da?, foram elaborados, implementados e avaliados planos de aulas que buscam n?o apenas construir e aplicar o conceito de energia, mas tamb?m compreender suas transforma??es e lei de conserva??o, bem como seus processos de produ??o, distribui??o e consumo no contexto das leis f?sicas em que est? envolvido. Ent?o, foi deliberadamente propiciado ao aluno, durante as aulas, ler, interpretar e produzir textos para, dessa forma, poder pensar e come?ar a ter uma vis?o cr?tica do mundo que o cerca, bem como assimilar o conceito de energia e compreender suas ocorr?ncias nos fen?menos da natureza e das tecnologias. A abordagem utilizada para tal foi a que vincula ci?ncia, tecnologia, sociedade e meio ambiente CTSA. Essa metodologia de ensino foi aplicada no C?mpus Ipangua?u do IFRN, aos alunos de uma turma da primeira s?rie do ensino m?dio de cada um dos seguintes cursos t?cnicos integrados: t?cnico em agroecologia e t?cnico em inform?tica. Os resultados da pesquisa mostram a efic?cia da metodologia tanto no que diz respeito aos posicionamentos dos alunos frente ?s diretrizes do desenvolvimento sustent?vel, quanto ao aprendizado dos conte?dos de f?sica tratados. Espera-se, com esta disserta??o, contribuir para a forma??o de futuros cidad?os e cidad?s, como respeitadores do meio ambiente, e disponibilizar uma fonte de inspira??o para outros professores que desejem despertar nos seus alunos tal postura cr?tica para forma??o de cidadania, a partir de suas aulas

Offentligt rum och vardagens politik handlar om hur 1990- talets sociala förändring, med en rörelse från ett samhälle integrerat av arbetsetiken mot ett samhälle organiserat utifrån konsumtionsestetiken, förändrar demokratins villkor i och för det offentliga rummet. Det mer preciserade syftet är att undersöka vilka konsekvenser den sociala förändringen får för utövandet av vardagens politik i det offentliga rummet. Den övergripande frågeställningen är vad ett fritt ord innebär, vad är det fritt från och för vem är det fritt? Centrala begrepp i studien är: Medborgaren, dvs. individens kollektiva identitet som politisk varelse. Decentraliserat politiskt begrepp, där utförandet av politik inte är förbehållet den parlamentariska sfären, utan något som sker i vår vardag, vardagens politik. Konsumtionsestetik, där identitetsbildande och rörlighet i det sociala rummet sker efter en individuell och upplevelsebaserad logik. Det empiriska materialet består av tidningsartiklar från det offentliga samtalet om medborgarlön och är analyserade utifrån ett diskursanalytiskt perspektiv.

A história educacional brasileira constitui-se de muita discussão e de uma ampla legislação educacional, que em sua maioria tem se tornando letra morta nas escolas. Assim a construção de uma escola pública democrática, inclusiva, crítica, reflexiva e de qualidade para todos, é ainda hoje, um enorme desafio. Desafio no qual o professor polivalente dos anos iniciais do ensino fundamental representa um elemento imprescindível, mas não o único. É ele o profissional que trabalha diária e diretamente na formação da base da escolaridade das crianças da escola pública. Tendo o professor polivalente como objeto deste estudo, desenvolvemos uma pesquisa qualitativa, cujo objetivo é ressignificar a importância do papel do professor polivalente dos anos iniciais do ensino fundamental da escola pública na atual conjuntura da sociedade brasileira, destacando seus saberes e os problemas na sua formação. Para alcançar esse objetivo, a pesquisa envolveu estudo bibliográfico, análise documental e entrevista reflexiva com vinte professores polivalentes dos anos iniciais das escolas públicas municipais de Dracena, Junqueirópolis e Tupi Paulista, interior do Estado de São Paulo. Os referenciais teóricos principais foram: Saviani, Pimenta, Libâneo, Szymanski, Tardif. Concluímos que os maiores desafios da escola pública são a qualidade do ensino, a realidade social das crianças, a ausência da família na vida escolar dos filhos e a ampliação do papel da escola na questão social. Na atuação do professor polivalente, as alegrias consistem na interação com a criança, no constatar seus avanços e desenvolvimento no processo ensino-aprendizagem. As dificuldades concentram-se, prioritariamente, na ausência da família na escolaridade do filho, na diversidade dos alunos em virtude da democratização do ensino e, em menor intensidade, nas críticas aos cursos de formação de professores e na desvalorização da escola pública e do professor. Quanto aos saberes docentes mais relevantes atualmente, os professores destacaram o saber do conhecimento, saber pedagógico, saber atitudinal e saber organizacional. Na construção desses saberes inúmeros espaços e atividades de formação foram priorizados, como a escola, os cursos de formação inicial e contínua, a interação com outros profissionais que vivenciaram experiências como professores polivalentes. A pesquisa evidenciou a importância do professor polivalente, a urgente necessidade de uma política pública de valorização para esse profissional, principalmente, quanto ao curso de formação inicial, para que forme o professor intelectual crítico reflexivo. / Our history is constituted of a lot of discussion and wide educational legislation, which in its majority has been turning uncommon in schools. The construction of a democratic, critic, reflexive and inclusive public school, with quality for all, is until today, an enormous challenge. The challenges which the versatile initial years of elementary school teachers represent a very important part, but not the only one. It is the teacher the professional who works daily and directly on the basic children formation in public school education. This papers study object is the versatile teacher; it was developed a qualitative research, which aims to re-evaluate the importance of the versatile teacher\'s work in initial years of elementary public school in the conjuncture of Brazilian society nowadays, emphasizing the teachers knowledge and their formation problems. To reach this aim, the research involved bibliographical studies, documental analysis and reflexive interview with twenty versatile teachers of initial years from municipal public schools of Dracena, Junqueirópolis and Tupi Paulista São Paulo States interior cities. The main theoretical references were: Saviani, Pimenta, Libâneo, Szymanski, and Tardif. It was concluded that the public schools biggest challenges are the education quality, the children\'s social reality, the family absence in the children\'s school life and the enlargement of the school responsibilities in the social subject. In the versatile teacher\'s performance the success consists of the interaction with the child and of verifying their progresses and development in the teaching-learning process. The difficulties concentrate mainly on the family absence in the children\'s education, in the students\' diversity as a result of teaching democratization and, with less intensity, in the critics to the teachers\' formation courses along with public school and teacher depreciation. With reference to the more relevant teachers knowledge nowadays, they emphasized the knowledge of knowing, pedagogic knowledge, attitudinal and organizational knowledge. In the construction of this knowledge, many places and formation activities were prioritized, such as the school, the initial and continuous formation courses, and the interaction with other professionals that lived experiences as versatile teachers. The research evidenced the versatile teacher\'s importance; the urgent need of public politic of valorization for this professional, mainly for the initial formation course, so that it forms the intellectual critical reflexive teacher.