Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-07T18:55:17Z No. of bitstreams: 1 Arnaldo Leôncio Dutra da Silva.pdf: 908033 bytes, checksum: b192a2b33c7aed0a5a8842fecf872e5f (MD5) / Made available in DSpace on 2015-07-07T18:55:17Z (GMT). No. of bitstreams: 1 Arnaldo Leôncio Dutra da Silva.pdf: 908033 bytes, checksum: b192a2b33c7aed0a5a8842fecf872e5f (MD5) Previous issue date: 2013-01-31 / Nenhuma / Esta pesquisa teve como lócus o Instituto Federal de Educação, Ciência e Tecnologia do Piauí - IFPI Campus Teresina Central e visa analisar que significados os professores da instituição atribuem à implementação do Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade da Educação de Jovens e Adultos - PROEJA. Assim, a partir das representações coletivas dos docentes sobre o referido Programa, pretende-se compreender a dimensão que o mesmo tem alcançado como política pública na visão dos docentes, pois, a forma como os professores se envolveram e perceberam a proposta do PROEJA está intimamente ligado ao sucesso ou não dos cursos ofertados pelo IFPI. Neste estudo, as representações foram entendidas a partir de Roger Chartier "como classificações e divisões que organizam a apreensão do mundo social enquanto categorias de percepção do real, do poder e da dominação que se encontram emaranhados". Desse modo, as representações do mundo social são determinadas pelos interesses dos grupos que as forjam. A metodologia empregada neste estudo qualitativo foi a entrevista compreensiva que postula não somente a realização de perguntas necessárias a pesquisa, mas proporciona liberdade a novos questionamentos não previstos pelo pesquisador no intuito de entender e estabelecer uma relação entre os relatos dos professores e a implementação do PROEJA como política pública educacional. A análise dos dados foi inspirada em Michel Foucault no sentido de compreender as formas pelas quais os poderes se ligam a determinados discursos, a fim de produzir efeitos de verdade. A pesquisa possibilitou o entendimento de que os docentes são enredados e criados pelo seu próprio discurso os quais resignificam e vinculam em um processo recursivo. Nesse sentido, verificou-se através da pesquisa que as representações coletivas dos professores sobre as dificuldades e complexidades vividas por eles estão ancoradas, principalmente, na forma em que o Programa foi implantado. De fato, em meio a muitas resistências e dificuldades reais em incluir alunos há muito tempo afastado da escola e com experiências escolares tão negativas, a implementação do PROEJA no Campus Teresina Central, apesar da adesão de alguns, ainda não se concretizou efetivamente. / This research was done at the Central Campus of the Federal Institute of Education, Science and Technology of Piauí in Teresina and aims to analyze the meanings that teachers attach to the institution's implementation of the National Program for the Integration of Vocational Education in Basic Education in the form of Education to youth and Adults - PROEJA. Thus, from the collective representations of teachers on this Program, it aims to understand the extent that it has achieved as a public policy in the view of teachers, therefore, how the teachers got involved and realized the proposed PROEJA is closely linked to the success or not of the courses offered by the IFPI. In this study, the representations were understood from Roger Chartier “as classifications and divisions that organize the seizure of the social world as categories of perception of the reality, power and domination that are entangled." Thus, the representations of the social world are determined by the interests of groups that forge them. The methodology of this qualitative study was the comprehensive interview that posits not only the conduct of the research questions required , but gives freedom to new questions unanticipated by the researcher in order to understand and establish a relationship between the accounts of teachers and the implementation of PROEJA as public education policy . Data analysis was inspired by Michel Foucault in order to understand the ways in which the powers bind to certain discourses in order to produce real effects. The research enabled the understanding that teachers are caught and raised by his own speech which reframe and binding in a recursive process. In this sense, it has been found through research that the collective representations of teachers about the difficulties and complexities experienced by them are anchored primarily in the way the program was implemented. Indeed, among many resistances and real difficulties in including students much time away from school and as negative school experiences, the implementation of PROEJA at the Central Campus in Teresina, despite adherence of some teachers, has not materialized effectively.

