Neste trabalho apresentamos uma investigação desenvolvida ao longo do ano de 2009 em uma disciplina de Física Básica de Eletromagnetismo da Universidade Federal do Rio Grande do Sul (UFRGS). O objetivo foi analisar as visões de mundo e a relação dos estudantes com o relatório tradicional e com o laboratório de ensino. Dentro desta estratégia de pesquisa foi utilizado o Vê de Gowin, um instrumento heurístico muito utilizado para explicitar o processo de produção do conhecimento. Nesse contexto ele foi utilizado em contraposição ao relatório tradicional. Entendemos por relatório tradicional aquele que os alunos já estão acostumados a realizar em semestres anteriores. A teoria da aprendizagem significativa de David Ausubel foi utilizada para avaliar os roteiros já disponíveis para as atividades experimentais. Ainda nessa perspectiva, vimos a estreita relação que a teoria educativa de Gowin tem com a teoria da aprendizagem significativa, o que nos possibilitou uma visão ainda mais aprimorada dos roteiros. Destacamos que para avaliar a relação dos estudantes com as atividades experimentais, utilizamos como referencial epistemológico a contribuição de Thomas Khun. Os resultados mostram que os alunos possuem boa aceitação ao novo método de avaliação, que também conseguiu explorar de forma mais objetiva os aspectos essenciais à formação do futuro físico no que se refere ao papel da atividade experimental. Contudo, vemos que o aproveitamento dos alunos permanece constante frente à mudança avaliativa. Isto significa que a introdução do Vê não prejudica o desempenho dos alunos. Por fim, especulamos que características próprias de nossa comunidade são refletidas pelos alunos nos relatórios. / This dissertation presents a research carried out during 2009, in the discipline of Electromagnetism at introductory college level, at the Federal University of Rio Grande do Sul (UFRGS), Brazil. It aimed at analyzing the students’ worldviews and their reaction to the standard lab report model and to the lab classes. Within this research strategy, Gowin’s Vee, which is a heuristic instrument that can make explicit the knowledge production process, was used. In this context, this instrument was utilized as a counterpoint to the traditional lab report model. In our view, this traditional report is the one students are familiar with, since they have already made reports in previous semesters. Ausubel’s meaningful learning theory was used to evaluate the available guides for experimental activities. Under this perspective , we verified the close relationship that exists between Gowin’s educating theory and Ausubel’s meaningful learning theory, and this has provided us with a more refined view of such guides for experimental activities. We emphasize that, in order to evaluate the students’ relation with the experimental activities, we applied Kuhn’s contributions as part of the theoretical framework of this research. Findings indicate that students seem to react positively to the new evaluation method, and, moreover, that they seemed to explore in a more objective way the essential aspects related to the formation of the future physicist, in what concerns the role of experimental activity. Nevertheless, it was possible to notice that students’ performance remained constant in regard to this evaluative change. This might mean that the introduction of the Vee does not hinder students’ performance. Finally, it was explored to which extent the community’s main features were reflected on the students’ reports.

Yes / Pregnant women seeking asylum in the United Kingdom appear particularly vulnerable, having complex health and social care needs and could benefit from a woman centred approach to midwifery care. This article is the second of three parts and reports on the findings from one objective of a wider doctorate study. It focuses on exploring midwifery students' perceptions of how to approach the care of pregnant women seeking asylum. Although the design of the study is explored in article one, in this context, the data was subject to critical discourse analysis to meet this objective. Key words and phrases were highlighted which appeared to reveal power and ideology implicit in the language used when discussing midwifery care of the pregnant woman seeking asylum. Dominant discourses were identified which appeared to influence the way in which care was approached and the possible sources of these discourses critically analysed. The findings suggest an underpinning ideology around following policies and guidelines to meet the physical needs of the woman at the expense of her other holistic needs. Despite learning to adopt a woman centred approach in theory, once in practice some students appear to be socialised into (re)producing these dominant medical and managerial discourses with “midwifery discourse” being marginalised. In addition, some students appeared to have difficulty understanding how to adopt a woman centred approach and the importance of considering the woman's context and its impact on care. These findings have implications for midwifery educators and this article identifies that the recent Nursing and Midwifery Council requirement for students to undertake a caseloading activity could provide the opportunity for them to adopt a consistent woman centred approach in practice, rejecting dominant medical and managerial discourses. However, these discourses appear to influence midwives caring for women more widely and will be difficult to challenge.

