Orientador: Sandro Tonso / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Tecnologia / Made available in DSpace on 2018-08-22T06:35:17Z (GMT). No. of bitstreams: 1 Santana_PatriciaMarianadaCosta_M.pdf: 1898856 bytes, checksum: 63d9768d8e0a296f7e2ad4a675736db2 (MD5) Previous issue date: 2013 / Resumo: É no universo da educação ambiental formal que se insere o presente trabalho. Uma vez considerados de relevância para a abordagem do tema meio ambiente, os projetos que consideram a mesma como área transversal às demais disciplinas devem estar em constante avaliação para lograr uma das premissas da educação ambiental: o aprendizado contínuo e permanente. Neste trabalho, buscou-se diagnosticar a forma como a Educação Ambiental está inserida no currículo escolar no município de Mogi Mirim - SP, enfatizando o trabalho com projetos. Fez-se necessário, para melhor entendimento e contextualização do leitor, um panorama geral das origens do campo da Educação Ambiental e suas diferentes perspectivas, abrangendo questões históricas, geográficas, biológicas, culturais e humanas, bem como fatos que contribuíram direta ou indiretamente para que a mesma tivesse sua devida importância. Buscou-se também caracterizar a Educação Ambiental no âmbito formal e as principais iniciativas do poder público que a influenciaram. Em seguida, abordou-se a importância dos projetos, dentro das escolas, como uma das formas de se garantir a transversalidade do tema Meio Ambiente. Dentre as estratégias de avaliação, podemos citar o diálogo como facilitador do processo avaliativo dos projetos de educação ambiental no universo escolar. A metodologia empregada neste estudo teve como base a pesquisa qualitativa, mais especificamente a pesquisa observação participante, por meio da qual foi possível estabelecer uma aproximação real da problemática estudada / Abstract: It is in the universe of formal environmental education that fits the present work. Once considered relevant for addressing the environmental theme, the projects that consider the same cross sectional area as the other disciplines should be constantly reviewed to achieve one of the premises of environmental education: learning continuous and permanent. In this study, we attempted to diagnose how environmental education is embedded in the school curriculum in the city of Mogi Mirim - SP, emphasizing the project work. It was necessary for better understanding and contextualizing the reader an overview of the origins of the field of environmental education and their different perspectives, covering issues of history, geography, biological, cultural and humanities, as well as facts that contributed directly or indirectly to it had its due importance. It also sought to characterize the environmental education within formal and key initiatives of government that influenced. Then addressed the importance of projects within the schools, as a way of ensuring the mainstreaming of the theme Environment. Among the strategies for assessment, we can quote the dialogue as a facilitator of the evaluation process of environmental education projects in the school universe. The methodology used in this study was based on qualitative research, specifically research participant observation, whereby it was possible to establish an approximation of the real problem studied / Mestrado / Tecnologia e Inovação / Mestre em Tecnologia

The research explores the themes of corporate chaplaincy, workplace spirituality and employee wellness, and their relationship to each other. The question is asked if the corporate chaplain has a contribution to make through the multi-disciplinary helping team in achieving and maintaining employee wellness. The method of study is postfoundational and relies upon three stages of research: an acknowledgement of the local context through the dialogue with twelve co-researchers; a process of transversality that includes a discussion with nine interdisciplinary respondents and traditions of interpretation; and a response that explores a preferred alternative reality for, and beyond, the local context. The stage of acknowledgement reveals several emerging themes that highlight the value of a workplace spirituality in employee wellness, but in which spirituality is an identified gap in wellness progs. The discussion explores the value of spirituality in wellness and the obstacles in the development of workplace spirituality and the employ of corporate chaplains. The response requires a revisiting the title of "corporate chaplaincy" noting the unhelpful assumptions that the title makes. The response includes a definition of workplace spirituality that communicates the value of a workplace spirituality and the workplace spiritual helper to help overcome the obstacles of religious plurality, secularism, and an unhelpful religiosity. The response of affirming spirituality in achieving and maintaining wellness for the employee and the corporate through the corporate chaplain requires the establishment of a registered professional body. In recognising the present difficulty in appointing corporate chaplains, alternative forms of developing workplace spirituality are suggested. / Thesis (PhD)--University of Pretoria, 2017. / Practical Theology / PhD / Unrestricted

