O conhecimento e a primeira leitura das Notas sobre a experiência e o saber da experiência de Bondía (2002) geraram movimentos desencadeadores da produção desta dissertação, que trata de minha percepção dessa experiência, enquanto professora do ensino fundamental de uma escola pública de Caxias do Sul, RS. Um desses movimentos consistiu da organização de um grupo de estudos, a Matida, formado por alunos de 5ª e 6ª séries dessa escola, no qual me expus, permitindo-me tempo e espaço para olhar detalhadamente o que me passava ao longo do desenvolvimento de suas atividades. A perspectiva teórica desta dissertação constitui-se de uma composição das noções de experiência e experimento (BONDÍA, 2002), esta última dirigida à resolução e à formulação de problemas de matemática preparatórios à Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP). Neste texto descrevo o ambiente, a organização e os encontros da Matida, disponibilizando alguns flashes dos mesmos. Também descrevo a produção de materiais empíricos, e relato e teço análises referentes a certas ações, como a formulação coletiva de um problema matemático, a resolução e a descrição dos procedimentos utilizados na obtenção de soluções para os problemas propostos, e a avaliação dos alunos em relação ao grupo. A Matida tornou-se um lugar intermediário no ambiente escolar, no qual me proporcionei sair da rota “turística” dos planos pedagógicos e entrar em vias que os atravessam, sujeitando-me à experiência. Compartilho aqui uma percepção dessa experiência e a transformação por ela gerada sobre mim. / Getting to know and first reading Notes on experience and the knowledge of experience (BONDÍA, 2002) generated movements that unleashed the production of this dissertation, which focuses on my perception of such an experience, as a public elementary school teacher in Caxias do Sul, RS. One of these movements consisted in organizing a study group named Matida, which was constituted by some of the school‟s 5th and 6th grade students, in which I exposed myself, allowing me time and space to thoroughly see what I was going through during the development of the group activities. The theoretical perspective of this dissertation is made of a composition of the notions of experience and experiment (BONDÍA, 2002), the latter directed to the resolution and formulation of mathematical problems in preparation for the Brazilian Math Olympiads for Public Schools. In the text I describe the environment, organization and meetings at Matida, giving some flashes of the meetings. I also describe the production of empirical material, and report and analyze certain actions, such as the collective formulation of a mathematical problem, some problem-solving activities, the description of the proceedings employed to obtain solutions for the problems proposed, and the students‟ evaluation regarding their group. Matida became an intermediate place in the school environment, in which I allowed myself to leave the “touristic” route of pedagogical design and get into paths that cross it, subjecting myself to the experience. Here I share a perception of this experience and the transformation it generated on me.

O conhecimento e a primeira leitura das Notas sobre a experiência e o saber da experiência de Bondía (2002) geraram movimentos desencadeadores da produção desta dissertação, que trata de minha percepção dessa experiência, enquanto professora do ensino fundamental de uma escola pública de Caxias do Sul, RS. Um desses movimentos consistiu da organização de um grupo de estudos, a Matida, formado por alunos de 5ª e 6ª séries dessa escola, no qual me expus, permitindo-me tempo e espaço para olhar detalhadamente o que me passava ao longo do desenvolvimento de suas atividades. A perspectiva teórica desta dissertação constitui-se de uma composição das noções de experiência e experimento (BONDÍA, 2002), esta última dirigida à resolução e à formulação de problemas de matemática preparatórios à Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP). Neste texto descrevo o ambiente, a organização e os encontros da Matida, disponibilizando alguns flashes dos mesmos. Também descrevo a produção de materiais empíricos, e relato e teço análises referentes a certas ações, como a formulação coletiva de um problema matemático, a resolução e a descrição dos procedimentos utilizados na obtenção de soluções para os problemas propostos, e a avaliação dos alunos em relação ao grupo. A Matida tornou-se um lugar intermediário no ambiente escolar, no qual me proporcionei sair da rota “turística” dos planos pedagógicos e entrar em vias que os atravessam, sujeitando-me à experiência. Compartilho aqui uma percepção dessa experiência e a transformação por ela gerada sobre mim. / Getting to know and first reading Notes on experience and the knowledge of experience (BONDÍA, 2002) generated movements that unleashed the production of this dissertation, which focuses on my perception of such an experience, as a public elementary school teacher in Caxias do Sul, RS. One of these movements consisted in organizing a study group named Matida, which was constituted by some of the school‟s 5th and 6th grade students, in which I exposed myself, allowing me time and space to thoroughly see what I was going through during the development of the group activities. The theoretical perspective of this dissertation is made of a composition of the notions of experience and experiment (BONDÍA, 2002), the latter directed to the resolution and formulation of mathematical problems in preparation for the Brazilian Math Olympiads for Public Schools. In the text I describe the environment, organization and meetings at Matida, giving some flashes of the meetings. I also describe the production of empirical material, and report and analyze certain actions, such as the collective formulation of a mathematical problem, some problem-solving activities, the description of the proceedings employed to obtain solutions for the problems proposed, and the students‟ evaluation regarding their group. Matida became an intermediate place in the school environment, in which I allowed myself to leave the “touristic” route of pedagogical design and get into paths that cross it, subjecting myself to the experience. Here I share a perception of this experience and the transformation it generated on me.

