Made available in DSpace on 2014-07-29T15:08:19Z (GMT). No. of bitstreams: 1 dissertacao_pedro_quindere.pdf: 1753745 bytes, checksum: 1a9e14157501ea719da0e4e18d0479eb (MD5) Previous issue date: 2008-02-23 / In the context of efficient information transmission among people and, particularly in the helping of learning and training processes, this investigation presents results on the use of the technology of Hybrid Intelligent Tutoring Systems, based on artificial neural networks and expert rules, developed by Martins [MEA 2004], Melo [MEL 2003] and Meireles [MEI 2003]. Due to the fact that, in its initial empirical validation, neural training data has been originated from courseware in Introduction to Data Processing , some doubts have remained on the applicability of the trained neural network to other scenarios. The present production has approached these issues by the formalization of the content format and by presenting promising empirical results in two other scenarios: Scientific Methodology and Biological Rhythms . Results were analyzed by non-parametric methods with 5% significance. They reinforce the hypotheses that the studied tutoring system is efficient, able to reduce differences of distinct groups and shows thematic adaptability actually / No contexto da transmissão eficiente de informação entre pessoas, particularmente no auxílio a processos de ensino-aprendizagem e treinamento empresarial, este trabalho apresenta resultados da investigação do uso da tecnologia de Sistemas Tutores Inteligentes Híbridos, baseada em redes neurais artificiais e regras de especialistas, desenvolvida por Martins [MEA 2004], Melo [MEL 2003] e Meireles [MEI 2003]. Por utilizar, em sua validação empírica inicial, dados de treinamento neural provenientes de conteúdo na área de Introdução ao Processamento de Dados , restaram dúvidas sobre a aplicabilidade da rede neural treinada a outros cenários. Esta pesquisa aborda tais questões, formalizando requisitos de formatação dos conteúdos e apresentando resultados promissores em dois outros cenários distintos: Metodologia Científica e Ritmos Biológicos . Os dados obtidos são analisados através de métodos não-paramétricos e nível de significância de 5%, sugerindo que o sistema tutor ensina eficientemente, uniformiza grupos distintos de indivíduos e realmente apresenta adaptabilidade temática