Made available in DSpace on 2016-04-25T20:19:59Z (GMT). No. of bitstreams: 1 Vania Cristina Machado Barata.pdf: 795268 bytes, checksum: 4f9f3119036a0b8b1d7c4e8d18d32bcd (MD5) Previous issue date: 2010-11-12 / This study aims to know the present representations of the engineering courses of the Federal Center of Technological Education of Minas Gerais (CEFET-MG), situated in Belo Horizonte. It focuses on the school drop-out and seeks to identify the factors which have caused it as well as the reasons why the students, after passing the entrance exams, give up studying there. The research focuses on three courses: Electrical Engineering, Mechanical Engineering and Civil Production Engineering. Our hypothesis is that, in the social imaginary, CEFET-MG has not reached legitimacy as an institution of undergraduate education yet. For this purpose, the historical origin of CEFET-MG is reviewed and there is a debate about the undergraduate education in the context of the Brazilian reality. The central focus of the research is based on the concept of social representation , mainly the theory of Pierre Bourdieu, among others. The qualitative methodology is used, and the semi-structured interview is the main source to the knowledge of the problem studied / O presente trabalho tem como objetivo conhecer representações sobre os cursos de engenharia, na atualidade, do Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG), situado em Belo Horizonte, com foco no fenômeno da evasão. Procura-se identificar os fatores que suscitaram essa ocorrência e as razões que levam alunos, aprovados no vestibular, a desistirem das vagas dos cursos da referida Instituição. O recorte que circunscreve a pesquisa está direcionado para três cursos: Engenharia Elétrica, Engenharia Mecânica e Engenharia de Produção Civil. Nossa hipótese é que, no imaginário social, o CEFET-MG ainda não alcançou uma legitimidade enquanto instituição de ensino superior. Para tal fim, percorre-se a origem histórica do CEFET-MG e um debate sobre o ensino superior no contexto da realidade brasileira. O eixo central da pesquisa se baseia no conceito de representação social , principalmente, da teoria de Pierre Bourdieu, entre outros autores. Utiliza-se a metodologia qualitativa apoiando-se na entrevista semi-estruturada como fonte principal de acesso ao conhecimento da problemática estudada

Made available in DSpace on 2016-04-26T14:52:50Z (GMT). No. of bitstreams: 1 Vania Cristina Machado Barata.pdf: 795268 bytes, checksum: 4f9f3119036a0b8b1d7c4e8d18d32bcd (MD5) Previous issue date: 2010-11-12 / This study aims to know the present representations of the engineering courses of the Federal Center of Technological Education of Minas Gerais (CEFET-MG), situated in Belo Horizonte. It focuses on the school drop-out and seeks to identify the factors which have caused it as well as the reasons why the students, after passing the entrance exams, give up studying there. The research focuses on three courses: Electrical Engineering, Mechanical Engineering and Civil Production Engineering. Our hypothesis is that, in the social imaginary, CEFET-MG has not reached legitimacy as an institution of undergraduate education yet. For this purpose, the historical origin of CEFET-MG is reviewed and there is a debate about the undergraduate education in the context of the Brazilian reality. The central focus of the research is based on the concept of social representation , mainly the theory of Pierre Bourdieu, among others. The qualitative methodology is used, and the semi-structured interview is the main source to the knowledge of the problem studied / O presente trabalho tem como objetivo conhecer representações sobre os cursos de engenharia, na atualidade, do Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG), situado em Belo Horizonte, com foco no fenômeno da evasão. Procura-se identificar os fatores que suscitaram essa ocorrência e as razões que levam alunos, aprovados no vestibular, a desistirem das vagas dos cursos da referida Instituição. O recorte que circunscreve a pesquisa está direcionado para três cursos: Engenharia Elétrica, Engenharia Mecânica e Engenharia de Produção Civil. Nossa hipótese é que, no imaginário social, o CEFET-MG ainda não alcançou uma legitimidade enquanto instituição de ensino superior. Para tal fim, percorre-se a origem histórica do CEFET-MG e um debate sobre o ensino superior no contexto da realidade brasileira. O eixo central da pesquisa se baseia no conceito de representação social , principalmente, da teoria de Pierre Bourdieu, entre outros autores. Utiliza-se a metodologia qualitativa apoiando-se na entrevista semi-estruturada como fonte principal de acesso ao conhecimento da problemática estudada

