The international and national assessment results indicated that Turkish students&rsquo / conceptual understanding in science and basic inquiry skills are far behind the expected levels. The reason of low achievement could be attributed to many sources such as family background characteristics, students&rsquo / attitudes, and teaching methodologies. The low socioeconomic environment in the school and crowded classrooms are important facts that should be somehow considered by the educational researchers. The way a teacher teaches in a crowded classroom is important to help students&rsquo / understanding of concepts and development of inquiry skills. The present study aimed to propose a methodology that helps teachers to enhance students&rsquo / understanding of concepts and develop inquiry skills in many schools with various socio-economic-status environments and large classrooms. The method proposed could be called as guided (teacher-directed) inquiry to develop concepts, skills, and affective characteristics of the students such as attitudes. This study was conducted with 168 sixth grade public elementary school students in Ankara in 2006-07 academic year. Repeated measures design was used in the study. Intact groups received either traditional or teacher-directed inquiry instructions. The students in both groups were measured with the unit achievement and science process skills tests, and attitudes toward science questionnaire before and after the instructions, and repeatedly after no treatment by a retention or delayed test. It was found that while the guided (teacher-directed) inquiry instruction made a difference on student achievement in the first unit (Reproduction, Development and Growth in Living Things), it could not make a difference on student achievement in the second unit (Force and Motion). The instruction also made a difference on students&rsquo / science process skills test performance and both the composite and individual attitude scores. It is concluded that guided (teacher-directed) inquiry instruction generally helps students&rsquo / understanding of science concepts and results with achievement in science. It helps students&rsquo / development of scientific skills with authentic experiences. Guided (teacher-directed) inquiry instruction also has an effect on students&rsquo / development of positive attitudes toward science and technology course, specifically on self-concept, anxiety, interest, career, enjoyment, and usefulness dimensions.

Orientador: Maria Isabel Castreghini de Freitas / Banca: Fadel David Antonio Tuma Filho / Banca: Andrea Coelho Lastória / Resumo: As mudanças profundas pelas quais vem passando o mundo, neste século, produziu transformações na prática social e no trabalho. O setor educacional não pode ficar alheio a essas mudanças. Observa-se um movimento de inquietação no meio educacional de todo mundo, que vem provocando reformas, buscando sua adequação às novas exigências, especialmente no mundo do trabalho. Este trabalho é um estudo de caráter exploratório descritivo, cujos dados foram coletados a partir da aplicação de questionários aos profissionais dos cursos de Estradas e Geoprocessamento, egressos do IFPI. A análise foi feita de forma quantiqualitativa, a fim de atender aos objetivos da pesquisa. Apresentamos os resultados de uma avaliação do ensino da cartografia no IFPI, nestes cursos, mostrando a inter-relação que deve ter o ensino da Cartografia e o mercado de trabalho. Para o desenvolvimento da pesquisa realizou-se um estudo teórico, a partir das fontes selecionadas e aplicação de questionários junto aos alunos egressos dos cursos citados e já atuando no mercado de trabalho. A partir dos resultados, constatou-se a importância de um maior investimento tecnológico, em especial cartográfico, nas instituições que comportam os profissionais dessas áreas, bem como a formação continuada dos professores e reformulação da estrutura interna dos cursos. Foi possível visualizar também que os cursos de Geoprocessamento e Estradas possuem grandes possibilidades no mercado de trabalho, o que torna ainda mais importante a contribuição dada por este estudo, no sentido de implementar mudanças necessárias no setor educacional, especificamente nos cursos de Estradas e Geoprocessamento do IFPI / Abstract: The profound changes by which the world has experienced in this century has produced changes in social work. The education sector can't remain oblivious to these changes. There is a