The ultimate objective of the present PhD thesis is to propose effective instructional methods to be employed in teaching macroeconomics as an academic subject, their selection being determined by the personality type recognition of the students of economics-based academic programmes. First, a current state of academic education and an increase in the number of university/college students, schools and faculties are analysed. Within the sector of higher education institutions (HEI) providing academic training in economic sciences, the focus is on the rationale of the inclusion of macroeconomics in their syllabi. Having conducted the quantitative research, the MBTI questionnaire being employed to measure personality types, the composition of academic study groups in the chosen economics-based schools was examined from the viewpoint of the given typology. An analysis of currently applied forms and methods of instruction in macroeconomics at the Private University College of Economic Studies (PUCES) is accompanied by the interpretation of their impact on the academic achievements of particular personality types. Based on the research findings, appropriate teaching methods are matched with respective personality types and subsequently with the entire study group comprising different types of personalities. The present dissertation thesis consists of an introduction, seven chapters and a conclusion. The introduction presents the aim of the thesis, an overview of the current state of relevant research on the topic as well as research hypotheses and methodology. Chapter 1 explores the current state of HEI programmes affected by soaring numbers of students, HEIs and their faculties. Chapter 2 focuses on macroeconomics as a scientific discipline and an academic subject incorporated in the syllabuses of the selected HEIs. Chapter 3 concentrates on academic teaching, outlining the philosophies, modes and methods of academic instruction. In chapter 4, personality typologies are exposed, focusing selectively on their development, emphasising those with significant social influence. The MBTI personality typology is given special attention, corresponding basic personality dimensions, dispositions and study successfulness being considered. Chapter 5 describes the results of the research of the student groups' structure according to MBTI typology in five chosen HEIs, summarizing the outcomes from the schools being tested. In chapter 6, macroeconomics examination results achieved by PUCES students are displayed, being related to respective personality categories in compliance with the above typology. In the last chapter, optimal methods and instructional approaches are suggested for teaching particular personality types of students, the heterogeneous composition of the study groups being taken into consideration.

