Made available in DSpace on 2016-08-03T16:15:52Z (GMT). No. of bitstreams: 1 Kelly Cristina Ramos Toscano.pdf: 2780912 bytes, checksum: 83b79d657228e6fea3bef82c2d5898d1 (MD5) Previous issue date: 2006-05-02 / This task aims the analyzes of the transformations of the practices in infantile education in the city hall of the city of São Bernardo do Campo, in four decades, considering the political and economic changes as well as the theoretical tendencies target in the different moments investigated. For a greater approaching with the practices of the past, three elements were fundamental: the theories that support the documents and the syllabus orientation, the voice of the teachers, that through their narration could express the practices developed along the formation course of their lives and the changes along the years, the tasks produced by the pupils along the decades studied. These students tasks have been organized in parts, pointing the frequency that certain kinds of the activity happened in different periods . Besides these parts, the narration of the teachers could highlight ways in how the practices transformations happened, from the point of view of whom practices them, from these data, I have searched in the contributions of Certeau elements to understand how the historic individual teachers deal with the products that are imposed by the social order syllabus orientation and new theories transforming them and reinventing them in their quotidian practices. Key words: infantile education; practices transformation; / Este trabalho tem como propósito à análise das transformações das práticas em educação infantil na Prefeitura Municipal de São Bernardo do Campo ao longo de quatro décadas, considerando as mudanças políticas e econômicas, bem como as tendências teóricas predominantes nos diferentes momentos investigados. Para uma maior aproximação com as práticas do passado, três elementos foram fundamentais: as teorias que subsidiaram os documentos e orientações curriculares; a voz das professoras, que através de seus relatos puderam expressar as práticas desenvolvidas em sua trajetória de formação e as mudanças que foram se efetivando ao longo dos anos; e os trabalhos produzidos pelos alunos ao longo das décadas estudadas. Esses trabalhos dos alunos foram organizados em quadros, apontando a freqüência com que determinados tipos de atividade aconteciam em diferentes épocas. Além desses quadros, os relatos das professoras puderam evidenciar maneiras como as transformações das práticas aconteceram, a partir do olhar de quem as pratica. A partir desses dados, busquei nas contribuições de Certeau elementos para compreender de que maneira os sujeitos históricos - professores - lidam com os produtos que lhes são impostos pela ordem social - orientações curriculares e novas teorias - transformando-os e reinventando-os em seu fazer cotidiano.

AZEVÊDO, Isaura Rute Gino de. Formação do professor de arte do ensino médio público em Juazeiro do Norte: reflexos no ensino de música. 2013. 76f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-03T12:00:26Z No. of bitstreams: 1 2013-DIS-IRGAZEVEDO.pdf: 703514 bytes, checksum: e32ece7372c899f63511f42e99f06e11 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-10-03T14:11:49Z (GMT) No. of bitstreams: 1 2013-DIS-IRGAZEVEDO.pdf: 703514 bytes, checksum: e32ece7372c899f63511f42e99f06e11 (MD5) / Made available in DSpace on 2013-10-03T14:11:50Z (GMT). No. of bitstreams: 1 2013-DIS-IRGAZEVEDO.pdf: 703514 bytes, checksum: e32ece7372c899f63511f42e99f06e11 (MD5) Previous issue date: 2013 / This research project aimed at understanding how teacher education affects the teaching of Music in the Art Classes of the public high schools in Juazeiro do Norte, state of Ceará, Brazil. The need for this research was justified by the fact that music education is now compulsory as part of basic education in Brazil according to federal law number 11.769/08 enacted in 2008. This ethnographic research with autobiographical contributions was based on André (2008), Viégas (2007), Bogdan and Biklen (1994). Observations semi-structured questionnaires and magnified reports served as instruments for the collection of data. The analysis of reports provided by the music teachers were based on techniques presented by Tardif (2008), which deals with teacher knowledge and training, Rodrigues (2010) and Bueno (2006), who address the narrative itself as a training strategy. For analysis of teacher musical practices in the classroom assumptions established by Swanwick (2003a and 2003b) were taken into account. The results of the research show that for music teachers who did not have access to formal higher education in the field, it is productive to engage in further education through self teaching and private courses. / A presente pesquisa teve como propósito compreender como a formação do professor de Arte interfere no ensino de Música das escolas de Nível Médio público em Juazeiro do Norte-CE. A importância dessa pesquisa justificou-se frente à emergência da obrigatoriedade do ensino do conteúdo de Música nas aulas de Arte, no âmbito da Educação Básica, em decorrência da Lei n. 11.769/08. Pretendeu-se realizar uma pesquisa com abordagem qualitativa na modalidade de estudo de caso com aportes etnográficos e autobiográficos, baseada em obras de autores renomados no assunto, tais como: André (2008), Viégas (2007), Bogdan e Biklen (1994), dentre outros. As observações, os questionários semiestruturados e os relatos ampliados serviram como instrumentos para a coleta de dados. As reflexões sobre os relatos dos professores tiveram aporte em Tardif (2008), que trata do saber docente e a formação profissional, e Rodrigues (2010) e Bueno (2006), por abordarem a narrativa de si como estratégia de formação. Para análise das práticas musicais do professor em sala de aula foram levados em consideração os pressupostos estabelecidos por Swanwick (2003a e 2003b) para a Educação Musical. Os resultados da pesquisa apontaram que, para professores sem habilitação superior em Música, a formação continuada através de cursos livres e estudos autodidatas, configuram-se como possibilidades de efetivar a presença da Música na Escola Básica.

LIMA, Francisca das Chagas Silva. A formação técnico-profissional face aos processos de reestruturação produtiva maranhense e as diretrizes educacionais. 2007. 215f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileria, Fortaleza-CE, 2007. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-11T13:21:48Z No. of bitstreams: 1 2007_Tese_FCSLIMA.pdf: 1269419 bytes, checksum: 22b73faf58f733d982ab61ceaf02e130 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-11T15:06:43Z (GMT) No. of bitstreams: 1 2007_Tese_FCSLIMA.pdf: 1269419 bytes, checksum: 22b73faf58f733d982ab61ceaf02e130 (MD5) / Made available in DSpace on 2012-07-11T15:06:43Z (GMT). No. of bitstreams: 1 2007_Tese_FCSLIMA.pdf: 1269419 bytes, checksum: 22b73faf58f733d982ab61ceaf02e130 (MD5) Previous issue date: 2007 / This word is parto f the complex debate over the worldwide econômicas transformacion that have been taking place in the recent decades, which gave reason to the developement and application to production, of various technologies that alongside the new organizacional patterns and the management of work procedures, led to educational reformations desd on the decad the 1990, that animed to adjust society’s educational system, so it would generate skilled workforce for the new reality. The assumptions that guide the usual technical education have been extensively analyzed. We focused on the Prof. Raimundo Franco Teixeira Operacional Unit, out of the Departament of SENAI/MA, and more specifically the Eletronics Thechnnician Training Departament. The actualization of such study involved students, tecnhnical supervisors, experts in education, assistants, the manager of such unit being studient, and Human Resources experts from the companies in which apprenticeship was taking place. We began by assuming that capitalism and the workforce’s goals are mutually antagnistic. We animed to understand the deterministic linear view that are projected upon workforce training, which priorize catering to production needs and human development in order to fulfill the capitalistic demands. To test our hypothesis,, we analyzed the current workforce training model, and we used the LDB 9.394/1996 guidelines, the impact, the meaning and the implications of the ideological struggeles that occur in today’s workforce training. We analizad the managers view of the workers’ education by studing recent douments belonings to the entrepreneurial associations and that led us to characterize their view as utilitarian once their ideal concept of