Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1 MarciaMAD.pdf: 2080307 bytes, checksum: 2dccbd6c5dd57617ed099d4fb271b7b2 (MD5) Previous issue date: 2010-03-15 / Universidade Federal do Rio Grande do Norte / The issue of multi-classes in schools from the field and methodology for these classes is controversial and contentious, both in terms of teaching, monitoring and organizational, is the perspective of values, training and systematization of public policy. Why the strategy Methodological Active School facing those classes appeared as a significant and exciting topic of research. Thus, it was aimed to apprehend the social representations of active school by teachers (s) to understand the extent to which these representations influence the acceptance and use of the program strategies. Perceiving and analyzing also the various factors related to the management, monitoring and training needs of (the) teachers as alternatives to make this meaningful action. The study focused 112 teachers (s), which for over a year, worked in the program in six municipalities in the micro-region of Rio Grande do Norte / RN - Areia Branca, Bara?na, Grossos, Mossor?, Serra do Mel and Tibau. From this perspective relied on Social Representation Theory and the Theory of the Central Core, attending to the subjectivity of the object searched, inserted in the psychosocial field of knowledge, we opted for multi-methodological approach, using quantitative and qualitative techniques. However, the highlight was a projective technique Free Association of Words from the term Active School is .... The words were systematized by EVOC program, and also applied semi-structured interviews, focusing specific issues that led to trace the socio-demographic profile of (the) participants and wider issues about the object of study. The evocations, justifications and interviews provided the basis for the analysis of the content that followed the steps: formation of the corpus, the composition of the analysis and categorization. The results show the representations an attitude of acceptance and positive appraisal of the participants to the Active School Program. At the core, these representations are objectified around the words "action", "learning", "autonomy" and "interaction". Based on the premise that the representations have a duty to guide the practices and behavior, one can see that the positive attitude of the group favors a systematic methodology and acceptance of the program, but we must look at the changes in management, training, monitoring of (the) teachers (s) and support to schools. / A quest?o das turmas multianuais nas escolas do campo e proposta metodol?gica para essas turmas ? pol?mica e controversa, seja no ponto de vista did?tico, acompanhamento e organizacional, seja na perspectiva de valores, forma??o e sistematiza??o de pol?ticas p?blicas. Motivo que a Estrat?gia Metodol?gica Escola Ativa voltada para aquelas turmas se configurou como uma tem?tica significativa e instigante de pesquisa. Assim, objetivou-se apreender as representa??es sociais de Escola Ativa por professoras(es) para compreender em que medida essas representa??es influenciam na aceita??o e utiliza??o das estrat?gias do programa. Percebendo e analisando, tamb?m, os diversos fatores relacionados ? gest?o, acompanhamento e necessidades formativas dos(as) docentes como alternativas para tornar tal a??o significativa. O estudo privilegiou 112 professoras(es), que h? mais de um ano, atuavam no programa nos seis munic?pios da Microrregi?o de Mossor?/RN Areia Branca, Bara?na, Grossos, Mossor?, Serra do Mel e Tibau. Nessa perspectiva recorreu a Teoria das Representa??es Sociais e na Teoria do N?cleo Central, buscando atender ? subjetividade do objeto pesquisado, inserido no campo psicossocial do conhecimento, optou-se pela abordagem plurimetodol?gica, utilizando-se t?cnicas quantitativas e qualitativas. No entanto, o destaque foi para a t?cnica projetiva Associa??o Livre de Palavras a partir do termo indutor Escola Ativa ?... As evoca??es foram sistematizadas pelo programa EVOC e, tamb?m, se aplicou entrevistas semi-estruturadas, privilegiando quest?es espec?ficas que permitiram tra?ar o perfil sociodemogr?fico das(os) part?cipes e quest?es mais abrangentes sobre o objeto de estudo. As evoca??es, justificativas e as entrevistas serviram de base para a an?lise do conte?do que seguiu as etapas: constitui??o do corpus, composi??o das unidades de an?lise e a categoriza??o. Os resultados revelam nas representa??es uma atitude de aceita??o e valoriza??o positiva dos part?cipes ao Programa Escola Ativa. No n?cleo central, essas representa??es est?o objetivadas em torno das palavras a??o , aprendizagem , autonomia e intera??o . Baseando-se na premissa de que as representa??es t?m como fun??o guiar as pr?ticas e condutas, percebe-se que a atitude positiva do grupo favorece a sistematiza??o e aceita??o da metodologia do programa, mas ? preciso mudan?as no olhar da gest?o, na forma??o, acompanhamento das(os) professoras(es) e no ap?io ?s escolas.