movement in the educational environment of the whole planet, a major concern that has led to reforms seeking their adaptation to new requirements, especially in the workplace. This paper is an exploratory descriptive study, data were collected from the questionnaires to the professional courses of Technician Roads and Geoprocessamento Technology graduates from IFPI. The analysis was done on a quanti in order to meet the research objectives. We present the results of an evaluation of the teaching of cartography in the IFPI in these courses, showing the interrelationship that must have the teaching of cartography and the labor market. For the development of the research is a theoretical study from selected sources and questionnaires with students and graduates of the courses mentioned already working in the labor market. From the results it was found that the most important is investment in technology, especially cartographic, the institutions that comprise the professionals in these areas as well as ongoing training of teachers and reformulation of the internal structure of the courses. You can also view the courses and Roads GIS have great potential in the labor market. However it is hoped that this study will contribute to improving the feeling of implementing necessary changes in the educational sector, specifically in the courses of roads and Geoprocessamento of IFPI / Mestre

The basic necessities of consumers situated in pre â purchase stage are universal. Nevertheless, exist important cultural diferences in manners through which the consumers behaviour is brought about in the practice. Thus, the study of the consumerÂs behaviour is of total relevance in strategies determinations of marketing in an organization. On that standard, a study was developed which aimed to analyse the variables which interfere on choiceÂs decision from technological superior courses in studentÂs perception of superior private education institution in Fortaleza city. In terms of methodology which fundamented the research can be pointed out that the type of relationship among the variables in this study characterized it as descriptive, while the variables nature, on this research, had qualitative character, in its first fase and quantitative in the second one. It was Adopted the ex-post-facto outlining constituting the IES Ateneu in Fortaleza city the studyÂs aim. The dataÂs collection was acomplished in primary sources (survey) and in secondary resources (bibliographic research). The researchÂs sample was composed by 154 students in superior technological courses. The studyÂs result evidence the fact that, among the factors which most influence the option for technological graduation courses is in the first place the feeÂs price and in the second place its duration. it was also verified that the family and friends are the greatest studentÂs contributors in the moment of students choice for a teaching institution. / As necessidades bÃsicas do consumidor situadas no estÃgio de prÃ-compra sÃo universais. Existem, contudo, diferenÃas culturais importantes nas maneiras pelas quais o comportamento do consumidor se realiza. Sendo assim, o estudo do comportamento do consumidor à de total relevÃncia à determinaÃÃo de estratÃgias de marketing de uma organizaÃÃo. Nesse diapasÃo, desenvolveu-se este estudo que objetivou analisar as variÃveis que interferem na decisÃo de escolha dos cursos superiores tecnolÃgicos, na percepÃÃo dos alunos de uma instituiÃÃo de Ensino Superior privada, da cidade de Fortaleza/CE. A metodologia que alicerÃou esta pesquisa, quanto à natureza do relacionamento entre as variÃveis caracterizou-se como descritivo; quanto à natureza das variÃveis, esta pesquisa teve carÃter qualitativo, em sua primeira fase, e quantitativo em sua segunda. Adotou-se o delineamento ex-post-facto, constituindo-se a IES Ateneu, da cidade de Fortaleza/CE, o objeto de estudo. A coleta de dados foi realizada em fontes primÃrias (levantamento) e em vertentes secundÃrias (pesquisa bibliogrÃfica). A amostra de pesquisa foi formada por 154 alunos de cursos superiores tecnolÃgicos. Os resultados do estudo evidenciam o fato de que, dentre os fatores que mais influenciam a opÃÃo pelos cursos de graduaÃÃo tecnolÃgica, estÃo, em primeiro lugar, o preÃo da mensalidade e, em segundo, o tempo do curso. TambÃm, restou constatado que a famÃlia e os amigos sÃo os maiores influenciadores dos alunos no momento de decisÃo pela escolha da instituiÃÃo de Ensino Superior.