Doctor Educationis / This is a doctoral thesis in which the effectiveness of selected educational approaches in facilitating adult learning, using cattle farmers in the Onamhinda village was tested. In this study I tested three educational approaches of content centred, learner centred and situation centred for their ability to facilitate learning, which could bring about change in society. I used cattle farmers as a target group because the livelihood of farmers in north central Namibia depends on agriculture, mainly millet and beef production. The study began by discussing the selected approaches in relation to the relevant learning theories as a basis for the theoretical framework of facilitating adult learning and to support the hypothesis that certain educational approaches, if used under the right conditions, will facilitate significant learning among the target audience. The research design used in testing this hypothesis followed an action and qualitative design. It followed an action research design in order to get participants involved in their own learning, to put into practice what has been learned and be able to evaluate and discuss their progress. Through a qualitative design the study explored a much broader phenomenon of facilitating adult learning on a large scale and enabled reliable data collection to be undertaken for a study conducted in an environment where there were no tight controls over the learning process. An educational programme for cattle farmers was developed and used as a tool in testing the educational approaches. The educational programme utilised a combination of learning techniques to provide a means of learning for cattle farmers, which included a radio course of 12 lessons, self help facilitated study groups, printed materials and demonstrations by experts. In addition, a feedback system was built into the educational programme to enable participants to ask questions and experts to respond to such questions. The educational programme materials were written in the local language of Oshiwambo, and the research study was organised around a study group of 17 participants and two facilitators as well as a participant observer. A participant observation research method was used to observe and collect data during all learning sessions of the educational campaign. Furthermore, four months after the educational campaign a summative evaluation was conducted to assess the impact of the educational programme on the target audience and to learn more about how these types of approaches facilitated learning among farmers. The analysis of data explored whether such learning was significant enough to bring about social change and sustainable development. The study assisted in creating an opportunity for rural people to learn collectively and influence each other for positive change and to enable them to participate fully in their own development. It proved that using a combination of educational approaches and incorporating well developed communication strategies adult educators will be able to provide enhanced learning opportunities and reach even the remotest human being alive. Recommendations are given for successful implementation and replicating the educational approaches at a large scale and for other vital adult learning opportunities in the country and elsewhere.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-22T11:21:48Z No. of bitstreams: 1 welingtonluissachetti.pdf: 1626484 bytes, checksum: fc26b1e79605da64850eb292d052027a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T18:50:52Z (GMT) No. of bitstreams: 1 welingtonluissachetti.pdf: 1626484 bytes, checksum: fc26b1e79605da64850eb292d052027a (MD5) / Made available in DSpace on 2016-01-25T18:50:52Z (GMT). No. of bitstreams: 1 welingtonluissachetti.pdf: 1626484 bytes, checksum: fc26b1e79605da64850eb292d052027a (MD5) Previous issue date: 2014-11-07 / O objetivo desta dissertação é analisar o Programa de Formação Continuada (PFC) do Centro Estadual de Educação Tecnológica Paula Souza (CPS) - reformulado em 2012 pelo Grupo de Estudos de Educação a Distância (GEEaD) – por meio da avaliação dos egressos das formações e a partir destes dados propor um plano de ação que contemple as ações voltadas ao refinamento da política de formação continuada do departamento, bem como, dados os resultados da pesquisa, verificar a possível ampliação dela na Instituição. A pesquisa, qualitativa, realizou-se com questionários semiabertos, aplicados junto aos egressos que participaram da totalidade das 3 (três) Unidades do PFC e de mais de 50% delas. A investigação compreendeu um período de 18 meses, entre julho de 2012 e dezembro de 2013, e trabalhou com as respostas de 27 professores egressos do PFC. A dissertação está dividida em 3 capítulos, sendo que o Capítulo 1 tratou de apresentar o Centro Paula Souza e o PFC com seu histórico e reformulações; o Capítulo 2 analisou os resultados da pesquisa e, por fim, o capítulo 3 diante dos apontamentos da pesquisa, apresentou um Plano de Ação Educacional (PAE) com proposições voltadas à reformulação do PFC. Nesse sentido, o presente estudo subsidiará possíveis ajustes nas Unidades e, consequentemente, a preparação de professores que futuramente passarão pelos PFC para que integrem da melhor forma as tecnologias de informação e comunicação em suas práticas de trabalho, potencializando mudanças nas ações pedagógicas, a fim de contribuir com a melhoria da qualidade da educação. / The objective of this dissertation is to analyze the Continuing Education Program (CEP) of the Paula Souza Technological Education State Center (PSC). It was reformulated in 2012 by a Group of Studies on Distance Education (GSDE). Through the evaluation of the egresses from the formations and from these to propose an action plan, that include actions directed to the refinement of the policy of the further education department, as well as, from the research results, verify for the possible extension of it in the institution. The qualitative research was carried out with semi-open questionnaires, applied to the egresses who participated in the totally of the 3 (three) Units of CEP , and more than 50% of them. The period of this research was of 18 months, between July 2012 until December 2013 , and the answers of the 27 graduate teachers from CEP, were analyzed in this period. The dissertation is divided by three Chapters; the history and the reformulations of the Paula Souza Center and CEP were presented in the first Chapter; the research results were analyzed in the second Chapter; and finally, an Educational Action Plan (EAP) with propositions to the reformulations of EAP, according with the research results, it was presented in the third Chapter. In this sense, this study will subsidize possible adjustments in the Units and, consequently, the preparation of teachers who will later pass by CEP to incorporate the best information and communication technologies into their working practices, therefore enhancing changes in pedagogical actions in order to contribute to the improvement in the quality of education.