A presente tese aborda o tema juventude, ensino profissionalizante e trabalho no Brasil Contemporâneo. Tem como objeto de estudos a relação dos processos socialização de jovens do ensino técnico da Rede Federal de Educação Profissional e Tecnológica com as tramas disposicionais que caracterizam suas projeções sobre um percurso de estudos e de profissionalização. Sustentada numa perspectiva teórico-metodológica da sociologia disposicional de Bernard Lahire, o estudo visa compreender como as variações e tensões disposicionais destes atores são geradoras e propulsoras de suas perspectivas, receios e indefinições quanto a uma trajetória de estudos, qualificação e trabalho a ser constituída. O argumento é que tais conflitualidades resultam da variação de disposições sociais constituída simultaneamente pela (i) socialização de modelos e lógicas de integração socioeconômica de jovens do meio popular ocorridas no contexto da modernização fordista vivenciadas pelas gerações que os antecederam e (ii) pela experimentação de formas de integração, mobilidade e estilo de vida emergentes na contemporaneidade, onde se desenvolvem uma nova condição juvenil com oportunidades ainda não estabelecidas plenamente, principalmente para estes jovens dos estratos populares, no contexto do capitalismo global e flexível. A partir de análise de dados obtidos em entrevistas de longa duração com os estudantes, com o aporte de dados estatísticos obtidos em fontes secundárias, os resultados desta investigação trazem a tona uma interpretação sociológica das perspectivas futuras e conflitualidades vivenciadas por estes atores, que procura problematizar e complementar outras abordagens sobre os receios e incertezas juvenis no campo da educação e do trabalho. As conflitualidades dos atores pesquisados, expressas nas suas projeções de um percurso de estudos e de profissionalização, demonstraram-se resultantes, principalmente, da transição e da sobreposição de configurações históricas da relação entre educação profissional, trabalho e ciclo de vida juvenil presentes em seus universos de socialização. Esta trama constituiria variações disposicionais tensionadas entre “escolhas” e “(in)definições” que poderiam, na percepção desses jovens, limitar ou ampliar seus rumos profissionais e estilos de vida. / This thesis deals with youth issues, vocacional education and work in Contemporary Brazil. Its object of study is the relationship of socialization processes of young students of technical education at the Rede Federal de Educação Profissional e Tecnológica to the dispositional plots that characterize their projections on their trajectory of study and professional training. This study, supported by a theoretical and methodological perspective of dispositional sociology by Bernard Lahire, aims to understand how dispositional variations and tensions of these actors are generators and propellants of their perspectives, fears and uncertainties in relation to their trajectory of study, qualification and work to be incurred. The argument is that such conflictualities result of variation of social dispositions composed simultaneously by (i) the socialization models and logics of socio-economic integration of young people from popular strata occurred in the context of the fordist modernization experienced by past generations and (ii) the experimentation of forms of integration, mobility and lifestyle emerging in contemporaneity, where is developed a new youth condition with opportunities not yet fully established, especially for these young people from the popular strata in the context of global and flexible capitalism. From the analysis of data obtained in long interviews with students, and by statistical data input obtained from secondary sources, the results of this research evidence a sociological interpretation of future prospects and conflictualities experienced by these actors, looking to problematize and to complement other approaches on the fears and uncertainties of youth in education and work. The conflictualities of respondents actors, expressed in their projections of a trajectory of study and professionalization, are resulting mainly from the transition and the overlapping of historical configurations of the relationship between professional education, work and life cycle of youth present in their universes of socialization. This plot would compose dispositional variations tensioned between "choice" and "(in)definitions" that could, in the perception of these young people, limit or expand their professional trajectory and lifestyles.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-09-12T16:49:34Z No. of bitstreams: 1 2011- Manoel Batista Grifo Cabral.pdf: 2116057 bytes, checksum: 0cb1f154d8dd97fcc16aff0de8262b09 (MD5) / Made available in DSpace on 2016-09-12T16:49:34Z (GMT). No. of bitstreams: 1 2011- Manoel Batista Grifo Cabral.pdf: 2116057 bytes, checksum: 0cb1f154d8dd97fcc16aff0de8262b09 (MD5) Previous issue date: 2011-05-19 / This research was done in the Campus of Alegre, Federal Institute of Education, Science and Technology of the State of Espirito Santo. We evaluated the learning by the use of Project Pedagogy. The theme used was the production of lettuce on alternative substrates, commonly used in horticulture regional, developed with students the first year of the course Farming Technician integrated into the school. The development took place in a theoretical and practical involvement with interdisciplinary teaching and administrative servers, covering the bases transverse to the problem. All production steps were planned, implemented and evaluated with the students. The learning evaluation was performed with the use of structured questionnaires distributed temporally. Were characterized in the teaching-learning gains of students observed the results of the evaluations, demonstrating the feasibility of pedagogy in the use of project learning environment. The