O estudo empreendido neste trabalho, tanto das atividades docentes na Faculdade de Tecnologia de Itapetininga quanto da legislação pertinente aos Cursos Superiores de Tecnologia, mostrou a necessidade de mudanças nessa instituição, no sentido de procurar estabelecer novas metodologias de aprendizagem, pois sua tradição pedagógica está sedimentada no paradigma clássico. Adotando o Pensamento Complexo, de Edgar Morin como norteador dessa mudança paradigmática, desenvolveu-se, a partir de 2010, uma pesquisa qualitativa, participante, de caráter etnográfico, tomando essa instituição para estudo de caso, com o objetivo de verificar as implicações que se configuram em possibilidades e entraves para, fundamentado no Pensamento Complexo, transformar seu currículo: uma Faculdade de Tecnologia Moriniana. Com base nas entrevistas com professores e alunos e observando as conversas de bastidores daquela instituição, buscou-se captar os aspectos latentes da cultura da organização que se estabelecem fora do âmbito das normas e regulamentações vigentes, mas que fazem parte de seu dia-a-dia e exercem forte pressão no pólo patente, formal da escola. Este trabalho tem início com um breve estudo dos Cursos Superiores de Tecnologia na ótica da legislação e da história para, em seguida, apresentar uma breve historiografia da Fatec de Itapetininga, incluindo um perfil generalista de seu corpo docente. O estudo de seu cotidiano foi realizado com uma descrição do funcionamento de seus cursos e dos vários setores que o compõe, além da descrição de trechos dos depoimentos obtidos dos professores e alunos. Posteriormente, a apresentação dos princípios do Pensamento Complexo. Em seguida, foi realizada uma análise e discussão dos resultados da pesquisa à luz do Pensamento Complexo, apresentadas sugestões de estratégias para a implementação de novas metodologias de aprendizagem, alguns entraves que dificultariam tal mudança bem como as possibilidades de sucesso, além de algumas medidas inovadoras que já estão sendo levadas a efeito naquela unidade de ensino. Nas considerações finais foram pontuadas as justificativas da importância deste trabalho para a Fatec de Itapetininga. / The study undertaken in this work, both teaching activities in Itapetininga Technology College FATEC, as the Technology Superior Course to the pertinent legislation, showed the need changer in this institution, in seeking to establish new learning methodologies, because its pedagogical tradition is sedimented on the classical paradigm. Adopting the Edgar Morins Complex Thought, as a guiding of this paradigmatical changing, it has been developed, since 2010, a qualitative research, participant, based on the ethnographic character, taking this institution to study of the case, with the objective of verifying the implications which set themselves in possibilities and through, grounded on the Complex Thought, turn your curriculum into: a Morinian Technology College. Based on interviews with professor and students and observing the backstage conversations of that institution, sought to capture the latent aspects of the culture of the organization which establishes outside the scope of the standards and current regulations, however which makes part of your day-byday and exerts strong pattern in the patent pole, formal of the school. This work begins with a study of the technology superior courses in the optical legislation and of the history to, then, shows a brief historiography of the Itapetininga Technology College including a faculty generalist profile. The study of its daily activities were developed with a description of courses and citations from students and professor. Afterwards, the presentation of the Complex Thought principles. At the end it was made an analysis of the results of this research from the perspective of Edgar Morins Complex Thought. It was the offered suggestions and strategies for the implementation of new learning methodologies and highlighted possible obstacles to such a change of paradigm as well as avenues to success besides the innovative measures already taking place at that institution. At the Final Considerations the justifications of the importance of this work to FATEC had been presented.

