Esta dissertação é resultado de um processo que buscou conhecer e discutir as expressões e contribuições do ensino de psicologia no campo das Escolas Técnicas Estaduais de São Paulo (Etecs) tendo como fundamentação teórico-metodológica o Materialismo Histórico Dialético. No primeiro momento, realizou-se levantamento do campo de atuação possível para o licenciado em psicologia nas Etecs, obtendo- se que em número de discentes, diversidade de cursos e porcentagem de Etecs esse campo é amplo. Posteriormente, realizou-se pesquisa de campo em uma Escola Técnica Estadual de São Paulo envolvendo: observação de espaços comuns da escola e aulas de Psicologia Organizacional (curso de técnico em Administração) e Psicologia Social (curso de técnico em Marketing); análise de documentos; conversas informais e entrevista com o docente das disciplinas observadas. O processo de análise partiu das questões construídas durante a pesquisa de campo e as significou a partir da teoria. Foi possível identificar a existência de processos potencialmente alienantes e processos potencialmente emancipatórios no ensino de psicologia, os quais são profundamente condicionados pela histórica subordinação da educação profissional às demandas ideológicas do mercado de trabalho e às condições de trabalho existentes nas Etecs, as quais entre outras questões restringem a autonomia dos docentes e os reduzem a técnicos. Compreendeu-se que há no ensino de psicologia das Etecs predominância dos processos potencialmente alienantes, os quais foram discutidos em termos de: 1) redução dos conhecimentos psicológicos ao uso instrumental; 2) marginalidade do conteúdo; 3) prescrição de formas de ser e agir; e 4) equívocos no ensino de conteúdos. Desvelou-se a existência de brechas que possibilitaram a existência de processos potencialmente emancipatórios, tais como: 1) relações de respeito mútuo; e 2) ensino de conhecimentos histórico-socialmente construídos. A pesquisa permite entrever as potencialidades do ensino de psicologia no campo das Etecs e afirmar a possibilidade deste contribuir para a formação humana emancipada, desde que: a) considere criticamente os condicionantes inerentes a seu próprio campo de conhecimento, atuação e formação de seus professores; e b) busque incessantemente superá-los. Para tal considerou-se como necessárias lutas no sentido da modificação de políticas públicas de educação e transformações na formação inicial e contínua dos professores de psicologia / This dissertation results of a process that aimed to discover and discuss the expressions and contributions of the teaching of psychology in the field of the technical schools of the state of São Paulo (Etecs), having as theoretical and methodological basis the historical and dialectical materialism. At first, the potential field for psychology teachers at the Etecs was surveyed, getting that, in number of students, diversity of courses and percentage of Etecs, this field is wide. Subsequent field research took place in an Etec, including: observation of the common areas of the school and of classes in Organizational Psychology (technical course in Business Administration) and Social Psychology (technical course in Marketing), analysis of documents; informal conversations and interviews with the teacher of the observed subjects. The process of analysis was built upon the issues raised during the field research and sought their meaning in theory. It was possible to identify the existence of potentially alienating processes and potentially emancipatory processes in the teaching of psychology, which are heavily affected by the historical subordination of vocational education to ideological demands of the labor market and by the working conditions existing in the Etecs which, among other issues, restrict the autonomy of teachers and reduce them to technicians. It was understood that there is, in the teaching of psychology in Etecs, prevalence of potentially alienating processes, which were discussed in terms of: 1) reduction of psychological knowledge to instrumental use, 2) marginality of contents, 3) prescription of ways of being and acting; and 4) mistakes in the teaching of contents. Was unveiled the existence of breaches that allowed the existence of potentially emancipatory processes, such as: 1) relations of mutual respect; and 2) teaching of historically and socially constructed knowledge. The research provides a glimpse of the potentialities of the teaching of psychology in the field of the Etecs and allows to affirm the possibility that it contributes to the emancipated human formation, provided that it: a) critically considers the inherent constraints to its own field of knowledge, its work and the formation of its teachers; and b) constantly seeks to overcome them. For this, struggles for the modification of public education policies and for changes in initial and continuing training of psychology teachers are necessary