substrate of improved performance was prepared by the students, and even better that the commercial use in the region. / Esta pesquisa foi realizada no Campus de Alegre, do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Estado do Esp?rito Santo. Avaliou-se a aprendizagem pela utiliza??o da Pedagogia de Projetos. A tem?tica empregada foi a produ??o de mudas de alface em substratos alternativos, comumente empregados na olericultura regional, desenvolvida com alunos do primeiro ano do Curso T?cnico em Agropecu?ria integrado ao ensino m?dio. O desenvolvimento se deu de forma te?rico-pr?tico com a participa??o interdisciplinar de servidores docentes e administrativos, cobrindo as bases transversais ? problem?tica. Todas as etapas da produ??o foram planejadas, executadas e avaliadas com os discentes. A avalia??o da aprendizagem foi realizada com o emprego de question?rios estruturados temporalmente distribu?dos. Ficaram caracterizados no processo de ensino-aprendizagem ganhos significativos dos discentes, observados nos resultados das avalia??es realizadas, evidenciando a viabilidade na utiliza??o da pedagogia de projeto no ambiente de estudo. O substrato de melhor desempenho foi o elaborado pelos alunos, sendo melhor inclusive que o comercial utilizado na regi?o

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-21T17:32:56Z No. of bitstreams: 1 2016 - Luziray Barbosa Gra?a.pdf: 2757117 bytes, checksum: 08740a232f56f689a76ce5383647386f (MD5) / Made available in DSpace on 2018-09-21T17:32:56Z (GMT). No. of bitstreams: 1 2016 - Luziray Barbosa Gra?a.pdf: 2757117 bytes, checksum: 08740a232f56f689a76ce5383647386f (MD5) Previous issue date: 2016-06-28 / This dissertation is the result of a survey conducted in the city of Tabatinga, interior of the State of Amazonas, located in the triple border Brazil, Colombia and Peru. If addressed, in principle, consistent information to the border region, highlighting the educational, political, economic and social relations between the countries. In addition, the study highlighted the implementation of the Federal Institutes, created by Law 11.892/08, and the operation since its installation in the city of Tabatinga. Its general objective is to understand the perception of the school community about the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas (IFAM) - campus Tabatinga, weaving an analysis guided the views of internal and external students at the Institute. At first, the focus of the work focused on the presentation of the IFAM campus Tabatinga to tabatinguense school community, considering the offer of vocational technical education to the population. In the second phase, the research highlighted the perception of the school community about the training at the Federal Institute, established in the municipality. The proposal was developed through an exploratory research, with qualitative and quantitative approaches, and using the literature research, document and case study. As data collection instruments were used participant observation and questionnaires. So with the analysis of the study, we believe that the reality experienced by the school community of Tabatinga, and the prospects of these students make up aspects that enable discussion and planning strategies capable of enhancing positive actions for the educational development process, also remedying the obstacles that hinder local growth, guiding the defining issues of the direction of the institution and the region. / A presente disserta??o ? resultado de uma pesquisa realizada no ?mbito do munic?pio de Tabatinga, interior do estado do Amazonas, localizado na tr?plice fronteira Brasil, Col?mbia e Peru. Abordou-se, a princ?pio, informa??es relativas ? regi?o fronteiri?a, destacando as rela??es educacionais, pol?ticas, econ?micas e sociais entre os pa?ses. Al?m disso, o estudo ressaltou a implanta??o dos Institutos Federais, criados atrav?s da Lei 11.892/08, e a atua??o do IFAM desde sua instala??o na cidade de Tabatinga. Teve como objetivo geral a compreens?o da percep??o da comunidade escolar sobre o Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Amazonas (IFAM) campus Tabatinga, tecendo uma an?lise pautada nas vis?es de alunos internos e externos ao Instituto. No primeiro momento, o foco do trabalho concentrou-se na apresenta??o do IFAM campus Tabatinga ? comunidade escolar tabatinguense, considerando a oferta da educa??o t?cnica profissional ? popula??o. No segundo momento, a pesquisa destacou a percep??o da comunidade escolar quanto ? forma??o no Instituto Federal, implantado no munic?pio. A proposta foi desenvolvida atrav?s de uma pesquisa explorat?ria com abordagens qualitativa e quantitativa, utilizando-se a investiga??o bibliogr?fica, documental e o estudo de caso. Como instrumentos de coleta de dados foram empregados a observa??o participante e o uso de question?rios. Assim, atrav?s da an?lise do estudo, considerou-se que a realidade vivenciada pela comunidade escolar de Tabatinga, bem como as perspectivas desses estudantes, comp?e aspectos que possibilitam a discuss?o e o planejamento de estrat?gias capazes de intensificar a??es positivas em prol do processo de evolu??o educacional, sanando tamb?m os entraves que dificultam o crescimento local, norteando as quest?es definidoras dos rumos da institui??o e da regi?o.