techinical professional training is ono of exclusively tailored to cater to the demands of the market. Under this same light, we analysed the sylabuses of booth the educational Unit and the Electronics Technician Training Course. Both became the core o four analysis, in wrich we aimed to idendify their training standards and current priorities. We also strived to identify the challenges that inevitably beflall on schools that adopt such standards and priorities. The study confirmed our initial hypotesis that the limitations and anaccuracies inherent to the ongoning training model repeat past pratices uhich then and today, prevent meaningful breakthroughs in techinical training. / O trabalho insere-se no complexo debate das repercussões das transformações econômicas das últimas décadas – que motivaram o desenvolvimento e a aplicação de várias tecnologias aos processos produtivos industriais fazendo surgir novas formas de organização e gestão dos processos de trabalho –, sobre as diretrizes educacionais implementadas desde a década de 1990, realizadas com o objetivo de adequar a formação de mão-de-obra qualificada às necessidades requeridas por essa realidade. Apresenta-se o debate nacional e internacional acerca das transformações no mundo do trabalho. Analisam-se as repercussões do avanço científico e tecnológico sobre os cursos de formação profissional, além das prescrições legais da educação profissional para a formação. E por fim, discutem-se as concepções de formação profissional de nível técnico, tomando-se como campo específico de análise a Unidade Operacional Profº Raimundo Franco Teixeira, do Departamento Regional do SENAI/MA e, neste, o Curso de Eletroeletrônica. Partindo da hipótese de que os interesses entre capital e trabalho são essencialmente antagônicos, busca-se compreender a visão linear e determinista das concepções dirigidas à formação do trabalhador que privilegiam o desenvolvimento das capacidades humanas para efeito do atendimento dos requerimentos do capital. Para elucidação da hipótese levantada, examina-se o modelo de formação adotado pelo SENAI-MA, tendo por referência o conjunto de orientações contidas na LDB 9394/1996, bem como o impacto, o significado e as articulações na disputa ideológica presente na Educação Profissional na atualidade. Retoma-se o processo de constituição do discurso empresarial no que se refere à educação do trabalhador, priorizando-se a análise dos documentos mais recentes da entidade representativa dos empresários.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-06-05T11:55:43Z No. of bitstreams: 1 TeseDEE.pdf: 16153724 bytes, checksum: 96c77e1d454c6b99b64dc1effdee0484 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-05T17:14:25Z (GMT) No. of bitstreams: 1 TeseDEE.pdf: 16153724 bytes, checksum: 96c77e1d454c6b99b64dc1effdee0484 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-05T17:14:32Z (GMT) No. of bitstreams: 1 TeseDEE.pdf: 16153724 bytes, checksum: 96c77e1d454c6b99b64dc1effdee0484 (MD5) / Made available in DSpace on 2017-06-05T17:19:25Z (GMT). No. of bitstreams: 1 TeseDEE.pdf: 16153724 bytes, checksum: 96c77e1d454c6b99b64dc1effdee0484 (MD5) Previous issue date: 2017-02-15 / Não recebi financiamento / The aim of this study is to propose an online English course using a thematic task-based syllabus, on the Moodle plataform. It intends to identify the characteristics of the tasks elaborated and analyze the students’ performances. From the methodological point of view, this is a qualitative-interpretative research, with a virtual ethnographic basis and it was carried out on the Moodle platform, which is offered by a Federal Technology Institution of the interior of São Paulo. The subjects were students of technical and undergraduate courses. The data were collected through semi-structured interview, questionnaire and record of conversations on the platform, Facebook and Skype. Besides these, the tasks elaborated for this study and those that were done by the students were also used. The 40-hour-online English course had a macro-theme called Inventors and Inventions and consisted of three thematic units Top 10 inventors of all time, Nikola Tesla and Leonardo da Vinci. One of the reasons for using task-based thematic syllabus comes from results of researches (BARBIRATO, 1999, 2005; XAVIER, 1999; CASSOLI, 2011; FRANSCESCHINI, 2014) that show the