Text in English / A descriptive survey was used in order to determine • whether professional nurses are capable of teaching student nurses the application of biophysics and biochemistry related to certain nursing activities/procedures in the surgical unit • student nurses' knowledge of biophysics and biochemistry related to nursing activities/procedures in the surgical unit. The two target groups consisted of student nurses of a Gauteng nursing college and the professional nurses working in the surgical units of the four hospital satellite campuses where these students do their practica. Accidental sampling was used. Two questionnaires were designed: one for each group. Findings revealed that student nurses felt that biophysics and biochemistry were often not applied by professional nurses during clinical teaching. Professional nurses felt they had problems in identifying and applying biophysics and biochemistry principles during clinical teaching. Recommendations were made for nursing practice, nursing education and further research. / Daar heers groot komer oor die toepassing van biofisika en biochemie in die kliniese opset. Voortspruitend uit hierdie probleemstelling is twee vrae gevra in hierdie studie, naamlik: • Is geregistreerde verpleegkundiges daartoe in staat om studentverpleegkundiges te help om die biofisika- en biochemie-konsepte wat hulle leer, toe te pas in die sjirurgiese eenheid? • Kan studentverpleegkundiges die biofisika- en biochemie-konsepte wat hulle leer, toepas in die sjirurgiese eenheid? Doelwitte van die studie was om • 'n oorsig te gee oor verbandhoudende literatuur • te bepaal oor watter biofisika- en biochemie-kennis studentverpleegkundiges beskik wat verband hou met verpleegaksies in sjirurgiese eenhede • te bepaal of geregistreerde verpleegkundiges studentverpleegkundiges kan onderrig in die toepassing van biofisika en biochemie wat verband hou met sekere verpleegaksies in sjirurgiese eenhede. Die navorsingsbenadering wat gebruik is, is die beskrywende opname. Teikengroepe vir die studie was fase II studentverpleegkundiges van 'n Gauteng Verpleegkollege en geregistreerde verpleegkundiges wat in die sjirurgiese eenhede werk van vier Gautengse hospitale wat dien as satelietkampusse vir hierdie verpleegkollege. Twee vraelyste, respektiewelik gerig aan die studentverpleegkundiges en die geregistreerde verpleegkundiges is gebruik as instrumente. Toevallige steekproeftrekking is gebruik. Analise van die data het getoon dat studentverpleegkundiges gevoel het hulle is nie betrek in die beplanning van kliniese onderrig nie en ook dat biofisika en biochernie dikwels nie toegepas is tydens kliniese onderrig deur geregistreerde verpleegkundiges nie. Geregistreerde verpleegkundiges het gevoel hulle het probleme in die identifisering en toepassing van biofisika- en biochemie-beginsels tydens kliniese onderrig. Bevindings kan nie veralgemeen word nie. Aanbevelings vir verpleegpraktyk, -ondenvys en verdere navorsing is gemaak. / Health Studies / M.A. (Nursing Science)--University of South Africa, 1999

This work examines and presents evidence for the existence of a gap in epistemological views between academic and practice marketers. Few if any academics would seem to challenge the ‘gap’ premise but the importance of any gap and its nature are issues about which little agreement exists. The intractable nature of the academic practitioner gap has a long history of interesting and diverse debate ranging from Dewey’s argument about the true nature of knowing to contributions based on epistemic adolescence, ontological differences and more pragmatic suggestions about different tribes. Others include the rigour versus relevance issue, failures in curriculum or pedagogy and a clash between modernist and postmodernist epistemologies. Polanyi’s description of tacit versus explicit knowledge further extends the debate as do issues of knowledge creation and dissemination in particular through Nonaka. Irrespective of approach actual evidence for a gap was largely based on argument rather than empirical proof. This work address that lack. The intractability of the gap suggests that it is at root, epistemic. To identity the existence of a gap in such terms a domain specific epistemic questionnaire developed by Hofer was used. A factor analytic process extracted a common set of factors for the domain of marketers. Five epistemic factors were identified. Three of these showed significant difference in orientation between practitioners and academics confirming that the theory practice gap is tangible and revealing an indication of its nature Broadly results from factor analysis with interpretation informed by factor item structure and prior theoretical debate suggests that academics and practitioners views on knowledge and how they come to know share similarities and differences. Academics are more likely to see knowledge as stable, based on established academic premise legitimized from academy. Practitioners are more likely to see knowledge as emerging from action, as dynamic and legitimised by results. Other significant findings included the emergence of dialogue as a