Made available in DSpace on 2016-08-02T21:42:30Z (GMT). No. of bitstreams: 1 CLAUDIA CINTRA BORTOLETTO GIANSANTE.pdf: 1492274 bytes, checksum: 8626b4358fe51210e37b1de7c70d42f3 (MD5) Previous issue date: 2013-03-13 / Technological innovations and changes in the form of work have become fundamental parts in performance teams of organizations and individual improvement. Theoretical research identifies that the knowledge of the characteristics of the team and its members provides performance, organizational development, social interactions and how they will be performed the tasks. The study by investigative question analyse the relations of characteristics of the members of the teams that include socio-demographic characteristics, individual skills, psychological types, with the collective skills and collective performance. The search context is a technology course in gastronomy at a private University, a sample of 131 students, ten teams of fourth semester and eleven of the second semester in practical activities in the laboratory of food. It is a descriptive research that employs the correlation method for quantitative data, as individual and collective skills and academic performance collective notes, besides qualitative interpretations by observation in twelve meetings of the teams for collective work and a quality-quantitative analysis of data. The study highlights the absence of correlation between the variables in the teams of 2nd semester justified for being quite young teams and in initial academic and professional development phase. On the team of 4th semester, the Pearson coefficient indicates significant correlation and proves that the characteristics of a positive influence on the collective skills and result in better performances collectives. Qualitatively, the best teams are managed by a lead female adult who coordinates the tasks and the members are contributors and employees, while the leader is communicator and challenger. Develop a dynamic work pace with strong presence of communication, quick and creative decision-making and reach differentiated targets in gastronomy. Although the results cannot be generalized because the research has been carried out in only one University and involving 21 teams, the theoretical concepts are and can be tested in other realities. / As inovações tecnológicas e as mudanças na forma de trabalho tornaram as equipes peças fundamentais no desempenho das organizações e no aprimoramento individual. A pesquisa teórica identifica que o conhecimento das características das equipes e de seus membros proporciona desempenho, desenvolvimento organizacional, determina as interações sociais e a maneira como serão realizadas as tarefas. O estudo tem por questão investigativa analisar as relações entre características dos integrantes de equipes que incluem as características sociodemográficas, competências individuais, tipos psicológicos, com as competências coletivas e o desempenho coletivo. O contexto da pesquisa é um curso de tecnologia em gastronomia de uma universidade privada, uma amostra de 131 alunos, dez equipes do quarto e onze do segundo semestres em atividades práticas no Laboratório de Alimentos. Trata-se de uma pesquisa descritiva que emprega o método de correlação para os dados quantitativos, como competências individuais e coletivas e notas acadêmicas de desempenho coletivo, além de interpretações qualitativas por observação em doze encontros das equipes para trabalhos coletivos e uma análise quali-quantitativa dos dados. O estudo evidencia ausência de correlação entre as variáveis nas equipes de 2º semestre justificada por serem equipes bastante jovens e em fase de desenvolvimento acadêmico e profissional. Na turma do 4º semestre, o coeficiente de Pearson indica correlação significativa e comprova que as características dos integrantes influenciam positivamente nas competências coletivas e resultam em melhores desempenhos coletivos. Qualitativamente, as melhores equipes são gerenciadas por uma liderança feminina adulta que coordena as tarefas e os membros são contribuintes e colaboradores enquanto o líder é comunicador e desafiador. Desenvolvem um ritmo de trabalho dinâmico com forte presença da comunicação, tomada de decisões rápidas e criativas e atingem metas diferenciadas em gastronomia. Apesar dos resultados não poderem ser generalizados pelo fato da pesquisa ter sido realizada em apenas uma universidade e envolvendo 21 equipes, os conceitos teóricos o são e podem ser testados em outras realidades.