use of tasks can give great opportunities for learners to use the target language. When elaborating the tasks on the Moodle platform, the teacher came across with two main problems: her approach, still with structural influence, and the limitation of some platform tools. The students also encountered some technical and linguistic difficulties in carrying out the tasks. Despite these problems, the empirical results of this research may propose alternatives to foreign language professionals interested in using thematic task-based syllabus in a virtual learning environment. / Esta pesquisa tem o intuito de propor um curso de inglês a distância por meio de um planejamento temático baseado em tarefas (PTBT), na plataforma Moodle. Pretende-se também identificar as características das tarefas elaboradas pela professora e analisar a realização delas pelos alunos. Do ponto de vista metodológico, trata-se de uma pesquisa qualitativa-interpretativista, de base etnográfica virtual e foi realizada na plataforma Moodle, disponibilizada por uma Instituição Federal de Tecnologia do interior de São Paulo. Os participantes eram alunos de cursos técnicos e superiores da área de exatas. Como instrumentos de coleta de dados foram utilizados entrevista semiestruturada, questionário e registro das conversas na plataforma, no Facebook e no Skype. Além desses, utilizou-se, para a análise, as tarefas elaboradas pela professora e as que foram realizadas pelos alunos. O curso de inglês foi oferecido a distância e tinha como tema macro Inventores e Invenções e era constituído de três unidades temáticas Os 10 melhores inventores de todos os tempos, Nikola Tesla e Leonardo da Vinci, distribuídas em 40 horas. Uma das justificativas para o uso do PTBT provém do fato de que os resultados de algumas pesquisas (BARBIRATO, 1999, 2005; XAVIER, 1999; CASSOLI, 2011; FRANSCESCHINI, 2014) apontam que o uso de tarefas proporciona maiores oportunidades de uso da língua-alvo pelos aprendizes. Ao elaborar as tarefas na plataforma Moodle, a professora deparou-se com duas problemáticas principais: a sua abordagem, ainda com resquícios da estrutural, e a limitação de algumas ferramentas da plataforma. Os alunos também se depararam com dificuldades técnicas, cognitivas e linguísticas, ao realizarem as tarefas. Apesar dessas dificuldades, os resultados empíricos desta pesquisa podem propor encaminhamentos para os profissionais de línguas estrangeiras, interessados em utilizar o PTBT em curso a distância.

Made available in DSpace on 2014-12-17T15:04:47Z (GMT). No. of bitstreams: 1 FranciscodeAssisFN.pdf: 2669056 bytes, checksum: 28c22ab95b1086c5c0751fcd5ea3ff8d (MD5) Previous issue date: 2006-12-11 / The aim of the present paper is to reorganize a discipline on technological physics so that the construction site of civil engineering becomes a natural environment of learning, providing the learner with the association between theory and practice as well as allowing the subject to process, in real time, information generated from his cognitive constructions and his contextualizations. Thus, a sequence of actions was taken into account: firstly, the programme was developed in the classroom, sharing with its contextualized information through experiments done under supervision by the learners in laboratories; secondly, the data which associate physics with construction were collected and, to do so, technical visits to construction sites were realized, providing the learner the association between the theory and the practice in a suitable site to the constructivist approach. As a result, the first discipline on physics of the Curso de Tecn?logos em Ger?ncia de Obras de Edifica??es do CEFET/PB was re-structured in terms of syllabus, methodology, application and evaluation. In fact, this work deals with a dynamic process that gathers and gives emphasis to teaching, learning, technology, information, creativity, competence and abilities in a constructivist learning process and, as a consequence, having allowed institutional engagement / O nosso objetivo ? reestruturar a disciplina de f?sica tecnol?gica de maneira a tornar o canteiro de obras da constru??o civil o ambiente natural de aprendizagem, oportunizando ao aprendiz a associa??o entre a teoria e a pr?tica, permitindo ao sujeito processar em tempo real informa??es geradas entre suas constru??es cognitivas