The thesis focuses on technical monuments of the region Jindřichohradecko and their application in teaching at primary schools. The theoretical part characterizes technical monuments, their standard classification and protection in the Czech Republic. The next part deals with technical education, technical literacy and its status at primary schools. It is followed by a description of The Framework Educational Programme for Basic Education in the area Humans and Their World and Humans and the World of Work. This part focuses on the process of education, teaching, learning, the structure of education, educational methods, organizational forms and didactic means. There are presented excursions, their phases and subsequent application in teaching. The practical part of the thesis presents educational topics excursions, they are equipped with aids and verified in teaching at primary schools. The appendix contains work sheets, maps and photographs. It also includes a short video.

The purpose of this quantitative study was to examine whether differences in student course outcomes as defined by final course grades existed between three content delivery methods in career and technical education courses: Traditional (face to face), hybrid, and online. Final course grades in career and technical education courses at one community college for the Fall 2011 through the Fall 2015 semesters were used in this study to compare the success of students in courses employing the three content delivery methods. The outcomes for male and female students and the outcomes for traditional and nontraditional students in career and technical education programs were compared as well. The method of delivery was found to have an impact. Withdrawal rates for career and technical education courses were also impacted by course delivery method. Seven research questions were included in this study, and the data was analyzed using one-sample chi-square tests for the seven research questions in the study. Results indicated that students had significantly higher student learning outcomes in traditional courses in career and technical education programs than in either hybrid or online courses. Withdrawal rates were higher for hybrid and online courses than traditional courses. Student gender and age were related to student final course outcomes with both male and female students more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Traditional age and nontraditional age students were also more likely to earn transferable final course grades in traditional courses than in hybrid or online courses. Nontraditional age students were significantly more likely than traditional age students to earn a transferable final course grade regardless of delivery method. Overall findings suggest that delivery method may impact student outcomes in career and technical education courses. The study is significant in that it provides insight into specific differences in student outcomes by the three different delivery methods currently used in higher education and may be used for comparison with other institutions’ student outcomes.

The state of education in the United States faces many challenges in preparing students for the workforce and postsecondary education. These challenges are heightened at the postsecondary level for schools of nursing. The current shortage of nurses will continue to rise if recruitment and retention strategies are not employed. The purpose of this qualitative hermeneutic phenomenological study was to understand and explore the experiences of former health science program students enrolled in nursing school. Research questions focused on the experience of career and technical education (CTE), motives and perceived benefits of CTE, nursing experience, career choice, and academic interests. The theoretical framework for this study was based on Lent, Brown, and Hackett's social cognitive career theory. Data were collected through semistructured face-to-face interviews with 6 associate and bachelor degree nursing students in South Carolina that completed CTE health science courses in high school. Data were manually coded and analyzed. The findings of the study indicated that CTE health science program experiences were positive and provided early college preparation and career opportunities. Furthermore, findings indicated that collaborative efforts between secondary, postsecondary, and nursing stakeholders are needed. This study has implications for positive social change by providing information to stakeholders in education about CTE, bridge programs, and secondary-postsecondary partnerships that may lead to a solution for the shortage of nurses.

The probe method (PM) is a learning model that equips students with essential learning strategies and skills so they can be successful and competitive in a highly diverse technological global workforce. Although research indicates this learning model was successful at the elementary school level with improving students' motivation to learn, their critical thinking skills, and their ability to solve complex problems, little research has examined the impact of this method at the high school level for students who participated in a career and technical education (CTE) program. The purpose of this qualitative case study was to fill a gap in knowledge about the role and function of the PM on high school students' motivation to learn and their critical thinking skills in a CTE program. Guided by the conceptual framework of constructivism, data were collected through surveys, reflective journals, interviews with 17 students, and a teacher interview. Data were analyzed through descriptive and content analysis using open coding to determine what active learning was taking place, whether authentic project-based and problem-based learning strategies were implemented, and what 21st century workforce skills were being taught. Findings indicated that the PM had a positive impact on high school students' motivation to learn and their ability to think critically in a CTE program. This study supports positive social change by providing high school CTE teachers with a valuable learning model that infuses reflective thought, collaboration, communication, problem solving, and critical thinking into the learning process while at the same time motivating students to learn.