Abstract The subject of this study is deadwood, those parts of the tree which are left in the forest as branches, standing trees, fallen trees. The study traverses between this sedimented substance and its poetic meaning which is the material relations of ‘deadwood’.  The paper is letters to deadwood, who is the dance teacher. The letters are dialouges and encounters which describe everyday movements and actions and daily interations with the materia of deadwood. To pursue the creative work with what the forest has left behind is searching, and balancing actions and process. These movements implore deadwood for a new system of learning.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-28T09:09:21Z No. of bitstreams: 1 André Nascimento da Silva.pdf: 3825120 bytes, checksum: 37419d97810203d5599230f08702b19e (MD5) / Made available in DSpace on 2018-11-28T09:09:21Z (GMT). No. of bitstreams: 1 André Nascimento da Silva.pdf: 3825120 bytes, checksum: 37419d97810203d5599230f08702b19e (MD5) Previous issue date: 2018-10-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research was developed in a municipal school in the outskirts of Guarulhos, for that to happen, it looked at ten students of a specific multi-series group of Cycle II (EFII) of the modality EJA. It is also understood that this work was developed from the perspective of a case study, in according to what Nunan (1992) explains about this kind of research, it developed from a singular example of a class of objects, in which his investigation occurred in the context in which it occurred, and was also able to provide information on the prevention and resolution of problems related to the workspace in which it developed. The objective of this research was to observe and understand how the relationship between the Transversal Themes and english teaching-learning in the EJA occurs in a critical-reflective perspective of a glocal world. To do so, after raising the profile and the view on Transversal Themes and the english classes in the EJA of ten students who were the participants of this research, a sequence of lessons had been applied to them. What was extracted during these classes was recorded in reflective diaries and recorded in audio by a cell phone and later transcribed, so that one could critically analyse their content, together with the answers of these students, given to a semistructured interview, applied at the end of this sequence of classes. With this research, we sought to observe and understand the possibility of these participants getting used to experiencing continually the critical reflection on the themes that were proposed to them, such as Sexual Orientation, or any others they may one day deal with. In this way, directing this work to a critical paradigm, in which, as clarified by Bredo and Feinberg (1982), it favors the transformation of the individuals involved in a social context of humanity. In order to better understand the content that this research generated, among other theories, these ones were considered: the orientations given by the PCN (1998/2000) about Transversal Themes; Vygotsky's conceptions of teaching-learning (1991/2005), as well as his point of view about cognition and affection, both indispensable, according to the author, to the development of the individual and his vision of the world in the construction of meanings and significance. It was also brought to the light in this work explanations about the term glocal and its importance for the construction of an individual attentive to the world in which it is inserted, according to Celani (2016) and Franco (2003/2008), as well as Freire’s (1982/1999) contributions to Education, based on his concepts on critical pedagogy and other voices such as Rajagopalan (2003) and Moita Lopes (2006). These theories applied to what was built in the classroom together with the students participating in this research, brought the understanding that, through the Transversal Themes, it approached the knowledge in english to their realities, providing them with a significant teaching-learning. While the way the lessons were conducted and the provocations made, even in the mother tongue, they promoted critical reflections about what was studied and awoke some important new glances at students to what is around their glocal universe / Esta pesquisa foi desenvolvida em uma escola Municipal da periferia de Guarulhos, para isso acontecer, debruçou-se sobre dez alunos de uma turma multisseriada específica do Ciclo II (EFII) da modalidade EJA. Também por isso entende-se que este trabalho foi desenvolvido na perspectiva de um estudo de caso, pois, em conformidade com o que explica Nunan (1992) sobre tal tipo de pesquisa, este se desenvolveu a partir de um exemplo singular de uma classe de objetos, na qual sua investigação se deu no contexto em que ele ocorreu, e ainda pôde fornecer informações sobre a prevenção e solução de problemas relacionados ao espaço de trabalho no qual esta se desenvolveu. O objetivo desta pesquisa consistiu em observar e compreender como se dá a relação entre os Temas Transversais e o ensino-aprendizagem de inglês na EJA em uma perspectiva crítica-reflexiva de um mundo glocal. Para tanto, após levantar o perfil e a visão sobre Temas Transversais e as aulas de inglês na EJA de dez alunos que foram os participantes desta pesquisa, uma sequência de aulas lhes fora aplicada. Aquilo que se