means of closing the gap, and the emergence of a group of academics with significant practice experience termed here as, hybrids, who are located in the Academy but mostly share their epistemic views with practitioners. Correlation analysis showed that academic propensity to engage in dialogue with practice moved academic factor scores towards practitioners. This shows that dialogue has a clear role in both perpetuating the gap in its absence or reducing it. Fundamentally dialogue plays a clear role in bridging the two epistemologies and in providing for additional epistemic work. Finally a solution to bridging the gap has been proposed. The model called dialogic introspection melds dialogue and introspection to create epistemic doubt, the volition to change and a means of resolution. The model avoids prescription of what form knowledge should take but instead adopts a stance similar to more mature disciplines like medicine in which the status of academic work is enhanced in line with its relevance to practice which itself is embodied in dialogue. This approach recognizes the centrality of epistemology as shaping the conditions necessary for recognizing epistemologies as hierarchies in which the epistemology most capable of additional epistemic work is the most desirable. Such an epistemology would have the capacity to add epistemic work and reinforces Nonaka’s call for epistemology to be recognized as central to knowledge creation.

The diploma thesis on topic Development of professional competencies of Primary School teachers considers the research question: "What is the significance of teacher training and its length in the development of the professional competencies of primary school teachers?". The aim of the thesis is to introduce and analyze effective ways of developing the professional competencies of primary school teachers in the combined form of study. Contextualize the importance of practice and its length in the development of professional competencies. To deal with specific cases, ie cases of significance of practice and its length in the development of professional competencies of primary school teachers. With the support of professional literature, the basic theorems related to the topic of work are defined in the theoretical part: teacher, competencies, key competences, pedagogical knowledge and skills, constructivist approach in education and methods of professional development of teachers. Attention is paid to theory, practice and its position in teacher education. Reflection, cooperation and portfolio are mentioned here as effective means of professional development of teachers, ensuring the interconnection of theoretical knowledge and practical experience. The practical part is focused on qualitative...

Made available in DSpace on 2016-04-27T16:32:39Z (GMT). No. of bitstreams: 1 Flavia Roberta Torezin Liba.pdf: 1404117 bytes, checksum: f87fc8a7d01c2168a5054b0b4ad51d1f (MD5) Previous issue date: 2012-05-31 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research has the theme the school knowledge of Physics Education, more specifically, the relation theory and practice linked in the pedagogical discourse of the mentioned discipline. The study was conducted according to a mixed research approach that associates quantitative and qualitative aspects, and in an empirical form. It intends to offer subsidies support for the discussion and a better understanding about the process of formation of school knowledge of Physics Education. The research used two documents as the source: the National Curricular Parameters and the Curriculum Proposal of São Paulo State.The search procedures adopted were the documentary analysis, using as theoretical-methodological reference, Bersntein's theory, specifically on those aspects that relate the process of pedagogical discourse of re-contextualization and the concept of classification. The results obtained demonstrate the possibility of finding the process of re-contextualization through analysis of instances that constitute it, besides revealing that the establishment of the relation between the "know-how" and the "know about" in physical education has been more valued in the official pedagogic discourse / Esta pesquisa tem como tema o conhecimento escolar de Educação Física, mais especificamente, a relação teoria e prática veiculada no discurso pedagógico da referida disciplina. O estudo foi realizado segundo uma abordagem mista de investigação, que associa aspectos quantitativos e qualitativos, e de forma empírica. Tem a pretensão de oferecer subsídios para a discussão e melhor compreensão acerca do processo de constituição do conhecimento escolar de Educação Física. A pesquisa utilizou dois documentos como fonte: os Parâmetros Curriculares Nacionais e a Proposta Curricular do Estado de São Paulo. Os procedimentos de pesquisa adotados foram a análise documental, utilizando como referência teórico-metodológica, a teoria de Bersntein, especificamente nos aspectos que incidem sobre o processo de recontextualização do discurso pedagógico e o conceito de classificação. Os resultados obtidos evidenciam a possibilidade de flagrar o processo de recontextualização por meio da análise das instâncias que o constituem, além de revelar que o estabelecimento da relação entre o saber fazer e o saber sobre o fazer em Educação Física vem sendo mais valorizado no discurso pedagógico oficial