Made available in DSpace on 2014-12-17T14:36:23Z (GMT). No. of bitstreams: 1 LuisaMRS_TESE.pdf: 3083579 bytes, checksum: 6b09966a2fb527d36c2e8901258bbb32 (MD5) Previous issue date: 2011-08-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / We present here the results of a study whose objectives were to identify the social representation of being a professor of early childhood education in Campina Grande - PB, in the public state and municipal levels, and detect structural diagrams of a possible mental habitus of professorial faculty of education child, which would form the basis for the construction of this representation. As a theoretical base, we adopted the model developed by Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), which articulates the Theory of Social Representations, Serge Moscovici, and the foundations and concepts of Pierre Bourdieu praxiology. It is based also on the Central Nucleus Theory, which focuses on the structural approach of social representations. Thus, puts in evidence the relational dynamics and symbolic, through which individuals come into contact, describe, understand and reproduce the outside world in his image and likeness. 199 teachers participated in the study of child care and pre-schools of Campina Grande - PB and 109 of the state. The methods and techniques used were: a) participant observation of everyday life of teachers of kindergartens and preschools, b) semi-structured interview, c) free associations of words with inducing the expression 'being a professor of early childhood education is ...' and d) semi-structured questionnaire. The data were analyzed in the case of interviews through the categorical content analysis, as proposed by Bauer (2010); free-associations, using the software Ensemble L'Analyse des Programmes Permettant evocations (EVOC), developed by Verg?s (2002), which combines frequency and average order of recall (or association) and the questionnaire data, the Statistical Package for the Social Sciences (SPSS). It was verified the existence of a unique social representation shared by the population studied, but its content is structured differently. For local teachers, the centrality of the content is given by the elements commitment, dedication, responsibility, and rewarding teachers for this state revolves around the elements of love, patience, and rewarding responsibility. However, it is constructed mainly based on the related produced by a religious habitus and maternal habitus, which are part of the genesis of the establishment of professorial habitus in focus, among other cultural references of secondary influence. We conclude that a teacher of early childhood education actually researched, is materialized in the practices of educating and caring, in a clear fusion of the role of teacher and mother / Apresentam-se aqui os resultados de uma pesquisa cujos objetivos foram identificar a representa??o social do ser professor da Educa??o Infantil em Campina Grande PB, nas redes p?blicas estadual e municipal, e detectar os esquemas mentais estruturantes de um poss?vel habitus professoral dos docentes da Educa??o Infantil, que estariam na base da constru??o dessa representa??o. Como referencial te?rico b?sico, adotou-se o modelo desenvolvido por Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), que articula a Teoria das Representa??es Sociais, de Serge Moscovici, e os fundamentos e conceitos da Praxiologia de Pierre Bourdieu. Fundamenta-se, tamb?m, na Teoria do N?cleo Central, cujo enfoque ? a abordagem estrutural da representa??o social. Dessa forma, p?e-se em evid?ncia a din?mica relacional e simb?lica, atrav?s da qual os indiv?duos entram em contato, descrevem, compreendem e reproduzem o mundo exterior ? sua imagem e semelhan?a. Participaram da pesquisa 199 professoras das creches e pr?-escolas municipais de Campina Grande PB e 109 das estaduais. Os m?todos e t?cnicas utilizados foram: observa??o participante do cotidiano das professoras das creches e pr?