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-11T14:13:46Z No. of bitstreams: 1 ailamariasilvamagalhaes.pdf: 1372942 bytes, checksum: 10ebb942c8c1f751de5130057ac559fe (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-20T19:48:42Z (GMT) No. of bitstreams: 1 ailamariasilvamagalhaes.pdf: 1372942 bytes, checksum: 10ebb942c8c1f751de5130057ac559fe (MD5) / Made available in DSpace on 2016-06-20T19:48:42Z (GMT). No. of bitstreams: 1 ailamariasilvamagalhaes.pdf: 1372942 bytes, checksum: 10ebb942c8c1f751de5130057ac559fe (MD5) Previous issue date: 2013-10-31 / Esta dissertação expõe os resultados de uma pesquisa que teve como objetivo investigar e analisar o Programa de Educação Profissional Técnica integrado ao Ensino Médio no estado do Ceará, entre os anos de 2008 a 2011 em dez escolas da Rede Estadual de Educação do Estado do Ceará. Trata-se de uma pesquisa de campo, onde se recorre, também, à análise documental e bibliográfica a partir da qual é descrito o panorama da educação profissional de nível médio integrado no referido estado a partir da década de 90 e a rápida expansão da oferta dessa modalidade de ensino no estado a partir do ano de 2008. Também expomos as características gerais das escolas profissionais do estado e seus principais indicadores, os quais são utilizados como base para a análise do desempenho do programa ao final do seu primeiro ciclo. Analisamos, especialmente, aspectos relacionados à organização curricular e suas possibilidades de subsidiar a construção de um projeto educacional comprometido com a formação técnica de nível médio em uma perspectiva cidadã e emancipadora. Por fim, apresentamos um Plano de Ação Educacional (PAE) com ações estratégicas que apontam alternativas aos problemas e dificuldades detectadas durante a realização de pesquisa, para a implementação e desenvolvimento dos procedimentos correspondentes ao programa no âmbito das escolas no sentido de alcançar os objetivos propostos. / This dissertation presents the results of a research that aims to investigate and analyze the Technical Education Program integrated to the middle school in the state of Ceará, developed in ten schools located in small, medium and big cities of the state of Ceará from the year 2008 to 2011 and intends to investigate the existence of risks for the sustainability of the professional schools resulting the courses offered or of the cities where the schools are localized. The research intends to use the legal literature and documentary analysis from which it is described the evolution of the professional middle level education in that state from the nineties. To answer the main question, it will also observe student performance, integration in the labor market and higher education and the general characteristics of the professional schools related to technical support, professionals contracted and aspects of curriculum organization and its possibilities to subsidize the construction of an effective educational project and committed to middle level technical training in a citizen perspective and emancipator. Finally, it is presented an Educational Action Plan (PAE) with strategic actions that suggest alternatives to the problems and difficulties to develop and implement procedures related to the program within schools in order to achieve the proposed objectives.

Orientador: Luci Banks-Leite / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T12:06:01Z (GMT). No. of bitstreams: 1 Kanasiro_AugustoHatiki_M.pdf: 1744545 bytes, checksum: eb3571b34e800262cc8ce2fcb4e7efd5 (MD5) Previous issue date: 2014 / Resumo: Este trabalho problematiza a concepção de "adolescência" e coloca em questão o tratamento desse período como algo natural e universal, sobretudo vinculado aos fatores biológicos. Para tanto, abordaremos outra visão que define "adolescência" como construção histórica e moldada pela cultura ? o que converge nos pressupostos da Teoria Histórico-Cultural e que contraria a ideia da "crise" como definidora da adolescência. A pesquisa consistiu num estudo múltiplo de casos a partir da entrevista de seis estudantes de três escolas técnicas estaduais pertencentes ao Centro Paula Souza, além de uma observação com inspiração etnográfica em uma dessas escolas. Conclui-se que as características e as particularidades da adolescência surgem e se devem às condições concretas de existência dos sujeitos, que estão imersos em um conjunto de circunstâncias e vivências distintas das existentes em outras idades / Abstract: This study discusses the concept of "adolescence" and brings into question the treatment of this period as something natural and universal, above all linked to biological factors. Thereunto, we discuss another view that defines "adolescence" as a historical construction and shaped by culture ¿ which converges on the assumptions of Historical-Cultural Theory and contradicts the idea of "crisis" as main feature of adolescence. The research consists as a multiple case study with interviews of six students from three state technical schools belonging to the Centro Paula Souza, and an observation with ethnographic inspiration in one of these schools. We conclude that the particularities and characteristics of adolescence emerge and result to the concrete conditions of existence of the subject, which are immersed in a set of circumstances and experiences different from other ages / Mestrado / Psicologia Educacional / Mestre em Educação