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-08-09T14:40:57Z No. of bitstreams: 2 Dissertação - José Firmino de Oliveira Neto - 2016.pdf: 2717320 bytes, checksum: 025d066fbfe0ac35f6cac3d047564a0c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-09T15:00:14Z (GMT) No. of bitstreams: 2 Dissertação - José Firmino de Oliveira Neto - 2016.pdf: 2717320 bytes, checksum: 025d066fbfe0ac35f6cac3d047564a0c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-09T15:00:14Z (GMT). No. of bitstreams: 2 Dissertação - José Firmino de Oliveira Neto - 2016.pdf: 2717320 bytes, checksum: 025d066fbfe0ac35f6cac3d047564a0c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The component "practice" became a concern in the formation of the curricula of teacher training courses from 1995. In this way, the CNE / CP 2/2002 establishing the Practice as a Curricular Component (PCC –Prática como Componente Curricular), which has remained in the legislation for degree courses such as Resolution nº 2, from 1 July 2015 provides. But the CCP is still poorly understood in the space of teacher training, in addition to being as a still scarce in thematic research. In the search for a better understanding and reflection on the component, this study aims to comprehend, reflective and critical way, how the PCC is set in the Biology Graduation (CB) of the State University Of Goiás (UEG) and the Federal University Of Goiás (UFG), just as well as the sense given to them in the interior of these courses. By such objectives, it was realized the need of a qualitative approach, so the elements of research could be comprehended in its complexity. It was chosen by the documental research, the Pedagogical Project of the courses was the source of data. The collected data were analyzed through content analysis in which appeared analysis categories, such as: 1) Theory-practice relation; 2) Legal fundaments; 3) Interdisciplinary and the PCC approach in the courses; 4) Didactics transposition and 5) The role of PCC: wanted claims. From the analysis taken from the categories, is possible to conclude that the relation between theory and practice appears in the PCC, however, the proximity with the making and knowing are in its majority, absent; the courses fill the workload of 400 hours of PCC demanded by the Resolution CNE/CP 2/2002, as the PCC is distributed throughout the courses in almost its totality in the interior of the disciplines; the component approach is linked to a conception of interdisciplinary; as understood as well as a learning space regarding the transformation of scientific knowledge in school. In what concerns the senses of practice found in the interior of the PCC, it has been analyzed: space and contact with the real, graduation of a reflexive teacher, graduation of a critic professional, specificity and valorization of a professional knowledge and the relation between theory and practice baptized by the interdisciplinary and the didactics transposition. / O componente “prática” passou a ser preocupação na constituição dos currículos dos cursos de formação de professores a partir de 1995. Nesse caminho, a Resolução CNE/CP 2/2002 instituiu a Prática como Componente Curricular (PCC), que tem se mantido na legislação destinada aos cursos de Licenciatura, como a Resolução nº 2, de 1º de julho de 2015 assegura. Porém a PCC é ainda pouco compreendida no espaço da formação de professores, além de se constituir como uma temática ainda escassa nas pesquisas. Na busca por uma melhor compreensão e reflexão sobre o componente, este trabalho objetiva compreender, de forma reflexiva e crítica, como a Prática como Componente Curricular (PCC) está configurada nos cursos de Licenciatura em Ciências Biológicas (CB) da Universidade Estadual de Goiás (UEG) e Universidade Federal de Goiás (UFG) bem como os sentidos atribuídos a mesma no interior destes cursos. Mediante tais objetivos, percebeu-se a necessidade de uma abordagem qualitativa para que os elementos da pesquisa fossem compreendidos em sua complexidade. Optou-se pela pesquisa documental, sendo a fonte de dados os Projetos Pedagógicos dos Cursos (PPC‟s). Os dados coletados foram analisados por meio da análise de conteúdo, do qual emergiram as categorias de análise, sendo elas: 1) Relação teoria-prática; 2) Fundamentos legais; 3) Interdisciplinaridade e a abordagem da PCC nos cursos; 4) Transposição didática e 5) O papel da PCC: pretensões almejadas. Da análise proveniente das categorias, pode-se concluir que a relação teoria-prática é manifestada nos PPC‟s, contudo as aproximações com um fazer e saber práxico são em sua maioria ausentes; os cursos cumprem a carga horária de 400h de PCC exigida pela Resolução CNE/CP 2/2002, estando a PCC distribuída no currículo dos cursos, na quase totalidade, no interior de disciplinas; a abordagem do componente está ligada a uma concepção de interdisciplinaridade, sendo entendido também como um espaço de aprendizagem acerca da transformação do conhecimento científico em conhecimento escolar. No que concerne aos sentidos de prática encontrados no interior dos PPC‟s analisados, estes são: espaço e contato com o real, formação do professor reflexivo, formação do profissional crítico, especificidade e valorização de um saber profissional e relação teoria-prática, balizados ainda pela interdisciplinaridade e a transposição didática.