-escolas; entrevista semi-estruturada; associa??es livres de palavras com a express?o indutora ser professor da Educa??o Infantil ?... ; e question?rio semi-estruturado. Os dados foram analisados, no caso das entrevistas, atrav?s da an?lise categorial de conte?do, conforme proposta de Bauer (2010); as associa??es-livres, por meio do software Ensemble de Programmes Permettant L‟analyse des Evocations (EVOC), desenvolvido por Verg?s (2002), que combina frequ?ncia e ordem m?dia de evoca??o (ou associa??o); e os dados do question?rio, pelo software Statistical Package for the Social Sciences (SPSS). Constatou-se a exist?ncia de uma ?nica representa??o social compartilhada pela popula??o pesquisada, embora seu conte?do estruture-se de modo diferenciado. Para as docentes municipais, a centralidade do conte?do ? dada pelos elementos compromisso, dedica??o, responsabilidade, gratificante e para as docentes estaduais essa gira em torno dos elementos amor, paci?ncia, gratificante e responsabilidade. Contudo, a mesma ? constru?da fundamentalmente com base nos referentes produzidos por um habitus religioso e um habitus maternal, os quais fazem parte da g?nese de constitui??o do habitus professoral em foco, dentre outros referentes culturais de influ?ncia secund?ria. Conclui-se que ser professora da Educa??o Infantil, na realidade pesquisada, materializa-se nas pr?ticas do educar e do cuidar, numa clara fus?o do papel de professora e m?e

Made available in DSpace on 2014-12-17T15:07:13Z (GMT). No. of bitstreams: 1 DanielD_TESE.pdf: 1872964 bytes, checksum: b0bca14a6ce50d4cd468df3f73095c2a (MD5) Previous issue date: 2012-04-27 / This thesis studies the use of argumentation as a discursive element in digital media, particularly blogs. We analyzed the Blog "Fatos e Dados" [Facts and Data], created by Petrobras in the context of allegations of corruption that culminated in the installation of a Parliamentary Commission of Inquiry to investigate the company within the Congress. We intend to understand the influence that the discursive elements triggered by argumentation exercise in blogs and about themes scheduling. To this end, we work with notions of argumentation in dialogue with questions of language and discourse from the work of Charaudeau (2006), Citelli (2007), Perelman & Olbrechts-Tyteca (2005), Foucault (2007, 2008a), Bakhtin (2006) and Breton (2003). We also observe our subject from the perspective of social representations, where we seek to clarify concepts such as public image and the use of representations as argumentative elements, considering the work of Moscovici (2007). We also consider reflections about hypertext and the context of cyberculture, with authors such as Levy (1993, 1999, 2003), Castells (2003) and Chartier (1999 and 2002), and issues of discourse analysis, especially in Orlandi (1988, 1989, 1996 and 2001), as well as Foucault (2008b). We analyzed 118 posts published in the first 30 days of existence of the blog "Fatos e Dados" (between 2 June and 1 July 2009), and analyzed in detail the top ten. A corporate blog aims to defend the points of view and public image of the organization, and, therefore, uses elements of social representations to build their arguments. It goes beyond the blog, as the main news criteria, including the posts we reviewed, the credibility of Petrobras as the source of information. In the posts analyzed, the news values of innovation and relevance also arise. The controversy between the Blog and the press resulted from an inadequacy and lack of preparation of media to deal with a corporate blog that was able to explore the characteristics of liberation of the emission pole in cyberculture. The Blog is a discursive manifestation in a concrete historical situation, whose understanding and attribution of meaning takes place from the social relations between subjects that, most of the time, place themselves in discursive and ideological dispute between each other - this dispute also affects the movements of reading and reading production. We conclude that intersubjective relationships that occur in blogs change, in the form of argumentative techniques used, the notions of news criteria, interfering with scheduling of news and organization of information in digital media outlets. It is also clear the influence that the discursive elements triggered by argumentation exercise in