Orientador: Jorge Megid Neto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T23:46:25Z (GMT). No. of bitstreams: 1 Moreira_Alexandre_M.pdf: 2063437 bytes, checksum: d606f5c3b5f40648a52b9e5c01bbc97e (MD5) Previous issue date: 2012 / Resumo: Ao desempenhar as atividades de docente e de coordenador no Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IF-SC), Campus São José, na área de Telecomunicações, este pesquisador estabeleceu um convívio diário com as dificuldades associadas ao fazer educativo e aos processos de ensino-aprendizagem ali desenvolvidos. Nesse sentido, este estudo se propõe a investigar o processo de formação, de atuação e da prática profissional dos bacharéis-professores (graduados, mas sem curso de Licenciatura) que atuam como docentes na modalidade dos cursos Técnico Integrado de Nível Médio e Pós-Médio no Instituto. O problema de investigação refere-se à seguinte questão: quais são as dificuldades e os desafios teórico-pedagógicos encontrados pelos bacharéis-professores da área de Telecomunicações do IF-SC, Campus São José e quais as ações de superação que eles utilizam para enfrentar ou solucionar essas dificuldades e desafios no processo do seu desenvolvimento profissional? O aporte teórico conta, principalmente, com a contribuição de autores como Tardif, Saviani, Shulman, Gauthier e Pimenta. A pesquisa assume os pressupostos da investigação qualitativa com o uso de questionários e entrevistas semi-estruturadas e uma amostra de onze professores da Instituição. O tratamento dos dados foi feito através de análise de conteúdo. A análise aponta as dificuldades e os desafios dos bacharéis-professores no ensinar e aprender cotidianos de diversas ordens, tais como: o compromisso em assumir disciplinas que não estão relacionadas diretamente com a sua formação face às demandas institucionais; a relação professor-aluno que envolve problemas associados à falta de motivação do aluno e às diferenças individuais de ordem pessoal, cognitiva e sociorrelacional no trabalho e afins; o acompanhamento do avanço dos conhecimentos técnico-científicos e a respectiva contextualização curricular prático-teórica; a falta de oportunidades para trocas de experiências entre docentes e o Suporte Educacional; a limitação para a interatividade reflexiva e contínua no grupo docente durante o ano letivo; a morosidade no tratamento dos processos estruturais para o funcionamento institucional, entre outros. Como ações de superação impetradas pelos bacharéis-professores, a análise sugere que, na sua grande maioria, são atitudes individuais calcadas na própria experiência de vida dos docentes. Entendemos, assim, que os conhecimentos didático-pedagógicos e, por conseguinte, as contribuições advindas da área de Educação, em seu conjunto para o exercício da profissão docente, são minimizadas ou até mesmo desvalorizadas pela maioria dos docentes entrevistados. Concluímos, portanto, que a formação pedagógica inicial e/ou contínua se faz necessária para o desenvolvimento profissional dos professores de Educação Profissional Tecnológica (EPT), na perspectiva de uma formação mais adequada ao desempenho da prática docente e superação de dificuldades e desafios. / Abstract: During my activities as a teacher and coordinator at the Federal Institute of Education, Science and Technology of Santa Catarina, Campus São José, in the Telecommunication Area, I was used to deal with the difficulties of teachers (holders of a bachelor's degree, but devoid of teaching qualification) on their pedagogical involvement-doing in the teaching-learning processes in technical courses. Accordingly, this research aims at investigating the educational process and the bachelor-teachers' professional practices in relation to the Professional Technological Education of high and post-high school integrated courses at the Institute. The investigation problem refers to the following question: what are the difficulties and the theoretical-pedagogical challenges that bachelor-teachers who work in the Telecommunication Area at IF-SC, Campus São José, have to overcome, and what are the actions they are used to come up with in order to find a way of dealing or solving these difficulties and challenges in their professional development process? The theoretical background of this research includes contributions from authors such as Tardif, Saviani, Shulman, Gauthier and Pimenta. This research has a qualitative character, with quizzes and half-structured interviews, which were applied to eleven teachers of the Institute. Data analysis was made through content analysis. The analysis points out several types of everyday bachelor-teachers' difficulties, as well as challenges in their teaching-learning processes, such as: taking responsibility on subjects that are not directly connected to their education degree, due to institutional demands; the teacher-student relationship, which presents problems concerned with the students' lack of motivation, as well as cognitive, social-relational differences at work and so on; monitoring the development of the scientific and technological knowledge and its respective practical-theoretical curricular contextualization; the lack of opportunities for the exchange of experiences between teachers and the Educational Support; the limitation for the reflexive and continuous interactivity in the teachers' group during the school year; delay in the treatment of structural processes for the institutional functioning, and so on. The analysis suggests that most teachers use their personal experiences as a way of overcoming problems in their professional lives. Therefore, we understand that there is a minimization of the didactic-pedagogical knowledge, as well as of the contributions from the Education area to the professional teachers' practices - they were even undervalued by most of the teachers who participated in the interview. Thus, we conclude that the initial and/or continual pedagogical qualification is needful to Professional Technological Education (PTE) teachers' professional development with the purpose of acquiring a straight qualification to their performances, as well as to overcome difficulties and challenges. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