e suas contextualiza??es. Desta forma foi priorizada uma seq??ncia de a??es: em primeiro lugar, foi desenvolvido em sala de aula o conte?do program?tico, compartilhado com a sua contextualiza??o em experimentos laboratoriais presenciais executados de modo orientado pelos aprendizes. Posteriormente, foram levantados dados que associam a f?sica ? constru??o civil; para isto, foram realizadas visitas t?cnicas aos canteiros de obras possibilitando ao aprendiz a associa??o da teoria ? pr?tica em ambiente prop?cio ? abordagem construtivista. Como resultado, obtivemos uma reformula??o no programa da primeira disciplina de f?sica do Curso de Tecn?logos em Ger?ncia de Obras de Edifica??es, do Cefet/PB, fundamentada e implementada nos seguintes referentes: ementa da disciplina, metodologia trabalhada, implementa??o e an?lise. Trata-se de um processo din?mico, que re?ne e enfatiza ensino, aprendizagem, tecnologia, informa??o, criatividade, compet?ncias e habilidades, em um processo construtivista e, como conseq??ncia, tendo propiciado envolvimento institucional

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-11-12T12:12:57Z No. of bitstreams: 2 Dissertação - Luciane Nunes Ribeiro - 2018.pdf: 1973828 bytes, checksum: b219699558677772c9abb1ebe0b5d42f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-12T13:10:00Z (GMT) No. of bitstreams: 2 Dissertação - Luciane Nunes Ribeiro - 2018.pdf: 1973828 bytes, checksum: b219699558677772c9abb1ebe0b5d42f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-11-12T13:10:00Z (GMT). No. of bitstreams: 2 Dissertação - Luciane Nunes Ribeiro - 2018.pdf: 1973828 bytes, checksum: b219699558677772c9abb1ebe0b5d42f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-09-20 / This research analyzes the constitution's movements of the University in Europe and in Brazil; the creation of Mathematics’ first course in Brazil; the constitution of the contents which make up the Linear Algebra discipline syllabus and, finally, its current discipline syllabus in the presential courses in Mathematics Degree of the Brazilian Federal Universities. The purpose of the mentioned analysis is to answer the following research question: how did occur the contents' constitution that compose the syllabus of Linear Algebra in Mathematics degrees of Brazilian Federal Universities? In order to reach this objective, the bibliographical and documentary study were used as methodology, especially classical, history and yearbooks, legislation and the syllabus. The theoretical reference is based on Historical-Cultural Theory assumptions, which is scientific, but also political (MOURA, 2017; VYGOTSKI, 1995; CEDRO, 2008; OLIVEIRA, 2002; ZANELLA, 2007), through the study of logical- historical movement – defended by Kopnin, 1978; Sousa, Panossian, Cedro, 2014; Sousa, 2004; Fazenda, 2000 – of Algebra Linear discipline constitution, according to Pires, 2006; Dorier, 2000, Silva, 2003; Moore, 1995. It was necessary to understand the reasons of its inclusion in the university context and its contribution to the professional formation of Mathematics teacher, according to Bastos (1980; 2006), Boyer (1974), Cavalari (2012), Celestino (2000), Garding (1981), Kopnin (1978), Caraça (1959), Ríbnikov (1987), Tubino (1984), Kleiner (2007), among others. It was analyzed 55 Federal Brazilian Universities that offer presential course of Degree in Mathematics. As categories of analysis were stablished the content of syllabus, the workload and the basic bibliographic reference of compulsory discipline of Linear Algebra of these institutions. As more relevant conclusions, it was observed that Linear Algebra began to be developed and taught in Universities to solve practical problems of diverse intellectuals of engineering and exact sciences, and that the transfer of its indexes in an unrelated way may contribute to the difficulties in teaching and learning process present in this discipline. / Matemática das Universidades Federais Brasileiras. O objetivo dessa análise é o de responder à seguinte questão de pesquisa: como se deu a constituição dos conteúdos que compõem a ementa da disciplina de Álgebra Linear nos cursos de Licenciatura em Matemática das Universidades Federais Brasileiras? Para atingir o objetivo, utilizou-se como metodologia o estudo bibliográfico e documental, mormente de obras clássicas, livros de história, anuários, legislação