digital media, trying to resize and reframe frames of reality conveyed by it in relation to the subject-readers. Blogs have become part of the scenario information with the emergence of the Internet and are able to interfere in a more effective way to organize the scheduling of media from the conscious utilization of argumentative elements in their posts / Esta tese estuda a utiliza??o da argumenta??o como elemento discursivo em m?dias digitais, em particular os blogs. Analisamos o Blog "Fatos e Dados", criado pela Petrobras no contexto de den?ncias de corrup??o que culminaram na instala??o de uma CPI para investigar a empresa no ?mbito do Congresso Nacional. Pretendemos compreender a influ?ncia que os elementos discursivos acionados pela argumenta??o exercem em blogs e sobre o agendamento de temas. Para tanto, trabalhamos com no??es de argumenta??o em di?logo com quest?es de linguagem e discurso a partir da obra de Charaudeau (2006), Citelli (2007), Perelman & Olbrechts-Tyteca (2005). Foucault (2007, 2008a), Bakhtin (2006) e Breton (2003). Observamos, tamb?m, nosso objeto a partir das perspectivas das representa??es sociais, de onde procuramos esclarecer conceitos como imagem p?blica e o uso das representa??es como elementos argumentativos, tomando em considera??o a obra de Moscovici (2007). Consideramos, tamb?m, as reflex?es acerca de hipertexto e do contexto da cibercultura, com autores como L?vy (1993, 1999, 2003), Castells (2003) e Chartier (1999 e 2002), e de quest?es de an?lise do discurso, principalmente em Orlandi (1988, 1989, 1996 e 2001), como tamb?m em Foucault (2008b). Aproximamo-nos de nosso objeto realizando um recorte de 118 posts publicados nos primeiros 30 dias de exist?ncia do Blog "Fatos e Dados" (entre 2 de junho e 1 de julho de 2009), sendo analisados detalhadamente os dez primeiros. Um blog corporativo tem como objetivo expl?cito defender pontos de vista e imagem p?blica da organiza??o, e, por isso mesmo, utiliza elementos das representa??es sociais para construir seus argumentos. Perpassa a todo o Blog, como principal crit?rio de noticiabilidade, inclusive nos posts que analisamos, a credibilidade da Petrobras como fonte das informa??es. Surgem, tamb?m, nos posts analisados os valores-not?cia da inova??o e relev?ncia. A pol?mica que o Blog travou com a imprensa resultou de uma inadequa??o e falta de prepara??o da m?dia para lidar com um blog corporativo que soube explorar as caracter?sticas de libera??o do polo da emiss?o na cibercultura. O Blog ? uma manifesta??o discursiva falada em uma situa??o hist?rica concreta, cuja compreens?o e atribui??o de sentido se realiza a partir das rela??es sociais estabelecidas entre sujeitos que, boa parte das vezes, se colocam em forma??es discursivas e posi??es ideol?gicas disputa entre si essa disputa interfere tamb?m nos movimentos de leitura e na produ??o de leitura. Conclu?mos que as rela??es intersubjetivas que ocorrem nos blogs alteram, na forma das t?cnicas argumentativas utilizadas, as no??es de noticiabilidade, interferindo no agendamento de not?cias e na organiza??o das informa??es em ve?culos da m?dia digital. Restou claro, tamb?m, a influ?ncia que os elementos discursivos acionados pela argumenta??o exercem, na m?dia digital, procurando redimensionar e ressignificar quadros da realidade por ela veiculados em rela??o aos sujeitos-leitores. Os blogs passaram a fazer parte do cen?rio informativo com a emerg?ncia da Internet e conseguem interferir de um modo mais efetivo na organiza??o do agendamento da m?dia a partir da utiliza??o consciente de elementos argumentativos nos seus posts