extraiu ao longo dessas aulas foi registrado em diários reflexivos e gravado em áudio por meio de celular e posteriormente transcrito, para que se pudesse analisar criticamente seu sumo, juntamente com as respostas desses alunos participantes, dadas a uma entrevista semiestruturada, aplicada ao final dessa sequência de aulas. Com esta pesquisa buscou-se observar e compreender a possibilidade de seus participantes habituarem-se a vivenciar continuamente a reflexão-crítica sobre os temas que escolhemos abordar, como no caso Orientação Sexual, ou quaisquer outros que possam um dia lidar. Dessa maneira, direcionando este trabalho a um paradigma crítico, no qual, como esclarece Bredo e Feinberg (1982), favorece a transformação dos indivíduos envolvidos em um contexto social da humanidade. Para melhor embasamento e compreensão do sumo que esta pesquisa gerou, considerou-se aqui, dentre outras teorias, o seguinte: as orientações dadas pelos PCN (1998/2000) sobre Temas Transversais; as concepções de ensino-aprendizagem de Vygotsky (1991/2005), assim como seu ponto de vista sobre cognição e afeto, ambas indispensáveis, segundo o autor, ao desenvolvimento do indivíduo e sua visão de mundo na construção de sentidos e significados. Também foi trazido à luz neste trabalho explanações sobre o termo glocal e sua importância na formação de um indivíduo atento ao mundo no qual está inserido, segundo Celani (2016) e Franco (2003/2008), e também as contribuições de Freire (1982/1999) à Educação, a partir de seus conceitos sobre pedagogia crítica e outras vozes como Rajagopalan (2003) e Moita Lopes (2006). Essas teorias aplicadas ao que se construiu em sala de aula junto com os alunos participantes desta pesquisa, trouxe o entendimento de que, por meio dos Temas Transversais, se aproximou os saberes em inglês às realidades dos alunos, propiciando-lhes um ensino-aprendizagem significativo. Enquanto que a maneira como as aulas foram conduzidas e as provocações feitas, ainda que em língua materna, promoveram reflexões-críticas sobre o que se estudou e despertou alguns importantes novos olhares nos alunos àquilo que está em torno de seu universo glocal

A complicação deleuze-proustiana é um horizonte de incidência e emergência de ideias sobre a questão do pensamento. A fim de fazer jus a este horizonte, a presente tese examina as duas partes do livro Proust et les signes, animada tanto pelo que nele incide, reconstituindo e discutindo as suas formulações conceituais, quanto pelo que dele emerge, combinando a fotografia da explicação com o cinema da experiência, duas noções que, disparadas e fomentadas pela complicação, orientam aqui o próprio ato de examinar: ideia foto-cinema. É que, em qualquer instância, pensar não é apenas compactar exposições lineares e estáticas: além de surgir disparado e fomentado pelos signos emitidos por um objeto, o pensamento se desenha na dupla face da fixação e do movimento. Quando a tarefa ordinária, que remete apenas a um emaranhado de escolhas habituais e quebradiças, expõe-se à imprevisibilidade de um encontro extraordinário, os disparadores e fomentadores, que não são o objeto, mas os seus signos, não produzem outra coisa senão um sentimento de obrigação, a necessidade de um trabalho do pensamento; tudo aí se desdobra num exercício que tanto tematiza o outro quanto se torna ele mesmo uma verdadeira prática, um funcionamento: tríplice fronteira, jazz, lentidão e excesso. A questão, pois, nunca é a de estritamente inventariar o que é, afinal, Deleuze com Proust, dominando-o com arcadas mãos, mas a de assumi-lo como um território íntimo de signos, propício para uma espécie de cultivo livre que se faz desigualmente sobre e com ele, dinâmica funcional invariavelmente desejada e perseguida. / The deleuzian-proustian complication is an occurrence and emergency horizon of ideas concerning thought. In order to do justice to this horizon, this thesis examines both parts of Proust et les signes, encouraged not only by what occurs on it, through reconstitution and discussion of its conceptual formulations, but also by what emerges of it, combining photography of explanation with cinema of experience, two notions that, triggered and fomented by complication, guide herein the very act of examining: photo-cinema idea. It is just that thought is, in any instance, not only about compacting linear and inert statements: apart from the fact that it arises triggered and fomented by signs emanating from an object, thought is drawn on the double side of fixation and movement. When the ordinary task, which only refers to a tangle of usual and brittle choices, exposes itself to the unpredictability of an extraordinary encounter, triggers and fomenters, which are not the object, but their signs, do not produce anything else but an obligation feeling, the need of mind work; everything there unfolds into an exercise that both broaches the other and turns itself into a real practice, an operation: triple border, jazz, slowness and excess. Therefore, the question is never about strictly inventorying what after all is Deleuze with Proust, mastering them with arched hands. It would be rather about assuming it as an intimate sign territory, fertile to a sort of free cultivation which unevenly makes itself about and with it, a functional dynamic invariably desired and pursued.

