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Made available in DSpace on 2016-06-02T19:42:35Z (GMT). No. of bitstreams: 1 MARIUSSI_Mariana_2015.pdf: 1290698 bytes, checksum: f047494576958e31d1ed92fb09e7ef35 (MD5) Previous issue date: 2015-03-06 / Financiadora de Estudos e Projetos / The research aims to investigate the Chemistry teacher profile who works in state public schools in the Department of Education of Votorantim (SP). For that, it is intended to analyze the teacher‟s group profile who teach Chemistry in those schools, considering aspects such as graduation (specific and pedagogical education), how those workers see the teaching and the learning process of Chemistry, the difficult points they find in their career and to characterize the teachers‟ continuing education. It is believed that several difficulties related to the teaching and learning process of Chemistry in the Elementary Education can be related to the initial training program of the Chemistry teachers, mainly by the fact that in many universities the curriculum framework of teaching is linked to the bachelor education, restraining the specific Chemistry contents to be transformed in the pedagogical ones so that the pedagogical education composes the practical education of the teacher, being a initial education based on the technical rationality model. For an effective research, the qualitative methodological approach was opted, with a study case, where it will be investigated the professional profile of a group of teachers, their conceptions about education and the teaching strategies they use to promote the learning process of their students. For the data collection two instruments were used: a questions report and a semistructured interview. The questions reports were applied during a Technical Chemistry Orientation (held in the Pedagogical Workshop Place of the Department of Education in Votorantim), to meet a large number of Chemistry teachers. Questions were based on structured data which allowed the creation of a profile of those professionals, answering the main question who are these teachers . Just the graduate teachers in Chemistry who accepted to join the interview were heard. The interviews permitted the analysis on how the pedagogical and specific education of those workers was established and how to characterize their continuing education. Besides, they also permitted the comprehension on how those professionals see the teaching and learning process of Chemistry among the students and the difficulties they face in their teaching practice. / O presente trabalho teve como objetivo investigar o perfil do professor de Química atuante nas escolas públicas estaduais pertencentes à Diretoria de Ensino de Votorantim (SP). Para isso, analisou-se o perfil profissional destes professores, considerando aspectos como sua formação inicial (formação específica e formação pedagógica), como estes profissionais percebem o ensino e a aprendizagem de Química, as dificuldades que encontram no exercício da docência, bem como sua formação continuada. Para a efetivação da pesquisa, optou-se pela abordagem metodológica qualitativa, mediante a realização de um estudo de caso, e para a coleta de dados foram utilizados dois instrumentos: o questionário e a entrevista semiestruturada. A aplicação dos questionários ocorreu durante uma Orientação Técnica de Química (realizada na Oficina Pedagógica da diretoria de ensino pesquisada), justamente para encontrar a grande maioria dos professores de Química reunidos. As perguntas se constituíram em dados estruturados que permitiram traçar o perfil destes profissionais, respondendo ao questionamento principal quem são estes professores . Já as entrevistas aconteceram somente com os professores licenciados em Química e que aceitaram participar da mesma. As entrevistas possibilitaram a análise sobre como se estabeleceram as formações específica e pedagógica segundo os discursos dos professores, bem como caracterizar a formação continuada dos mesmos. Além disso, permitiram ainda a compreensão de como estes profissionais percebem o ensino e a aprendizagem de Química dos alunos, e também as dificuldades que encontraram e encontram no exercício da docência. Todos os professores entrevistados descreveram inúmeras fragilidades em relação ao ensino e à aprendizagem de Química na Educação Básica, e de acordo com os autores aqui apresentados, essa situação pode estar relacionada às políticas de formação inicial dos professores de Química, principalmente pelo fato de que em muitas universidades a estrutura curricular da Licenciatura permanece vinculada ao Bacharelado, impedindo que os conteúdos químicos específicos sejam pedagogicamente transformados para que a formação pedagógica componha a formação prática do professor, permanecendo uma formação inicial constituída no modelo da racionalidade técnica.