Text in Afrikaans / Die probleemstelling van hierdie studie is naamlik: "Kan die groei of bestaan van kleingroepe in 'n gemeente 'n invloed hê op die vlak van koinonia wat die gemeente beleef." Hierdie vraag het relevant geword omdat die mens waarmee die kerk werk, gedurig verander. Sedert die "verligting" van die sewentiende eeu lewe ons in 'n tyd wat as die "modemisme" bekend staan. Die modemisme word gekenmerk deur die beklem­toning van die rasionele en individualisme van die individu. Sedert die tweede wereldoorlog het daar 'n verskuiwing begin plaasvind van 'n "modemistiese" na 'n "postmodemistiese" samelewing. Die postmodemis ontgogel deur die onvermoe van die modemisme om vrede in die wereld te verseker het 'n behoefte na "community" of koinonia begin ontwikkeL Dit het weer belangrik geword om iewers te behoort. Die tradisionele bedieningspraxis wat baie gesteun het op die beginsels van die modernisme is besig om ontoereikend te word vir die uitdagings van die post­ modernistiese mens. Die doel van hierdie studie is om 'n bedieningspraxis te ondersoek en te beskryf wat die behoefte na koinonia aan spreek - daardie diep innige omgang van mense met mekaar in liefde. Die term verwys na die diep lewens en Iotsverbondenheid wat 'n christelikegeloofsgemeenskap met mekaar behoort te deel. Die tradisionele bedieningspraxis het die ideaal na koinonia in die erediens gesien. Die uitgangspunt van hierdie studie is dat dit nie haalbaar is nie. 'n Nuwe bedieningspraxis waarin die kleingroep prominent figureer is eerder die ruimte waarbinne koinonia beleef kan word. Dit beteken dlat die studie 'n paradigmaskuif voorstaan van 'n tradisioneel "verkondigings" of"Herder-kudde-model" na 'n "liggaams"- of"charismatiesemodel". Die doel van die studie is om die postmoderne mens te lei na geloofsvolwassenheid, dit is die uiteindelike doel van 'n gemeentebouprogram. Hierdie groei na geloofsvolwassenheid is 'n pastorale proses waar lidmate deur 'n egte belewing van koinonia in 'n kleingroep, wat as 'n verlengde familie funksioneer, groei na geloofsvolwassenheid. Die studie steun die "selgemeentemodel" as bedieningspraxis om die groei na geloofsvolwassenheid in 'n gemeente te fasiliteer. Hierdeur sal koinonia as een van die wesenskenmerke van die kerk weer tot sy reg kom in die kerk. / This study deals with the problem statement: "Can the growth or existence of small groups within a congregation influence the level of community experienced within that congregation?" The question is relevant because the church works with everchanging human beings. Since the "revolution" of the seventeenth century, we have been living in a period of "modernism" characterised by the emphasis being placed on rationalism and individualism. Since the Second World War a shift has taken place from a "modernistic" to a "post-modernistic" society. Post-modernistic man, disillusioned by the inability of the modernistic world to ensure peace, has developed a need for community. Involvement with other people and the need to belong has once again become important. Traditional ministry, based on the principles of modernism, has become inadequate to fulfil the challenges and requirements of post-modernistic man. The purpose of this study is to investigate a ministry practice which will address these requirements of community - namely a deep and profound relationship of caring between people. The term refers to a strong bond of common destiny which people should experience within a religious community. Traditional practices of ministry upheld the belief that this ideal of community could be attained within religious services. The premise of this study is that such a level of community is not achieved within traditional ministry practices. A new practice, in which small groups feature prominently, would be more conducive to a spirit of community. The study suggests a paradigm shift from the traditional model of"gospel preaching" or "pastoral-herd", to a more physical or charismatic model. The purpose of this study is to guide post-modernistic man towards religious adulthood, which is the ultimate goal of a congregational building program. This is a pastoral process where members of the congregation grow towards adulthood through a fervent experience of community within a small group, functioning as an extended family. The study promotes the "cell-church model" as appropriate ministry practice to facilitate the congregation's growth towards religious adulthood. Through this approach, community will once more take its rightful place as one of the quintessential features of the church. / Philosophy, Practical & Systematic Theology / Th. D. (Praktiese Teologie)