No description available.

The present article talks about the next relevant issues. The first section of the article refers to the construction and implementation of the European Higher Education Area and its application in various countries. Secondly, it focuses on the application of the EEES in the Spanish model. The third part explains the transversal values of higher education and the role that governments have given to universities. Finally, it studies the application of this system in the social and legal sciences, including the subject of constitutional law. / El presente artículo versa sobre los siguientes temas relevantes. En la primera sección del artículo se hace referencia a la construcción y puesta en marcha del Espacio Europeo de Enseñanza Superior y su aplicación en diversos países. En la segunda, se centra en la aplicación de este en el modelo español. En la tercera parte se explica los valores transversales de la enseñanza superior y el papel que le han otorgado los gobiernos a las universidades. Finalmente, se ve la aplicación de este sistema en las ciencias sociales y jurídicas, incluyendo a la asignatura del derecho constitucional.

Esta pesquisa pretende dialogar sobre os questionamentos sobre a transversalidade da experiência estética na Educação infantil. A primeira parte pesquisada dialoga sobre a idade infantil e seus estágios de desenvolvimento, a relação da estética e a arte na educação infantil, uma tentativa de reflexão sobre a educação infantil e o fazer artístico como ferramentas de aprendizado humano e complexo. A segunda parte da pesquisa aborda a experiência estética na complexidade, as relações artísticas, humanas e culturais que se constroem no social e no fazer artístico. A epistemologia e a religiosidade, aspectos dialogando-se entre a experiência estética e o sentido do fazer e criar, uma busca do geral no âmbito pessoal. E a terceira e última parte da pesquisa, aborda ações promovidas na experiência estética no desenvolvimento infantil, ferramentas arte-lúdica para a leitura de mundo infantil. A busca de uma coisa que dê o conceito a transversalidade da arte na educação, propostas artísticas, arte-lúdica, para a educação infantil. / This research intends to talk about the questions about The Transversality of the aesthetic experience in early childhood education. The first part of the research dialogs about the childs age and its development stages, the relation of aesthetics and art in childhood education, an attempt of reflection on childhood education and artistic experience as tools for human and complex learning. The second part of the research deals with the aesthetic experience within the theories of complexity, the artistic, human and cultural relations which are built within social life and in artistic experience. It works with the epistemology and religiosity, aspects that are dialoguing between themselves about the aesthetic experience and the meaning of making and creating, a quest for the general within the personal area. And the third and last part of the research presents actions promoted within the aesthetic experience in child development, art-play tools to read the childs world. It is a quest for a pedagogical tool which can provide the concept and meaning for transversality of art in education, artistic proposals, art-play for childhood education.

Made available in DSpace on 2014-12-17T14:35:59Z (GMT). No. of bitstreams: 1 MariaSA.pdf: 3249724 bytes, checksum: 350132909a58dd4789d1a7979e357607 (MD5) Previous issue date: 2008-12-26 / This thesis is the result of an investigation about the transversality of the environmental issues into the daily curriculum of High Schools (from first to eighth grade). The research field was the county of Santo Antonio de Jesus in the state of Bahia, Brazil. The investigation is related with the challenge that the present model of social development and organization has put to the school institution: to bring the regular discussion about Environmental Education (EE) to the school s daily life. Facing the complexity of the socio-environmental issues and the basic functions of Education, the object of study was restricted to the identification of the challenges and paradoxes of the EE inside the curriculum organization of Politic-Pedagogic Project of the schools and the teachers daily practices. About the methodology, we adopted different references for the qualitative research: sociology, history, economy, and education. As for the investigative procedures about the teacher s practices, we related the school s daily practices to the context of the community. We also adopted several investigative procedures, such as questionnaires, interviews, observations and formative intervention. The theoretical basis was organized based on references to curriculum organization, environmental culture, teacher education and also considering the pillars of a capitalistic system that is based on consumerism and that generates social exclusion. At the initial considerations, we contextualized the contemporary environmental issues in an attempt to interpret the conditions of the EE transversality into the school s daily