D.Ed. / Please refer to full text to view abstract

M.Ed. (Didactics) / In this study attention is paid to the use of technical college student evaluators of teaching..Specia! attention is focused on certain factors which influence students in their evaluation of the teaching skills of lecturers. The problem addressed, is the vital role played by vocational training in South Africa as a developing country. In the light of the acute shortage of skilled manpOwer, it is essential that vocational training, as practised at technical colleges, should function optiIllally. Lecturers at technical colleges can play an important role in this resPect and what is needed is a willingness on the part of both lecturers and organisations responsible for vocational training, to optimalise effective teaching and the concomitant successful learning by students. The aim of this study centres round an overview of literature regarding methods of teaching evaluation as applied locally and internationally, the identification of the possible influence of certain factors on the evaluation by students and the e,d:ent 1;0 which these factors apply ~o male and female students of different seniority levels at six technical colleges. In the study of relevant Literature , attention is paid to the aim and function of technical colleges. Certain indicators of effective teaching, as well as teaching evaluation are dealt with and special attention is paid to self evaluation, peer evaluation and evaluation by means of objectives. Evaluation of teaching by students is investigated in depth, together with factors which influence students in" their evaluation of teaching, such as humour, sex of student and lecturer, seniority of students, class siZe, enthusiasm and course content. The research group consists of full-time N4, NS and N6 technical and commercial students at six technical colleges on the witwatersrand and in the Pretoria area. The lecturers teaching these students are evaluated by means of a questionnaire.

This dissertation is a contribution to understanding the relationship between schooling and gender inequality. The study explores how gender as a social relation is organized and embedded in the daily experiences of classroom life and in the discourses of people who dwell there. The study deals with how classroom encounters contribute to the reproduction or transformation of gender categories and how students' and teachers' discursive practices build and support patriarchal structures. The study is grounded in critical education theory, feminist theory, and ethnographic research. The specific site for the study is the knowledge area described as the Practical Arts, namely home economics and technical studies. The research is limited to a single Grade 8, coeducational, home economics and technical studies program in an inner-city, multi-ethnic, secondary school in western Canada. Evidence is based on participant observation of classrooms, for one school year, with one group of students as they proceed through a combined home economics and technical studies program. Evidence is also obtained through interviews with students and teachers. The study illustrates how classroom practices support the patriarchal structures of division of labour, violence against women, and sexuality. The study shows how the students' and teachers' discursive practices produce girls and women, and less powerful boys, in subordinate positions and as objects of regulation. As well, students' previous experiences in domestic and technical work, and classroom discourse, produce and support the division of labour. The study shows how the conditions of teachers' work, their authoritarian, product oriented approach, and their powerful, institutional discourses grounded in biological and psychological development and equality of educational opportunity, prevent them from challenging patriarchal structures. Although the study shows how students and teachers are actively engaged in the production rather than the transformation of traditional gender relations, it also shows how patriarchy is incomplete: there were divisions within gender categories and there were many contradictions. The study shows how power relations are not static - they are constantly in process of negotiation, thereby opening possibilities for social change. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.A. / Please refer to full text to view abstract

M.Ed. (Educational Management) / Since 1973 teaching authorities have been compelled to employ artisans due to the shortage of technically trained teachers. This precaution has not been satisfactory because the artisan who has no formal teachers training has now become part of the educational profession. Methods have to be found to provide in-service training for this category of teacher with the view of preparing him for his task as teacher. The headmaster, as manageri all eader, can in thi s case, make use of a tutor-teacher and subject-head. The tutor-teacher must be an experienced and successful teacher , seeing that he has to convey his knowledge and teaching experience to the artisan-teacher. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice, to the artisan-teacher. In the designing of an initial in-service training programme, attention should be given to the practical side of the subject, so that the knowledge acquired can be implemented immediately. Later in the training programme more time can be allocated to the theoretical aspect. The aim of this programme should be to encourage the artisan-teacher to acquire formal teaching qualifications. The school's in-service training programme is only an endeavor to provide the artisan-teacher with sufficient knowledge to teach his subject. The school cannot, in the final instance, replace tertiary institutions in the training of teachers.

This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.