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-05-07T14:01:52Z No. of bitstreams: 1 Francisca Monteiro.pdf: 2307568 bytes, checksum: 6122bcd604d10ab8f17c4023b345161b (MD5) / Made available in DSpace on 2015-05-07T14:01:52Z (GMT). No. of bitstreams: 1 Francisca Monteiro.pdf: 2307568 bytes, checksum: 6122bcd604d10ab8f17c4023b345161b (MD5) Previous issue date: 2013-12-09 / Nenhuma / A resolução do CNE/CP nº 2 de 2002, que especifica a Prática como Componente Curricular (PCC), se impõe e desafia os professores formadores. Para compreender essas atividades de práticas, que se desenvolvem nos cursos de licenciaturas, este trabalho investigativo, inserido no campo da pesquisa sobre formação docente, objetivou investigar a prática pedagógica na forma de componente curricular do Curso de Licenciatura em Biologia do IFPI campus Floriano, postulando verificar o delineamento dessas 400h de PCC no projeto pedagógico do curso e, nesta perspectiva, compreender se essas atividades são elementos articuladores entre teoria e prática e qualificadores da formação inicial e da (futura) ação docente. A pesquisa empreendida esteve alicerçada na abordagem qualitativa, configurando-se como um estudo de caso. Para compreender o objeto investigado, foi necessário utilizar vários instrumentos, como: análise documental, com objetivo de saber como as 400h de PCC estão contempladas no projeto pedagógico do curso; entrevista semiestruturada com três docentes do IV período do referido curso; grupo focal com cinco alunos desse mesmo período, para coletar as contribuições deles; e observação livre, registrada em forma de notas de campo, de um evento denominado “seminário de contextualização”. Os principais teóricos que embasaram esse estudo foram: García (1999); Rios (2010); Cunha (1989,1998,2008); Lucarelli (2009); Freire (1996); Sousa Santos (1987); e outros. Entre os principais resultados, revelo que o projeto pedagógico do curso investigado atende e ultrapassa a carga horária prevista na Resolução supracitada; o conjunto das atividades, (incluindo as do seminário de contextualização), desenvolvidas e experienciadas, com as horas da PCC, no percurso formativo do licenciando, busca de maneira própria promover uma relação mais próxima entre teoria e prática, em que professores e alunos são protagonistas desse fazer; tais práticas também promovem a aproximação da Instituição formadora com o Ensino Básico, e do modo como são pensadas e desenvolvidas, nesse contexto, melhor qualificam a formação inicial docente. / The resolution of the CNE/CP nº 2 of 2002, which specifies the Practice as Curricular Component (PCC), is imposed and challenges teacher’s trainers. To understand these practical activities, which develop in the Undergraduate courses, this investigative work, inserted in the field of research on teacher education, aimed to investigate the pedagogical practice in the form of curricular component of the Degree course in biology of the IFPI campus Floriano, postulating these randomized 400 h check of MCP in the pedagogic project of the course and, with this in mind, understand whether these activities are elements articulators between theory and practice and qualifiers of initial formation and the (future) teachers' action. The research undertaken was based on a qualitative approach, configuring itself as a case study. To understand the object under investigation, it was necessary to use various instruments, such as: document analysis, inorder to know how the 400 h of PCC are contemplated in the pedagogical project of the course; semi-structured interview with three teachers of the fourth period of that course; focus group with five students of that period, to collect their contributions; to collect their contributions; and free observation, recorded in the form of field not es, an event called "seminar of contextualization". The main theorists who paved the way this study were: García (1999); Rivers (2010); Wedge (1989, 1998.2008); Lucarelli (2009); Freire (1996); Sousa Santos (1987); and others. Among the main results, reveal that the pedagogic project of the course investigated meets and surpasses the anticipated workload in the above-mentioned Resolution; the set of activities, (including contextualization seminar), developed and experienced, with the hours of the PCC, in the course of training, licensing, seeking own way promoting a cl oser relationship between theory and practice, in which teachers and students are protagonists of this do; such practices also promote rapprochement of the former institution with basic education; and, how are designed and carried out, in this context, better qualify teachers' initial formation.