Text in Afrikaans / Die probleemstelling van hierdie studie is naamlik: "Kan die groei of bestaan van kleingroepe in 'n gemeente 'n invloed hê op die vlak van koinonia wat die gemeente beleef." Hierdie vraag het relevant geword omdat die mens waarmee die kerk werk, gedurig verander. Sedert die "verligting" van die sewentiende eeu lewe ons in 'n tyd wat as die "modemisme" bekend staan. Die modemisme word gekenmerk deur die beklem­toning van die rasionele en individualisme van die individu. Sedert die tweede wereldoorlog het daar 'n verskuiwing begin plaasvind van 'n "modemistiese" na 'n "postmodemistiese" samelewing. Die postmodemis ontgogel deur die onvermoe van die modemisme om vrede in die wereld te verseker het 'n behoefte na "community" of koinonia begin ontwikkeL Dit het weer belangrik geword om iewers te behoort. Die tradisionele bedieningspraxis wat baie gesteun het op die beginsels van die modernisme is besig om ontoereikend te word vir die uitdagings van die post­ modernistiese mens. Die doel van hierdie studie is om 'n bedieningspraxis te ondersoek en te beskryf wat die behoefte na koinonia aan spreek - daardie diep innige omgang van mense met mekaar in liefde. Die term verwys na die diep lewens en Iotsverbondenheid wat 'n christelikegeloofsgemeenskap met mekaar behoort te deel. Die tradisionele bedieningspraxis het die ideaal na koinonia in die erediens gesien. Die uitgangspunt van hierdie studie is dat dit nie haalbaar is nie. 'n Nuwe bedieningspraxis waarin die kleingroep prominent figureer is eerder die ruimte waarbinne koinonia beleef kan word. Dit beteken dlat die studie 'n paradigmaskuif voorstaan van 'n tradisioneel "verkondigings" of"Herder-kudde-model" na 'n "liggaams"- of"charismatiesemodel". Die doel van die studie is om die postmoderne mens te lei na geloofsvolwassenheid, dit is die uiteindelike doel van 'n gemeentebouprogram. Hierdie groei na geloofsvolwassenheid is 'n pastorale proses waar lidmate deur 'n egte belewing van koinonia in 'n kleingroep, wat as 'n verlengde familie funksioneer, groei na geloofsvolwassenheid. Die studie steun die "selgemeentemodel" as bedieningspraxis om die groei na geloofsvolwassenheid in 'n gemeente te fasiliteer. Hierdeur sal koinonia as een van die wesenskenmerke van die kerk weer tot sy reg kom in die kerk. / This study deals with the problem statement: "Can the growth or existence of small groups within a congregation influence the level of community experienced within that congregation?" The question is relevant because the church works with everchanging human beings. Since the "revolution" of the seventeenth century, we have been living in a period of "modernism" characterised by the emphasis being placed on rationalism and individualism. Since the Second World War a shift has taken place from a "modernistic" to a "post-modernistic" society. Post-modernistic man, disillusioned by the inability of the modernistic world to ensure peace, has developed a need for community. Involvement with other people and the need to belong has once again become important. Traditional ministry, based on the principles of modernism, has become inadequate to fulfil the challenges and requirements of post-modernistic man. The purpose of this study is to investigate a ministry practice which will address these requirements of community - namely a deep and profound relationship of caring between people. The term refers to a strong bond of common destiny which people should experience within a religious community. Traditional practices of ministry upheld the belief that this ideal of community could be attained within religious services. The premise of this study is that such a level of community is not achieved within traditional ministry practices. A new practice, in which small groups feature prominently, would be more conducive to a spirit of community. The study suggests a paradigm shift from the traditional model of"gospel preaching" or "pastoral-herd", to a more physical or charismatic model. The purpose of this study is to guide post-modernistic man towards religious adulthood, which is the ultimate goal of a congregational building program. This is a pastoral process where members of the congregation grow towards adulthood through a fervent experience of community within a small group, functioning as an extended family. The study promotes the "cell-church model" as appropriate ministry practice to facilitate the congregation's growth towards religious adulthood. Through this approach, community will once more take its rightful place as one of the quintessential features of the church. / Philosophy, Practical and Systematic Theology / Th. D. (Praktiese Teologie)