e ementas. O referencial teórico é pautado nos pressupostos da Teoria Histórico-Cultural, que se constitui científica, mas também política (MOURA, 2017; VYGOTSKI, 1995; CEDRO, 2008; OLIVEIRA, 2002; ZANELLA, 2007), mediante o estudo do movimento lógico-histórico – apregoado por Kopnin, 1978; Sousa, Panossian, Cedro, 2014; Sousa, 2004; Fazenda, 2000 – de constituição da disciplina de Álgebra Linear (PIRES, 2006; DORIER, 2000, SILVA, 2003; MOORE, 1995). Fez-se necessário compreender o que motivou a sua inserção no contexto universitário e qual a sua contribuição para a formação do professor de Matemática, com base em Bastos (1980; 2006), Boyer (1974), Cavalari (2012), Celestino (2000), Garding (1981), Kopnin (1978), Caraça (1959), Ríbnikov (1987), Tubino (1984), Kleiner (2007), entre outros. Foram analisadas 55 Universidades Federais Brasileiras que oferecem o curso presencial de Licenciatura em Matemática. Estabeleceram-se como categorias de análise os conteúdos das ementas, a carga horária e a referência bibliográfica básica da disciplina obrigatória de Álgebra Linear oferecida nestas instituições. Como principais conclusões, observou-se que a disciplina de Álgebra Linear começou a ser desenvolvida e ensinada nas Universidades para resolver problemas práticos de diversos intelectuais das engenharias e ciências correlatas, e que o repasse de seus conteúdos de forma desvinculada pode contribuir para as dificuldades do processo de ensino e aprendizagem presentes nessa disciplina.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O trabalho insere-se no complexo debate das repercussÃes das transformaÃÃes econÃmicas das Ãltimas dÃcadas â que motivaram o desenvolvimento e a aplicaÃÃo de vÃrias tecnologias aos processos produtivos industriais fazendo surgir novas formas de organizaÃÃo e gestÃo dos processos de trabalho â, sobre as diretrizes educacionais implementadas desde a dÃcada de 1990, realizadas com o objetivo de adequar a formaÃÃo de mÃo-de-obra qualificada Ãs necessidades requeridas por essa realidade. Apresenta-se o debate nacional e internacional acerca das transformaÃÃes no mundo do trabalho. Analisam-se as repercussÃes do avanÃo cientÃfico e tecnolÃgico sobre os cursos de formaÃÃo profissional, alÃm das prescriÃÃes legais da educaÃÃo profissional para a formaÃÃo. E por fim, discutem-se as concepÃÃes de formaÃÃo profissional de nÃvel tÃcnico, tomando-se como campo especÃfico de anÃlise a Unidade Operacional Prof Raimundo Franco Teixeira, do Departamento Regional do SENAI/MA e, neste, o Curso de EletroeletrÃnica. Partindo da hipÃtese de que os interesses entre capital e trabalho sÃo essencialmente antagÃnicos, busca-se compreender a visÃo linear e determinista das concepÃÃes dirigidas à formaÃÃo do trabalhador que privilegiam o desenvolvimento das capacidades humanas para efeito do atendimento dos requerimentos do capital. Para elucidaÃÃo da hipÃtese levantada, examina-se o modelo de formaÃÃo adotado pelo SENAI-MA, tendo por referÃncia o conjunto de orientaÃÃes contidas na LDB 9394/1996, bem como o impacto, o significado e as articulaÃÃes na disputa ideolÃgica presente na EducaÃÃo Profissional na atualidade. Retoma-se o processo de constituiÃÃo do discurso empresarial no que se refere à educaÃÃo do trabalhador, priorizando-se a anÃlise dos documentos mais recentes da entidade representativa dos empresÃrios / This word is parto f the complex debate over the worldwide econÃmicas transformacion that have been taking place in the recent decades, which gave reason to the developement and application to production, of various technologies that alongside the new organizacional patterns and the management of work procedures, led to educational reformations desd on the decad the 1990, that animed to adjust societyâs educational system, so it would generate skilled workforce for the new reality. The assumptions that guide the usual technical education have been extensively analyzed. We focused on the Prof. Raimundo Franco Teixeira Operacional Unit, out of the Departament of SENAI/MA, and more specifically the Eletronics Thechnnician Training Departament. The actualization of such study involved students, tecnhnical supervisors, experts in education, assistants, the manager of such unit being studient, and Human Resources experts from the companies in which apprenticeship was taking place. We