Text in English / A descriptive survey was used in order to determine • whether professional nurses are capable of teaching student nurses the application of biophysics and biochemistry related to certain nursing activities/procedures in the surgical unit • student nurses' knowledge of biophysics and biochemistry related to nursing activities/procedures in the surgical unit. The two target groups consisted of student nurses of a Gauteng nursing college and the professional nurses working in the surgical units of the four hospital satellite campuses where these students do their practica. Accidental sampling was used. Two questionnaires were designed: one for each group. Findings revealed that student nurses felt that biophysics and biochemistry were often not applied by professional nurses during clinical teaching. Professional nurses felt they had problems in identifying and applying biophysics and biochemistry principles during clinical teaching. Recommendations were made for nursing practice, nursing education and further research. / Daar heers groot komer oor die toepassing van biofisika en biochemie in die kliniese opset. Voortspruitend uit hierdie probleemstelling is twee vrae gevra in hierdie studie, naamlik: • Is geregistreerde verpleegkundiges daartoe in staat om studentverpleegkundiges te help om die biofisika- en biochemie-konsepte wat hulle leer, toe te pas in die sjirurgiese eenheid? • Kan studentverpleegkundiges die biofisika- en biochemie-konsepte wat hulle leer, toepas in die sjirurgiese eenheid? Doelwitte van die studie was om • 'n oorsig te gee oor verbandhoudende literatuur • te bepaal oor watter biofisika- en biochemie-kennis studentverpleegkundiges beskik wat verband hou met verpleegaksies in sjirurgiese eenhede • te bepaal of geregistreerde verpleegkundiges studentverpleegkundiges kan onderrig in die toepassing van biofisika en biochemie wat verband hou met sekere verpleegaksies in sjirurgiese eenhede. Die navorsingsbenadering wat gebruik is, is die beskrywende opname. Teikengroepe vir die studie was fase II studentverpleegkundiges van 'n Gauteng Verpleegkollege en geregistreerde verpleegkundiges wat in die sjirurgiese eenhede werk van vier Gautengse hospitale wat dien as satelietkampusse vir hierdie verpleegkollege. Twee vraelyste, respektiewelik gerig aan die studentverpleegkundiges en die geregistreerde verpleegkundiges is gebruik as instrumente. Toevallige steekproeftrekking is gebruik. Analise van die data het getoon dat studentverpleegkundiges gevoel het hulle is nie betrek in die beplanning van kliniese onderrig nie en ook dat biofisika en biochernie dikwels nie toegepas is tydens kliniese onderrig deur geregistreerde verpleegkundiges nie. Geregistreerde verpleegkundiges het gevoel hulle het probleme in die identifisering en toepassing van biofisika- en biochemie-beginsels tydens kliniese onderrig. Bevindings kan nie veralgemeen word nie. Aanbevelings vir verpleegpraktyk, -ondenvys en verdere navorsing is gemaak. / Health Studies / M.A. (Nursing Science)--University of South Africa, 1999

Orientador: Maria Cristina Faber Boog / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-06T20:18:07Z (GMT). No. of bitstreams: 1 Franco_AnaCarolina_M.pdf: 2200773 bytes, checksum: 0f88ad83bdaa47fff3976de32cb6609a (MD5) Previous issue date: 2006 / Resumo: Este trabalho foi desenvolvido na linha de pesquisa Trabalho ¿ Saúde ¿ Educação e está vinculado ao Grupo A3EN (Grupo de Apoio, Aprimoramento e Atualização em Educação Nutricional), certificado pelo CNPq. Historicamente, no curso de Nutrição, há supervalorização dos aspectos técnicos em detrimento dos aspectos sociais e humanos. Dados da literatura recomendam modificações nos projetos pedagógicos a fim de possibilitar a compreensão dos alunos sobre seu papel enquanto educadores e não meramente transmissores de conhecimentos ou executores de tarefas técnicas. A Educação Nutricional apresenta-se como uma das disciplinas mais relevantes para essa formação nos cursos de graduação em Nutrição. O objetivo desta