O estudo empreendido neste trabalho, tanto das atividades docentes na Faculdade de Tecnologia de Itapetininga quanto da legislação pertinente aos Cursos Superiores de Tecnologia, mostrou a necessidade de mudanças nessa instituição, no sentido de procurar estabelecer novas metodologias de aprendizagem, pois sua tradição pedagógica está sedimentada no paradigma clássico. Adotando o Pensamento Complexo, de Edgar Morin como norteador dessa mudança paradigmática, desenvolveu-se, a partir de 2010, uma pesquisa qualitativa, participante, de caráter etnográfico, tomando essa instituição para estudo de caso, com o objetivo de verificar as implicações que se configuram em possibilidades e entraves para, fundamentado no Pensamento Complexo, transformar seu currículo: uma Faculdade de Tecnologia Moriniana. Com base nas entrevistas com professores e alunos e observando as conversas de bastidores daquela instituição, buscou-se captar os aspectos latentes da cultura da organização que se estabelecem fora do âmbito das normas e regulamentações vigentes, mas que fazem parte de seu dia-a-dia e exercem forte pressão no pólo patente, formal da escola. Este trabalho tem início com um breve estudo dos Cursos Superiores de Tecnologia na ótica da legislação e da história para, em seguida, apresentar uma breve historiografia da Fatec de Itapetininga, incluindo um perfil generalista de seu corpo docente. O estudo de seu cotidiano foi realizado com uma descrição do funcionamento de seus cursos e dos vários setores que o compõe, além da descrição de trechos dos depoimentos obtidos dos professores e alunos. Posteriormente, a apresentação dos princípios do Pensamento Complexo. Em seguida, foi realizada uma análise e discussão dos resultados da pesquisa à luz do Pensamento Complexo, apresentadas sugestões de estratégias para a implementação de novas metodologias de aprendizagem, alguns entraves que dificultariam tal mudança bem como as possibilidades de sucesso, além de algumas medidas inovadoras que já estão sendo levadas a efeito naquela unidade de ensino. Nas considerações finais foram pontuadas as justificativas da importância deste trabalho para a Fatec de Itapetininga. / The study undertaken in this work, both teaching activities in Itapetininga Technology College FATEC, as the Technology Superior Course to the pertinent legislation, showed the need changer in this institution, in seeking to establish new learning methodologies, because its pedagogical tradition is sedimented on the classical paradigm. Adopting the Edgar Morins Complex Thought, as a guiding of this paradigmatical changing, it has been developed, since 2010, a qualitative research, participant, based on the ethnographic character, taking this institution to study of the case, with the objective of verifying the implications which set themselves in possibilities and through, grounded on the Complex Thought, turn your curriculum into: a Morinian Technology College. Based on interviews with professor and students and observing the backstage conversations of that institution, sought to capture the latent aspects of the culture of the organization which establishes outside the scope of the standards and current regulations, however which makes part of your day-byday and exerts strong pattern in the patent pole, formal of the school. This work begins with a study of the technology superior courses in the optical legislation and of the history to, then, shows a brief historiography of the Itapetininga Technology College including a faculty generalist profile. The study of its daily activities were developed with a description of courses and citations from students and professor. Afterwards, the presentation of the Complex Thought principles. At the end it was made an analysis of the results of this research from the perspective of Edgar Morins Complex Thought. It was the offered suggestions and strategies for the implementation of new learning methodologies and highlighted possible obstacles to such a change of paradigm as well as avenues to success besides the innovative measures already taking place at that institution. At the Final Considerations the justifications of the importance of this work to FATEC had been presented.

Teknikämnet har sedan det införlivades i gymnasiet på 1960-talet breddats innehållsmässigt. Från att ha varit fokuserat på främst konstruktion och tillverkning till att innefatta snabbtväxande och betydelsefulla områden som exempelvis energi- och informationsteknik samtidigt som aspekter kring hur teknik påverkar och samverkar med människan och samhället har lagts till. Kursen Teknik 1, fick sin nuvarande utformning i samband med läroplansomarbetningen 2011. Kursen är på 150 poäng, vilket motsvarar 150 timmar eller 7,5 veckas heltidsstudier och läses av samtliga elever på gymnasiets teknikprogram oavsett inriktning. Teknik 1 är med andra ord en omfattande kurs både sett till innehåll och till allokerad undervisningstid för de gymnasieelever som aktivt valt en utbildning