began by assuming that capitalism and the workforceâs goals are mutually antagnistic. We animed to understand the deterministic linear view that are projected upon workforce training, which priorize catering to production needs and human development in order to fulfill the capitalistic demands. To test our hypothesis,, we analyzed the current workforce training model, and we used the LDB 9.394/1996 guidelines, the impact, the meaning and the implications of the ideological struggeles that occur in todayâs workforce training. We analizad the managers view of the workersâ education by studing recent douments belonings to the entrepreneurial associations and that led us to characterize their view as utilitarian once their ideal concept of techinical professional training is ono of exclusively tailored to cater to the demands of the market. Under this same light, we analysed the sylabuses of booth the educational Unit and the Electronics Technician Training Course. Both became the core o four analysis, in wrich we aimed to idendify their training standards and current priorities. We also strived to identify the challenges that inevitably beflall on schools that adopt such standards and priorities. The study confirmed our initial hypotesis that the limitations and anaccuracies inherent to the ongoning training model repeat past pratices uhich then and today, prevent meaningful breakthroughs in techinical training

Made available in DSpace on 2014-08-20T13:48:04Z (GMT). No. of bitstreams: 1 Leila Cristiane Pinto Finoqueto_Tese.pdf: 1518187 bytes, checksum: 24b07f5023e11e3c34d4b61851780c99 (MD5) Previous issue date: 2013-01-29 / This study dealt with the impact caused by the latest syllabus reform in the Physical Education course (both in the Teaching and the Bachelor s Degrees) on the constitution of Physical Educators identities. The main objective of the research was to understand whether these changes were appropriate and how they affected the syllabus and College students identities. Post-structuralist studies, mainly Foucauldian ones, were taken as references to work on concepts such as discourse, discursive practices and power-knowledge. The use of Stephen Ball s Policy Cycle Approach made the analyses address a view on educational and syllabus policies which could be understood as the result of constant conflicts in different contexts that interpenetrate and relate to each other to yield global-local effects. The investigation was carried out by discourse analyses of: official texts in educational reform that aims at students pursuing teaching and bachelor s degrees in Physical Education; the faculty involved in the development of a political text in the country; and the faculty who focused on the re-contextualization of official norms in the local context of political production and of seniors who graduated at ESEF/UFPel in 2010. In this study, I have defended that the Syllabus Reform which was carried out in 2004 in Physical Education courses (CNE/CES Resolution no. 07/2004) potentized the discourse of distinction between both degrees. Thus, effective possibilities of thinking about the development and the constitution of distinct identities were created and consolidated. Even so, these identities were embedded in common discursive practices which showed performativity and managerialism as political technologies in the (self)development process. Besides, I have pointed out the weight of tradition which fits official norms without abandoning old pedagogical practices that ESEF/UFPel professors consider creative and adequate to the development processes of professionals in Physical Education. Finally, the work market is seen as an indicator and the end of professional development as well as the consolidation of studies which look at Physical Education from a biological perspective in terms of physical activity, performance and health. / Este estudo tratou dos impactos das recentes reformas nos currículos de Licenciatura e de Bacharelado em Educação Física na constituição de identidades dos profissionais de Educação Física. O objetivo central da pesquisa foi compreender de que maneira a reforma educacional foi apropriada e que efeitos resultaram nos currículos e na identidade profissional dos/as acadêmicos/as. Tomou-se como referência estudos pós-estruturalistas, especialmente os estudos foucaultianos no