The purpose of this study was to ascertain the role of colleges of education in the North West Province. Put differently it wished to determine to what extent colleges of education in the North West Province as institutions are adjusted to their real potential environments so that adjustments could be made if necessary. In order to be able to investigate teacher training in the North West Province, a literature survey was conducted to determine the core criteria regarding quality and efficiency in teacher training. The instruments used in the planning process are explained and the one which deals with strategic planning in an education system is used to plan the functioning of colleges of education in the North West Province to comply with the identified core criteria. A detailed consideration of the functioning of colleges of education in the North West Province is introduced by a brief overview of the evolving pattern of the South African teacher education and a review of proposals to unify higher education and to broaden the role of colleges. The literature study on the historical background of teacher education in South Africa revealed that it has been a fragmented and inefficient system in which teachers were inequitably distributed across South Africa. An investigation into the functioning of colleges of education in the North West Province is based on the components of the education system as entailed in the chosen strategic planning in education model mentioned earlier. The opinions of experts and stakeholders in the field of the role of colleges of education in the North West Province were obtained through the empirical study done according to the steps of strategic planning in education. The findings obtained after data interpretation were then compared with the information from the literature study. The following trends were identified amongst others: Firstly that there is a great need for in-service or further training to upgrade the qualifications of practising teachers. Secondly, that there is a great need for properly trained teachers for the technical, mathematics and science subjects and also that there is a need for trained teachers to assist with non-formal programmes. An analysis and evaluation of the identified trends revealed that colleges of education can play a larger and more important role and would be in a position to utilise their facilities and skills more effectively if they made the necessary adjustments. In sketching the future possibilities for colleges of education in the North West Province it was shown that colleges of education will function more cost-effectively if they diversify their function to include other tasks than the training of teachers, like carrying out the function of community colleges. / Thesis (MEd)--PU for CHE, 1998

This thesis is devoted to the development of employees in the organization, their motivation to further self-education and formulation of recommendations aimed at the relevsnt use of stimulative and motivational elements. Attention will be paid to the leadership style of managers as a factor of employee's motivation whatsoever for its further development responsibility. Subject to examination and the objective of the work is to evaluate the role of leadership style in the education process in the organization and add the existing knowledge with the relationship between leadership styles and motivation to actively participate in the acquisition and diffusion of knowledge and skills. With the research survey, questionnaire and interviews is made an analysis on the motivation of employees in specific organizations and evaluation of factors that have a major impact on employees motivation to their further developement. This thesis takes the form of empirical study. Key words: Motivation, Leadership, Self-development

A década de 1990 foi marcada pela publicação de diversos documentos internacionais e nacionais que influenciaram, de forma significativa, as atuais políticas educacionais em nosso país, publicadas, principalmente, na década seguinte. Por meio delas, foi instituído um novo olhar para educação especial, que deixou de ser pensada de forma paralela ao sistema comum e passou a integrar a proposta pedagógica da escola regular. Como consequência, a formação de professores para a educação básica também precisou ser revista. A década de 2000 foi brindada ainda com a promulgação de novas legislações relativas aos surdos, como a Lei nº 10.436/02, que reconhece a língua brasileira de sinais (Libras) como aquela usada pelas comunidades surdas brasileiras, e o Decreto nº 5.626/05, que assegura o direito, a esse grupo sociocultural, à educação bilíngue, fato que implicou também em uma transformação na forma de se pensar a formação de professores de alunos surdos. Ao se considerar este contexto, foi proposto o presente trabalho, que tem como objetivo compreender como a formação de professores para a educação de surdos tem sido discutida em teses e dissertações no período de 1995 a 2014. Esta pesquisa constitui-se em uma pesquisa bibliográfica e, como procedimento metodológico, adotou-se a Revisão Sistemática da Literatura. Para o acesso aos trabalhos, foi realizada uma busca online nas bibliotecas de