practices, which are still oriented to the traditional Cartesian Education. Based on the collected data, we found the reasons for the teachers dilemma and reluctances to the insertion of the environmental issues into the organization of the work plan and into the management of a school. Nevertheless, the results also signed promising possibilities to the EE tranversality, in case the curriculum of the school could be more sensible towards the cultural and social-economical issues of a community. We especially questioned The National Curriculum Parameter s (PCN), which is considered highly insufficient to inform the teachers about the environmental issues, facing the actual local conditions of social and pedagogic work. The final considerations showed the role and the importance of this research as one strategy to organize the curriculum education into the perspective of the transversality of environmental issues inside the education of both teacher and student / Esse estudo ? o resultado de uma investiga??o sobre a transversalidade das quest?es ambientais no curr?culo cotidiano de escolas do Ensino Fundamental (1? a 8? s?rie). O campo de pesquisa foi o munic?pio de Santo Ant?nio de Jesus, Bahia. A investiga??o est? relacionada com os desafios que o atual modelo de desenvolvimento e organiza??o social tem colocado para a institui??o escolar: a discuss?o pedag?gica da educa??o ambiental (EA) dentro da vida escolar. Diante da complexidade da quest?o s?cio-ambiental e das fun??es b?sicas da educa??o afunilamos nosso estudo para a identifica??o dos desafios e paradoxos da EA diante do Projeto Pol?tico Pedag?gico e das pr?ticas dos professores. Na metodologia adotamos diferentes refer?ncias para a pesquisa qualitativa: sociologia, hist?ria, economia e educa??o. Nos procedimentos de investigativos sobre a pr?tica dos professores, relacionamos o cotidiano da escola com o contexto da comunidade. Adotamos, igualmente, diversos procedimentos de investiga??o, como question?rios, entrevistas, observa??es e interven??o formativa. A fundamenta??o te?rica buscou refer?ncias nas teorias da organiza??o curricular, da cultura ambiental, da forma??o do professor e nas bases de um capitalismo consumista que gera exclus?o social. Nas considera??es iniciais contextualizamos a problem?tica ambiental contempor?nea, tentando interpretar as condi??es da transversalidade da EA no cotidiano da escola, ainda orientada para a tradicional forma??o cartesiana. Com base nos resultados encontramos as raz?es para os dilemas e resist?ncias dos professores para a inser??o das quest?es ambientais na organiza??o do plano de trabalho e na gest?o da escola. Todavia, os resultados tamb?m mostraram as possibilidades promissoras para a transversalidade da EA, caso o curr?culo escolar pudesse ser mais sens?vel ?s problem?ticas s?cio-econ?micas e culturais da comunidade. Questionamos especialmente os Par?metros Curriculares Nacionais, considerados insuficientes para subsidiar os professores sobre os problemas ambientais, diante da suas condi??es locais de trabalho social e pedag?gico. As considera??es finais evidenciaram o papel e a import?ncia da pesquisa como estrat?gia para a organiza??o educativa no sentido da transversalidade das quest?es ambientais na forma??o do professor e do aluno.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Este trabalho de conclusÃo de curso (TCC), visa propor uma alternativa de ensino na Ãrea de matemÃtica atravÃs de aplicaÃÃes das funÃÃes afins e quadrÃticas na educaÃÃo para o trÃnsito, ao mesmo tempo em que se adequa ao Projeto de Reforma do Ensino MÃdio, estabelecido pela Lei no 9394/96. Trabalhando com disciplinas tradicionalmente pertencentes aos saberes escolares para os jovens advindos do Ensino Fundamental e contemplando tema transversal proveniente dos ParÃmetros Curriculares Nacionais (PCNs), o referido trabalho visa contribuir com a melhoria da qualidade de ensino na referida disciplina atravÃs da contextualizaÃÃo e preparar o aluno para o Exame Nacional do Ensino MÃdio (ENEM), transformando o mesmo como parte do processo de construÃÃo do conhecimento, colocando a realidade e o cotidiano do aluno como elementos fundamentais, trazendo esse processo como elemento chave para o estudo da disciplina e do tema transversal envolvido nessa Ãrea. / This course conclusion work aims to propose an educational alternative in the field of mathematics through applications of quadratic functions and order in traffic education at the same time that suits the High School Reform Project by Law No. 9394/96. Working with traditionally belonging to the school knowledge disciplines for young people arising from the elementary school and contemplating cross-cutting issue from the National Curriculum Parameters, said work aims to contribute to improving the quality of education in that discipline through contextualization and prepare the student the National High School Exam, turning it as part of the knowledge construction process by putting reality and the daily life of the student as fundamental elements, bringing this process as a key element for the study of discipline and cross-cutting theme involved in this area.