inom området. Denna studie undersöker hur ämnesplan, läromedel och undervisande tekniklärare uttrycker sig om kursen Teknik 1. Hur ser de som står kursen närmast på dess syfte? Vad är kursens kärna? Hur talas det om Teknik 1? Analysen är gjord med en diskursiv ansats utifrån de didaktiska frågorna varför, vad och hur. Resultatet visar på såväl samstämmighet mellan olika aktörer som uppenbara skillnader och det faktum att det råder diversitet inom en grupp som besitter en likvärdig position utifrån hur de kan påverka kursens utformning. Det råder exempelvis enighet bland de tillfrågade aktörerna att Teknik 1 är en kurs som skall vara tekniskt allmänbildande och locka gymnasieelever till fortsatta studier inom teknikämnet och i förlängningen en teknisk yrkesbana. Kursens syfte att vara en tydlig ambassadör för hållbar utveckling, vilket statueras i ämnesplanen, fullföljs inte med samma kraft i den vanligaste förkommande läroboken för kursen. Det nämns bland lärarna, men har inte heller här den framtoning som styrdokumenten vill göra gällande. Läromedlet har ett större historisk perspektiv på kursen än övriga aktörer. De undervisande lärarna ser kursens bredd och tolkningsutrymme som en tillgång och en svårighet; det ger generösa möjligheter för egna initiativ samtidigt som det krävs erfarenhet och teknisk bredd hos den utövande läraren. I dagsläget upplevs det inte finnas något läromedel som täcker kursens innehåll på ett tillfredsställande sätt, vilket återigen ställer höga krav på den som undervisar. Teknikutvecklingsprocessen är ett centralt innehåll som genomgånede betonas av alla aktörer, vilket även förespråkas internationellt. Kursen har en ämnesöverskridande karaktär och samarbeten med andra ämneslärare görs liksom att arbeta fram en bra blandning mellan teoretiska och praktiska moment i undervisningen. Utformningen begränsas till viss del av tillgängliga resurser, men även här ligger ett stort ansvar på den undervisande lärarens kreativitet och kompetens. / The school subject Technology has since it became a part of the common upper secondaryschool in the 1960s broadened its content. From being a subject focused on technical design and manufacturing to include quickly growing areas like energy and information technology as well as aspects of how technology affect and cooperate with the human being and the society. The course Teknik 1 got its current form in 2011 when a new and broadly reworked curriculum was introduced. The course is worth 150 points, which corresponds to 150 hours of lectures or 7,5 weeks of fulltime studies. The course is compulsory for all students who have chosen the Technology program independent of stream. Teknik 1 is in other words a major course both in regards of content and allocated lecture time for students who have actively chosen this path. This study investigates how the curriculum, a commonly used teaching material as well as practicing technology teachers express themselves about the course Teknik 1. How do the involved actors closest to the course look at its purpose? What is the core of the course? How do they speak about Teknik 1? The analysis is made with a discursive approach based on the central didactic questions why, what and how. The result shows coherence between different actors as well as obvious differences. It also shows diversity within a group of individuals that are in the same position to affect the design of the course. Unity is for example shown between all actors involved when it comes to the fact that Teknik 1 shall give a good general education within the technical field as well as inspire to future studies and a working career related to technology. The purpose to push sustainable development forward is clearly written in the curriculum, but is not pushed to any greater extent in teaching materials nor by the practicing teachers. The teaching material has a more dominated historic perspective of the course compared to the other actors. The teachers see the width of the described content of the course in combination with the room of interpretation as an asset as well as an obstacle; it gives generous possibilities for own initiatives at the same time as it demands the teacher to possess relevant experience as well as broad and deep technical knowledge. Today the teachers cannot find a teaching material that covers the content of the course in a satisfying way, which again demands high personal skills realising the course in the classroom. The process for technical development is emphasized by all actors just like international forces favour this content. The course has a character of being cross-disciplinary and cooperation with colleagues teaching other subjects is practised. There is also an aim to find a good balance between theoretical and practical elements within the course. The teaching activities are limited by the available resources, however also here a great portion of responsibility is given to the practising teachers’ creativity and competence.