Made available in DSpace on 2014-12-17T14:36:24Z (GMT). No. of bitstreams: 1 NilzaMCQ_TESE.pdf: 2985788 bytes, checksum: 93f4d5b53720cc0b100012e62a13148c (MD5) Previous issue date: 2011-11-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / At this investigation it was analyzed the content and the organization of the social representation on the object teachers education, built by teachers of degree courses from Universidade Federal do Piau?(Ufpi), understanding such representation articulated to the teaching habitus of these educators of teachers, what takes under consideration the position that they hold in the structure of the national field and in the subfield of teachers education. For that, it is searched: a) to emphasize the properties of the place in which the trainers act Ufpi as the office of those field and subfield; b) to understand who are the trainers, that is, to grasp the teaching habitus of the trainers with a view of its origin, social trajectory and the specifics of their position in the analyzed field and the subfield and c) to know what they think about their work object, that is, identify and articulate the content and the organization of the social representation analyzed with their properties of field and subfield agents. The research includes the specific degree courses of the Campus Ministro Petr?nio Portella , from Teresina(PI), and it was applied to 134 professors of degree courses from this Campus. The data collect joined to the participants happened on the second period of 2008 and on the first semester of 2009. The starting point of the study is the corroboration that the reform of Ufpi degree courses, determined by the legislation and stablished at this Institution in 2005, altered a little the previous situation. It is comprehended that Ufpi and its structures of teachers education as a trainer institution, is limited by the national academic field and by the subfield of teachers education. From this last one, it was listed some of its properties, to show that it is about an academic subfield in construction process. It is emphasized division of the subfield, that separates the trainers into two subgroups the ones who dedicate themselves to the specific education on the contents and those ones who are specialized on pedagogical education placed in antagonistic position and competing by the symbolic power of imposing the meaning and the sense of the teachers education in the degree courses. To understand the comprehension of the problem, it is searched for the models that are in the root of the construction of the University and its project of teachers education in the degree courses, to clarify the matrixes in which the social representation searched is stablished. The theoretical referential articulates the contributions of Moscovici, the theory of social representations, and of Bourdieu, with the concepts that compose its praxeology, as habitus, social field, capital, symbolic power and others, as well as their interpreters and continuators, as Domingos Sobrinho. From the literature about the university and teachers education, it was used Dermeval Saviani, Luiz Ant?nio Cunha, Maria Isabel da Cunha and Mirian Jorge Warde, besides others. Plurimethodological procedures were adopted, combining associative techniques adjusted to the access to the social representations, and a classic technique, a questionnaire about teaching habitus. The condition is that the teachers build different social representation of the object teachers education because of the distinct positions that they occupy in the structure of the academic field and the subfield of the teachers education. The reached positions in the field and subfield are due to the differences in the origin and social trajectory of these agents, who, therefore, have different teaching habitus from which they build their social representation about their work object. It is highlighted that the teaching habitus and the social representation of two subfields, identified by the belongings to different dimensions of the teachers education in the degree courses, they have similarities and, also, differences. These ones permit to support that the subjects are holders of distinct teaching habitus that conceive different practices, struggles, tensions and conflicts around the sense of teachers education / Nesta investiga??o, analisamos o conte?do e a organiza??o da representa??o social sobre o objeto forma??o de professores, constru?da pelos professores de licenciatura da Universidade Federal do Piau? (Ufpi), entendendo tal representa??o articulada aos habitus docentes desses formadores de professores, o que remete a considera??es sobre a posi??o que ocupam na estrutura do campo acad?mico nacional e do subcampo