trato de conceitos como discurso, práticas discursivas e poder-saber. A utilização da Abordagem do Ciclo de Políticas de Stephen Ball permitiu que as análises empreendidas reposicionassem a visão sobre políticas educacionais e curriculares, compreendendo-as como resultado de constantes conflitos que ocorrem em diferentes contextos que se interpenetram, se relacionam, produzindo efeitos globais-locais. A investigação empreendida foi efetivada mediante a análise dos discursos: dos textos oficiais, relacionados às reformas educacionais para a formação de professores e de bacharéis em Educação Física; de docentes envolvidos com a produção do texto político na esfera federal; de docentes empenhados na recontextualização das normativas oficiais no contexto local de produção da política e de acadêmicos/as, formandos/as de 2010 da ESEF/UFPel. Defendi neste estudo que a instituição da Reforma Curricular do ano de 2004, Diretrizes Curriculares Nacionais para os curso de graduação em Educação Física (Resolução CNE/CES n.07/2004) potencializou o discurso da distinção entre as formações, criando e consolidando possibilidades efetivas de pensar a formação e a constituição de identidades distintas, ainda assim, identidades perpassadas por práticas discursivas comuns que denotam a performatividade e o gerencialismo como tecnologias políticas no processo (auto)formativo; a força da tradição que se ajusta às normatizações oficiais sem abandonar antigas práticas pedagógicas que docentes da ESEF/UFPel consideram criativas para a formação dos profissionais de Educação Física; o mercado de trabalho como balizador e fim da formação profissional e a consolidação de estudos que perspectivam a Educação Física sob o viés biológico, sob o enfoque da atividade física, do desempenho e da saúde.

This study aims to outline, describe, and analyse, using interviews, phenomenology and Marxism, the manner in which EFL teachers in Sweden have experienced the methodological impacts and the ideological implications of the 2011 syllabus reforms. By means of phenomenological reduction, this study aims to accurately represent the life-world of the Swedish EFL professional. Doing so yields insight into the connections between ideology, syllabi, teaching methodologies, and the manner in which these are experienced. The study is based on a text analysis of the 2011 syllabus grounded in Marxist philosophy and four interviews with teachers active in southern Sweden. The design of the interviews was drawn from the phenomenological approach, meaning that the teachers were asked to describe and conceptualise freely. In this manner the phenomena will occur as they are, enabling the researcher to describe without intruding, and extrapolate without interrupting. The interviews revealed the syllabus to be a document with which EFL professionals have little quarrel. Its communicative approach was well-received by the teachers, but by no means overwhelmingly revolutionary. Its openness and interpretative aspects were positive and negative, as it created both freedoms and risks in terms of content and assessment. In ideological terms, the syllabus represented a skill-value relation, where skills and knowledge are subject to criteria of usefulness and marketability within the learners’ future work life.

English is the most widespread language in our society and is realised and represented through language teachers in classrooms all over the world. The content of the subject is concretised through a document called syllabus. As all other languages, English consists of language rules which we call grammar, however, in the Swedish syllabus for English as a second language in upper secondary school, there are no directives that requests or specify grammatical competence for the students. This study aimed to establish an indication of how the notion of grammar is realised into the process of learning English as a foreign language by interview teachers. The study found that teachers in general are more fond of inductive methods when it comes to incorporate grammar during English classes, however, there were numerous suggestions among the teachers that a mixture between inductive and deductive should be present during EFL context. Students previous knowledge and conditions did affect teachers choice of approach in terms of how they apply and teach grammatical aspects.