Programas de Pós-graduação em Educação, avaliados pelas CAPES com conceito igual ou superior a cinco. Após terem sido aplicados os critérios de inclusão e exclusão determinados frente aos objetivos deste estudo, foram encontradas 35 pesquisas que discutiam a temática investigada: 16 teses e 19 dissertações. Em uma abordagem inicial dos dados, observou-se que a defesa dos trabalhos concentrou-se entre os anos de 2009 e 2014, período de consolidação da política inclusiva no país e de seus efeitos para a educação dos surdos. A leitura e análise das pesquisas selecionadas apontaram para a discussão e reflexão de dois grandes períodos: do que trata das extintas habilitações específicas em Educação de Deficientes da Audiocomunicação e do que discute uma nova configuração em termos de formação do professor regente e especialista. Este último tema foi abordado, nas pesquisas investigadas, a partir da formação inicial e de propostas de formação continuada, envolvendo práticas presenciais, em serviço e à distância. Conclui-se que, para a maioria dos estudos, as especificidades da educação de surdos não tem sido contempladas na formação inicial. Reconhece-se que, embora as antigas habilitações não favorecessem os surdos, em termos educacionais, por partirem de uma concepção pautada na deficiência e na normalização dos alunos, o mesmo pode ser dito da formação inicial oferecida hoje, que embora tenha, potencialmente, como pressuposto que os surdos constituem-se uma minoria sociocultural e linguística, restringe a educação destes alunos à disciplina Libras. Esta realidade tem demandado dos professores a busca por formação continuada, foco da maioria das pesquisas, que, sem uma orientação clara dos aspectos que precisariam ser contemplados nos processos educacionais dos surdos, muitas vezes, centram-se, novamente, apenas na língua em detrimento das práticas pedagógicas que respeitem as particularidades educacionais dos alunos surdos. / The decade of 1990 was marked by the publication of several international and national documents that significantly influenced the current educational policy in our country, published mainly in the following decade. Through them, a new look for special education was instituted, which was no longer considered in parallel to the common system and began to integrate the pedagogical proposal of the regular school. As a consequence, teacher training for basic education also needed to be reviewed. The decade of 2000 was also provided with the enactment of new legislation related to the deaf, such as Law 10.436/ 02, which recognizes the Brazilian sign language (Libras) as used by deaf Brazilian communities, and Decree No. 5.626/ 05, Which ensures the right to this bilingual education to this sociocultural group, a fact that also implied a transformation in the way of thinking about the formation of teachers of deaf students. When considering this context, the present work was proposed, which aims to understand how the training of teachers for the education of deaf people has been discussed in theses and dissertations from 1995 to 2014. This research is a bibliographical research and, as a methodological procedure, the Systematic Review of Literature was adopted. For access to the works, an online search was carried out in the libraries of Postgraduate Education Programs, evaluated by CAPES with a concept equal to or greater than five. After applying the inclusion and exclusion criteria determined in relation to the objectives of this study, we found 35 researches that discussed the research topic: 16 theses and 19 dissertations. In an initial approach to the data, it was observed that the defense of the work was concentrated between the years 2009 and 2014, the period of consolidation of the inclusive policy in the country and its effects on the education of the deaf. The reading and analysis of the selected researches pointed to the discussion and reflection of two major periods: what is about the extinct specific qualifications in Education of the Disabled of Audiocommunication and what discusses a new configuration in terms of teacher and specialist teacher training. This last topic was approached, in the investigations investigated, from the initial formation and proposals of continuous formation, involving presential, in service and at a distance. It is concluded that, for most studies, the specificities of deaf education have not been included in the initial training. It is recognized that, although the old qualifications did not favor the deaf in educational terms, starting from a conception based on the deficiency and the normalization of the students, the same can be said of the initial formation offered today, that although potentially Assumption that the deaf constitute a sociocultural and linguistic minority, restricts the education of these students to the Libras discipline. This reality has demanded from the teachers the search for continuing education, the focus of most research, which, without a clear orientation of the aspects that would need to be contemplated in the educational processes of the deaf, often focus again only on the language to the detriment pedagogical practices that respect the educational specificities of deaf students.