da forma??o de professores.Para isso, buscamos: a) evidenciar as propriedades do lugar em que atuam os formadores a Ufpi, como ag?ncia daqueles campo e subcampo; b) compreender quem s?o os formadores, ou seja, apreender os habitus docentes dos mesmos tendo em vista sua origem, trajet?ria social e a especificidade de suas posi??es no campo e subcampo analisados e c) conhecer o que pensam sobre seu objeto de trabalho, isto ?, identificar e articular o conte?do e organiza??o da representa??o social analisada com suas propriedades de agentes do campo e subcampo. A pesquisa cinge-se aos cursos de licenciatura espec?fica do Campus Ministro Petr?nio Portella , de Teresina (PI), e foi aplicada a 134 professores de licenciaturas desse Campus. A coleta de dados junto aos participantes se deu no segundo per?odo de 2008 e no primeiro de 2009. O ponto de partida do estudo ? a constata??o de que a reforma das licenciaturas da Ufpi, determinada pela legisla??o e adotada nessa Institui??o em 2005, pouco alterou a situa??o anterior. Compreendemos a Ufpi - e suas estruturas de forma??o de professores - como institui??o formadora, circunscrita pelo campo acad?mico nacional e pelo subcampo da forma??o de professores. Deste ?ltimo, inventariamos algumas de suas propriedades, para evidenciar que se trata de um subcampo acad?mico em processo de constru??o. Enfatizamos a divis?o desse subcampo, que separa os formadores em dois subgrupos - os que se dedicam ? forma??o espec?fica nos conte?dos e aqueles especializados na forma??o pedag?gica - colocados em posi??o antag?nica e disputando o poder simb?lico de impor o significado e o sentido da forma??o de professores nas licenciaturas. Visando ? compreens?o do problema, buscamos os modelos que est?o na raiz da constru??o da Universidade e de seu projeto de forma??o de professores nas licenciaturas, para esclarecer as matrizes em que se ancora a representa??o social pesquisada. O referencial te?rico articula os aportes de Moscovici, a teoria das representa??es sociais, e de Bourdieu, com os conceitos que comp?em sua praxiologia, como habitus, campo social, capital, poder simb?lico e outros, bem como de seus int?rpretes e continuadores, como Domingos Sobrinho. Da literatura sobre universidade e forma??o de professores, recorremos a Dermeval Saviani, Luiz Ant?nio Cunha, Maria Isabel da Cunha e Mirian Jorge Warde, al?m de outros. Adotamos procedimentos plurimetodol?gicos, combinando t?cnicas associativas, adequadas ao acesso ?s representa??es sociais, e uma t?cnica cl?ssica, um question?rio sobre habitus docentes. O pressuposto ? de que os docentes constroem diferentes representa??es sociais do objeto forma??o de professores por for?a das distintas posi??es que ocupam na estrutura do campo acad?mico e do subcampo da forma??o de professores. As posi??es alcan?adas no campo e subcampo s?o devidas a diferen?as na origem e trajet?ria social desses agentes, que, portanto, t?m diferentes habitus docentes a partir dos quais constroem sua representa??o social sobre seu objeto de trabalho. Evidenciamos que os habitus docentes e a representa??o social de dois subgrupos, identificados pela perten?a a diferentes dimens?es da forma??o de professores nas licenciaturas, t?m semelhan?as e, tamb?m, diferen?as. Estas permitem sustentar que os sujeitos s?o detentores de distintos habitus docentes que engendram pr?ticas diferentes, lutas, tens?es e conflitos em torno do sentido de forma??o de professores

Made available in DSpace on 2014-12-17T14:36:39Z (GMT). No. of bitstreams: 1 GiovanaGA_TESE.pdf: 2498178 bytes, checksum: 0d44d203fce39bac8333876ae663a5be (MD5) Previous issue date: 2014-07-28 / We seek, through this study, to analyze about social representation that the students of licentiate degree course of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN - have about didactic-pedagogical subjects. We utilize the Social Representations Theory (MOSCOVICI, 2009; 2012; JODELET, 2001) as a theoretical and methodological contribution and as aim, we identify this social representation and understand how it is influenced by the formation of these undergraduates. So we developed the research under the seven undergraduate