Made available in DSpace on 2014-06-11T19:27:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-11-26Bitstream added on 2014-06-13T20:17:21Z : No. of bitstreams: 1 mendes_fc_me_rcla.pdf: 815226 bytes, checksum: 88bf83d57abe2e11bb4ef2f7252c835a (MD5) / As mudanças profundas pelas quais vem passando o mundo, neste século, produziu transformações na prática social e no trabalho. O setor educacional não pode ficar alheio a essas mudanças. Observa-se um movimento de inquietação no meio educacional de todo mundo, que vem provocando reformas, buscando sua adequação às novas exigências, especialmente no mundo do trabalho. Este trabalho é um estudo de caráter exploratório descritivo, cujos dados foram coletados a partir da aplicação de questionários aos profissionais dos cursos de Estradas e Geoprocessamento, egressos do IFPI. A análise foi feita de forma quantiqualitativa, a fim de atender aos objetivos da pesquisa. Apresentamos os resultados de uma avaliação do ensino da cartografia no IFPI, nestes cursos, mostrando a inter-relação que deve ter o ensino da Cartografia e o mercado de trabalho. Para o desenvolvimento da pesquisa realizou-se um estudo teórico, a partir das fontes selecionadas e aplicação de questionários junto aos alunos egressos dos cursos citados e já atuando no mercado de trabalho. A partir dos resultados, constatou-se a importância de um maior investimento tecnológico, em especial cartográfico, nas instituições que comportam os profissionais dessas áreas, bem como a formação continuada dos professores e reformulação da estrutura interna dos cursos. Foi possível visualizar também que os cursos de Geoprocessamento e Estradas possuem grandes possibilidades no mercado de trabalho, o que torna ainda mais importante a contribuição dada por este estudo, no sentido de implementar mudanças necessárias no setor educacional, especificamente nos cursos de Estradas e Geoprocessamento do IFPI / The profound changes by which the world has experienced in this century has produced changes in social work. The education sector can’t remain oblivious to these changes. There is a movement in the educational environment of the whole planet, a major concern that has led to reforms seeking their adaptation to new requirements, especially in the workplace. This paper is an exploratory descriptive study, data were collected from the questionnaires to the professional courses of Technician Roads and Geoprocessamento Technology graduates from IFPI. The analysis was done on a quanti in order to meet the research objectives. We present the results of an evaluation of the teaching of cartography in the IFPI in these courses, showing the interrelationship that must have the teaching of cartography and the labor market. For the development of the research is a theoretical study from selected sources and questionnaires with students and graduates of the courses mentioned already working in the labor market. From the results it was found that the most important is investment in technology, especially cartographic, the institutions that comprise the professionals in these areas as well as ongoing training of teachers and reformulation of the internal structure of the courses. You can also view the courses and Roads GIS have great potential in the labor market. However it is hoped that this study will contribute to improving the feeling of implementing necessary changes in the educational sector, specifically in the courses of roads and Geoprocessamento of IFPI

A major challenge for Information Technology (IT) programs is that the rapid pace of evolution of computing technology leads to frequent redesign of IT courses. The problem is exacerbated by several factors. Firstly, the changing technology is the subject matter of the discipline and is also frequently used to support instruction; secondly, this discipline has only been formalized as a four-year university program within recent years and there is a lack of established textbooks and curriculum models; finally, updating courses is seldom rewarded in a higher education system that favors research and teaching for promotion and tenure. Thus, continuously updating their courses place a significant burden on the faculty. A case study approach was used to describe and explain the change processes in updating IT courses. Several faculty members at two institutions were interviewed and course changes were identified and analyzed. The analysis revealed a set of recurrent themes in change processes. An instructional design architecture approach also revealed a set of design domains representing the structure of the change processes. The design domains were analyzed in terms of the design decisions they represented, and also in terms of structures, functions and activities, which are related to Structures-Behaviors-Functions (SBF) analysis. The design domains model helped to explain both negative and positive outcomes that were observed in the data. When design efforts impact multiple domains the design is likely to be more difficult. Understanding the design domain architecture will assist future designers in this discipline.