A década de 1990 foi marcada pela publicação de diversos documentos internacionais e nacionais que influenciaram, de forma significativa, as atuais políticas educacionais em nosso país, publicadas, principalmente, na década seguinte. Por meio delas, foi instituído um novo olhar para educação especial, que deixou de ser pensada de forma paralela ao sistema comum e passou a integrar a proposta pedagógica da escola regular. Como consequência, a formação de professores para a educação básica também precisou ser revista. A década de 2000 foi brindada ainda com a promulgação de novas legislações relativas aos surdos, como a Lei nº 10.436/02, que reconhece a língua brasileira de sinais (Libras) como aquela usada pelas comunidades surdas brasileiras, e o Decreto nº 5.626/05, que assegura o direito, a esse grupo sociocultural, à educação bilíngue, fato que implicou também em uma transformação na forma de se pensar a formação de professores de alunos surdos. Ao se considerar este contexto, foi proposto o presente trabalho, que tem como objetivo compreender como a formação de professores para a educação de surdos tem sido discutida em teses e dissertações no período de 1995 a 2014. Esta pesquisa constitui-se em uma pesquisa bibliográfica e, como procedimento metodológico, adotou-se a Revisão Sistemática da Literatura. Para o acesso aos trabalhos, foi realizada uma busca online nas bibliotecas de Programas de Pós-graduação em Educação, avaliados pelas CAPES com conceito igual ou superior a cinco. Após terem sido aplicados os critérios de inclusão e exclusão determinados frente aos objetivos deste estudo, foram encontradas 35 pesquisas que discutiam a temática investigada: 16 teses e 19 dissertações. Em uma abordagem inicial dos dados, observou-se que a defesa dos trabalhos concentrou-se entre os anos de 2009 e 2014, período de consolidação da política inclusiva no país e de seus efeitos para a educação dos surdos. A leitura e análise das pesquisas selecionadas apontaram para a discussão e reflexão de dois grandes períodos: do que trata das extintas habilitações específicas em Educação de Deficientes da Audiocomunicação e do que discute uma nova configuração em termos de formação do professor regente e especialista. Este último tema foi abordado, nas pesquisas investigadas, a partir da formação inicial e de propostas de formação continuada, envolvendo práticas presenciais, em serviço e à distância. Conclui-se que, para a maioria dos estudos, as especificidades da educação de surdos não tem sido contempladas na formação inicial. Reconhece-se que, embora as antigas habilitações não favorecessem os surdos, em termos educacionais, por partirem de uma concepção pautada na deficiência e na normalização dos alunos, o mesmo pode ser dito da formação inicial oferecida hoje, que embora tenha, potencialmente, como pressuposto que os surdos constituem-se uma minoria sociocultural e linguística, restringe a educação destes alunos à disciplina Libras. Esta realidade tem demandado dos professores a busca por formação continuada, foco da maioria das pesquisas, que, sem uma orientação clara dos aspectos que precisariam ser contemplados nos processos educacionais dos surdos, muitas vezes, centram-se, novamente, apenas na língua em detrimento das práticas pedagógicas que respeitem as particularidades educacionais dos alunos surdos. / The decade of 1990 was marked by the publication of several international and national documents that significantly influenced the current educational policy in our country, published mainly in the following decade. Through them, a new look for special education was instituted, which was no longer considered in parallel to the common system and began to integrate the pedagogical proposal of the regular school. As a consequence, teacher training for basic education also needed to be reviewed. The decade of 2000 was also provided with the enactment of new legislation related to the deaf, such as Law 10.436/ 02, which recognizes the Brazilian sign language (Libras) as used by deaf Brazilian communities, and Decree No. 5.626/ 05, Which ensures the right to this bilingual education to this sociocultural group, a fact that also implied a transformation in the way of thinking about the formation of teachers of deaf students. When considering this context, the present work was proposed, which aims to understand how the training of teachers for the education of deaf people has been discussed in theses and dissertations from 1995 to 2014. This research is a bibliographical research and, as a methodological procedure, the Systematic Review of Literature was adopted. For access to the works, an online search was carried out in the libraries of Postgraduate Education Programs, evaluated by CAPES with a concept equal to or greater than five. After applying the inclusion and exclusion criteria determined in relation to the objectives of this study, we found 35 researches that discussed the research topic: 16 theses and 19 dissertations. In an initial approach to the data, it was observed that the defense of the work was concentrated between the years 2009 and 2014, the period of consolidation of the inclusive policy in the country and its effects on the education of the deaf. The reading and analysis of the selected researches pointed to the discussion and reflection of two major periods: what is about the extinct specific qualifications in Education of the Disabled of Audiocommunication and what discusses a new configuration in terms of teacher and specialist teacher training. This last topic was approached, in the investigations investigated, from the initial formation and proposals of continuous formation, involving presential, in service and at a distance. It is concluded that, for most studies, the specificities of deaf education have not been included in the initial training. It is recognized that, although the old qualifications did not favor the deaf in educational terms, starting from a conception based on the deficiency and the normalization of the students, the same can be said of the initial formation offered today, that although potentially Assumption that the deaf constitute a sociocultural and linguistic minority, restricts the education of these students to the Libras discipline. This reality has demanded from the teachers the search for continuing education, the focus of most research, which, without a clear orientation of the aspects that would need to be contemplated in the educational processes of the deaf, often focus again only on the language to the detriment pedagogical practices that respect the educational specificities of deaf students.

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