pesquisa foi descrever a dinâmica de desenvolvimento da disciplina Educação Nutricional nos cursos de Nutrição, a fim de subsidiar a melhoria da formação dos futuros nutricionistas. Foram utilizadas as abordagens quantitativa e qualitativa. A primeira foi utilizada na etapa inicial da pesquisa, sob a forma de questionário, enviado aos coordenadores do curso de Nutrição de todas as Instituições de Ensino Superior (IES) do Estado de São Paulo, totalizando 62, das quais, 23 o responderam. A segunda etapa foi realizada nas IES que apresentaram reconhecimento pelo Ministério da Educação até o ano de 1999, quando foram realizadas entrevistas com as professoras da disciplina Educação Nutricional, totalizando 10 Instituições e 11 entrevistas, uma vez que em uma delas havia duas docentes. A análise dos resultados da primeira fase foi quantitativo-descritiva e, da segunda fase, qualitativa, empregando-se a técnica da hermenêutica-dialética, que busca a interpretação da fala do sujeito dentro da sua realidade social e a compreensão do texto no contexto sócio-cultural. Foram obtidos dados referentes ao curso (reconhecimento, categoria administrativa, oferta de vagas, número de egressos e período de funcionamento), à disciplina (objetivos, cargas horárias, bibliografia utilizada, formas de avaliação propostas e as diferentes formas de pensamento das docentes sobre a disciplina abordando a relação teoria-prática e a relação professor-aluno) além da formação complementar dos sujeitos de pesquisa. Concluiu-se que não há uma delimitação teórica para a disciplina Educação Nutricional, porém o estudo realizado aponta para um processo embrionário de construção teórica em torno do pensamento pedagógico de Paulo Freire / Abstract: This work has been developed in the Work ¿ Health ¿ Education line of research and is linked to the A3EN Group - Group of Support, Improvement and Update in Nutrition Education. Historically in Nutrition courses, there is an over valuation of technical aspects comparing to social and human aspects. Literature recommends modifications in pedagogical projects to make possible students¿ understanding about their roles as educators and not only mere knowledge transmitters or technical tasks executers. Nutrition Education represents one of the most relevant subjects to Nutrition graduation. The research objective was to describe the developing dynamics of the Nutrition Education subject at Nutrition courses to subsidize the future nutritionists¿ formation improvement. Quantitative and qualitative methods were employed. The first one is used in the initial part of the research, as a questionnaire sent to the Nutrition¿s coordinators of all Superior Teaching Institutions of the State of São Paulo in a total of 62 of which 23 answered it. The second part was done at the Superior Teaching Institutions that have been registered at the Education Ministry until 1999, when the interviews with the subject¿s professors were made in a total of 10 institutions and 11 interviews, because in one of them there were two professors. The results analyses of the first part were qualitative ¿ descriptive and of the second part qualitative, using the hermeneutic ¿ dialectic technique, that searches the interpretation of the speech of the professors within their social reality and the text comprehension in a context socialcultural. It were obtained data about the courses (recognition, administrative category, vacancies availability, number of egresses and working periods), about the subject (objectives, timetable, bibliography used, evaluation ways proposed and different ways of thoughts of the professors about the subject approaching through the theory-practice and the professor-student¿s relationship apart from the complementary formation of the professors. We concluded that there isn¿t theory delimitation to the subject Nutrition Education, besides it seems to be a germinal of theory construction around Paulo Freire¿s pedagogical thoughts / Mestrado / Enfermagem e Trabalho / Mestre em Enfermagem