classroom courses offered by IFRN, namely: Biology, Spanish, Physics, Geography, Computer Science, Mathematics and Chemistry, covering units located both in the capital and in the countryside. While methodological approach we used the Procedure of Multiple Classification (PMC) - (ROAZZI, 1995), whose realization requires a set of words achieved through of Free Technique of Words Association - FTWA - (ABRIC, 1998). For this realization we have a total of one hundred twenty (120) participants, with thirty (30) in FTWA and other stage in the realization of free classification and directed that correspond to the MPR. Achieved the empirical data, we use the analysis of content (BARDIN, 2011; FRANCO, 2007) and multidimensional (ROAZZI, 1995) for the course of his interpretation. Finally, we identify the social representation of didactic and pedagogical subjects centered around the idea that it is through these subjects that can achieve the profile of "good professional" as one who gathers knowledge and attributes required for the full development of teaching involving capabilities it and characteristics that mark the sense of professionalism. Furthermore, we found that the anchoring social representation on the understanding that these disciplines "teach the teacher to be" in the image and its objectification of the "good teacher", ie, one that reaches through the training process and experiences, qualities that make it unique and able to carry full professional. Still see that the actions of the teacher trainer affects the way students perceive, assume and engage in the study of teaching and pedagogical subjects and it reflects significantly the social representation then created / Buscamos, atrav?s do presente estudo, analisar a representa??o social que os licenciandos do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte IFRN t?m de disciplinas did?tico-pedag?gicas. Para isso, utilizamos a Teoria das Representa??es Sociais (MOSCOVICI, 2009; 2012; JODELET, 2001) como aporte te?rico-metodol?gico e tivemos, como objetivos, identificar essa representa??o social e compreender como ela ? influenciada pela forma??o desses licenciandos. Assim, desenvolvemos a pesquisa no ?mbito dos sete cursos presenciais de licenciatura ofertados pelo IFRN, a saber: Biologia, Espanhol, F?sica, Geografia, Inform?tica, Matem?tica e Qu?mica, abrangendo unidades localizadas tanto na capital quanto no interior do Estado. Enquanto percurso metodol?gico fizemos uso do Procedimento de Classifica??es M?ltiplas PCM (ROAZZI, 1995), cuja realiza??o carece de um conjunto de voc?bulos alcan?ado atrav?s da T?cnica de Associa??o Livre de Palavras TALP (ABRIC, 1998). Para essa realiza??o contamos com um total de cento e vinte (120) participantes, sendo trinta (30) na TALP e os demais na efetiva??o das etapas de classifica??o livre e dirigida que correspondem ao PCM. Alcan?ados os dados emp?ricos, utilizamo-nos das an?lises de conte?do (BARDIN, 2011; FRANCO, 2007) e multidimensional (ROAZZI, 1995) para o decorrer de sua interpreta??o. Por fim, identificamos a representa??o social de disciplinas did?tico-pedag?gicas centrada na ideia de que ? por meio dessas disciplinas que se pode alcan?ar o perfil do bom profissional enquanto aquele que re?ne conhecimentos e atributos necess?rios ao pleno desenvolvimento da doc?ncia, envolvendo nisto capacidades e caracter?sticas que demarcam o sentido da profissionaliza??o. Ademais, constatamos a ancoragem dessa representa??o social no entendimento de que as referidas disciplinas ensinam a ser professor e sua objetiva??o na imagem do bom professor , ou seja, aquele que alcan?a, atrav?s do processo formativo e das experi?ncias vivenciadas, qualidades que o tornam singular e capacitado para o pleno proceder profissional. Percebemos ainda que a atua??o do professor formador repercute na maneira como os estudantes apreendem, assumem e se envolvem no estudo das disciplinas did?tico-pedag?gicas e que isto reflete significativamente na representa??o social ent?o criada

Made available in DSpace on 2014-12-17T15:30:50Z (GMT). No. of bitstreams: 1 LuanaCA.pdf: 403938 bytes, checksum: f5f0a31844ee99a3cfe60b1ea4adf78f (MD5) Previous issue date: 2006-05-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study tried to know the social representation of dentists surgeons about the Family Health Program (FHP). Where used as methodological instruments a semi-structured interview and direct observation of work process in tive towns that are part of the metropolis region ofNatal city. During the interview some aspects where broached, such as the reasons of dentists surgeons join the FHP, what are the implications ofthe introduction of this program in the everyday practice, what kind of activities are they practicing and what are those professional missing the most in the FHP. In the direct observation where take in account some aspects related to the physic structure of health units, its service organization and demand, relationship amongst dentist and other member of the team, and about patient receptiveness, when they arrives at health unit. This study also identifY the researches subject showing their age, sex, for how they are graduates, what are them specialty and for how long they work for the FHP. The data had been analyzed through the analysis of content of Bardin5. The dentists depict the FHP for the change in assistance model through the preventive proposal of social work that makes possible to work with an ample concept of health. However what makes the FHP more attractive to dentists is the salary questiono The creation of bonds whit the community and the work whit groups and in team had been the main occurred changes in the daily one of the pratices ones of these professionals. The principal activities executed for these professionals inside of the new strategy of assistance in oral health are the carried trough preventive activities achieved in health units and social area. To them, the absence of institutional support and the employment of only one dentist for each team it is one the main point of strangling. There is no doubt that FHP is new strategy and that it is need a better integration amongst the professional, the institution / Este estudo se prop?s a conhecer as representa??es sociais dos cirurgi?es dentistas sobre o Programa Sa?de da Fam?lia. Utilizou-se como instrumentos metodol?gicos a entrevista semi-estruturada e a observa??o direta do processo de trabalho, nas unidades de sa?de de cinco munic?pios que comp?em a regi?o metropolitana do munic?pio de Natal. Durante a entrevista foram abordados aspectos como os motivos que levaram o cirurgi?o-dentista a se inserir no PSF, quais as implica??es da implanta??o deste programa no cotidiano de suas pr?ticas, que tipos de atividades eles est?o realizando e por fim, de qu? estes profissionais est?o sentindo falta no PSF. Na observa??o direta foram levados em conta alguns aspectos relacionados ? estrutura fisica das unidades de sa?de, organiza??o no atendimento e sua demanda, aspectos de relacionamento entre o dentista e demais membros da equipe e sobre o acolhimento do paciente, quando da sua chegada ? unidade de sa?de. Procurou-se tamb?m fazer uma caracteriza??o dos sujeitos pesquisados quanto ? idade, sexo, tempo de formado, tipo de especialidade e tempo de inser??o no PSF. Os dados foram analisados atrav?s da an?lise de conte?do de Bardin5. Os dentistas representam o PSF pela mudan?a no modelo de assist?ncia atrav?s de sua proposta preventiva, que possibilita trabalhar com o conceito ampliado de sa?de. Por?m, apontam como principal motivo para sua inser??o neste programa a quest?o salarial. A cria??o de v?nculos com a comunidade e o trabalho com grupos e em equipe foram as principais mudan?as ocorridas no cotidiano das pr?ticas destes profissionais. As principais atividades executadas por estes profissionais dentro da nova estrat?gia de assist?ncia em sa?de bucal s?o as atividades preventivas realizadas na unidade de sa?de e em espa?os sociais. Para eles, a falta de apoio institucional e a equipara??o de uma dentista para cada equipe aparecem como principais pontos de estrangulamento. N?o resta d?vida que o PSF ? uma estrat?gia nova e que necessita de uma maior integra??o entre o profissional, a institui??o e a comunidade, para que se tenha uma maior resolutividade nas a??es realizadas