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2016-11-09T13:17:52Z No. of bitstreams: 2 Dissertação - Cibelle Moraes Leite Galli - 2016.pdf: 2355440 bytes, checksum: f948cd2c641e18b5182dc5c711a044cc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-11-10T17:50:41Z (GMT) No. of bitstreams: 2 Dissertação - Cibelle Moraes Leite Galli - 2016.pdf: 2355440 bytes, checksum: f948cd2c641e18b5182dc5c711a044cc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-11-10T17:50:41Z (GMT). No. of bitstreams: 2 Dissertação - Cibelle Moraes Leite Galli - 2016.pdf: 2355440 bytes, checksum: f948cd2c641e18b5182dc5c711a044cc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-01-28 / Government initiatives have been proposed since 2005 aimed at reversing the inadequacy of training models still fragmented and strongly hegemonic to face the current challenges of health care and the needs of the Unified Health System (SUS). The Education Program for Working for Health (PETHealth) is one of these initiatives has as main concept the formation of tutorial groups that will contribute to the development of human resources with adequate profile to the training needs expressed in the country's health policies and to face the different realities of life and health of the population. Because of the development of this program at the Federal University of Goiás (UFG) since its inception in 2008 without there being an evaluation of its results gave rise to the research project "Impact Assessment of PROHealth Programs and PET-Health in courses Graduation healthcare UFG". This study aimed to describe the PET-Health contribution to the training of professionals of the health courses at the Federal University of Goiás, in the view of the tutors. Research with descriptive approach, using an electronic form for data collection, containing ten essay questions. Form was answered by 16 tutors who acted in the PET-Health 2008-2013 (response rate 57%). Data analysis was performed using content analysis which yielded a total of four axes, twelve categories and thirty-five subcategories. It was found that PET-Health positively influenced in building a more complete training, bringing innovation to work in multidisciplinary groups in graduation through coexistence, interdisciplinary with students from other courses in comprehensive of attention care, innovation of educational strategies in the SUS understanding of change and amplitude the concept of health. It also brought some negatives especially in relation to the amount of bags for preceptors and the hours available for scholarship students to carry out their activities. It was concluded that it is a challenge to implement all the ideals of PET-Health but it is possible. The program proposals have openness to dialogue spaces where students develop the perception of daily life and the complexities of the service. For tutors, PET-Health leverages the work so that the pedagogical perspective and integrative motivation actions of teaching - service - community expand to other students from various courses and periodicity levels, continuously, regular, full and nice. / Iniciativas governamentais foram propostas desde 2005 visando reverter a inadequação dos modelos de formação ainda fragmentados e fortemente hegemônicos para enfrentar os desafios atuais da atenção à saúde e às necessidades do Sistema Único de Saúde (SUS). O Programa de Educação pelo Trabalho para Saúde (PET-Saúde) é uma destas iniciativas que traz como conceito principal a formação de grupos tutoriais que vão contribuir para a formação de recursos humanos com perfil adequado às necessidades formativas expressas nas políticas de saúde do país e para o enfrentamento das diferentes realidades de vida e de saúde da população brasileira. Em virtude do desenvolvimento desse programa na Universidade Federal de Goiás (UFG) desde o seu início em 2008 sem que houvesse uma avaliação dos seus resultados deu origem ao projeto de pesquisa "Avaliação do Impacto dos Programas PRO-Saúde e PET-Saúde nos cursos de graduação da área da saúde da UFG". Este trabalho buscou descrever a contribuição do PET-Saúde na formação dos profissionais dos cursos da área da saúde da Universidade Federal de Goiás, na visão dos tutores. Pesquisa com abordagem descritiva, com utilização de um formulário eletrônico para coleta de dados, contendo dez questões discursivas. Formulário foi respondido por 16 tutores (57,1%) que atuaram no PET-Saúde de 2008 a 2013. A análise dos dados foi realizada por meio da análise de conteúdo onde obteve-se o total de quatro eixos, doze categorias e trinta e cinco subcategorias. Constatou-se que o PET-Saúde influenciou de forma positiva na construção de uma formação mais completa, trazendo a inovação de se trabalhar em grupos multiprofissionais na graduação por meio da convivência, da interdisciplinaridade com alunos de outros cursos, na integralidade da atenção ao cuidado, na inovação das estratégias educacionais, na mudança do entendimento do SUS e na amplitude da concepção de saúde. Trouxe também, algumas dificuldades, principalmente, em relação à quantidade de bolsas para preceptores e a carga horária disponível aos alunos para desempenharem suas atividades. Concluiu-se que é um desafio conseguir implementar todos os ideários do PET-Saúde. Para os estudantes, há um grande incentivo em desenvolver a percepção do cotidiano e as complexidades do serviço. Para os tutores, o PET-Saúde potencializa o trabalho para que a perspectiva pedagógica e as ações de motivação integrativa do ensino – serviço – comunidade se ampliem para outros alunos, dos mais diversos cursos e níveis de periocidade, de forma contínua, regular, integral e agradável.

Neste trabalho apresentamos o desenho e desenvolvimento de um novo sistema de apoio ao ensino/aprendizagem via Web, o iComb - Combinatória Interativa na Internet. Também apresentamos alguns experimentos didáticos com a atual proposta do iComb. Este sistema é baseado na experiência do Combien?, sistema desenvolvido pela Université Pierre et Marie Curie - LIP6, que tem bons recursos para auxílio à resolução de exercícios ligados a análise combinatória, mas apresenta limitações quanto a incorporação de novos exercícios e principalmente apresenta restrições para seu uso via Web. Uma inovação advinda deste projeto é que o iComb pode ser integrado a sistemas gerenciadores de cursos, como o SAW- Sistema de Aprendizagem pelaWeb. Além disso, o iComb pode ser incorporado a páginas pessoais, redes sociais e blogs, na forma de um widget. / In this work, we present the software iComb - Interactive Combinatorics on Internet, a new software that can be used to teach and learning combinatorics trough the Word Wide Web. The iComb is based on the Combien? experience, a software developed by Université Pierre et Marie Curie - LIP6. We can easily integrate the iComb software in a web-based learning management system like the SAW - Web-based learning system. Moreover, the iComb can be easily added to a personal web sites, social networks systems and blogs using the copy-and-past pattern resulting in a powerful collaborative tool to the conceptual movement named as Web 2.0.

El presente proyecto se ha realizado para analizar la viabilidad y escalabilidad de ejecución de un modelo de negocio llamado, “TUtutor”. TUtutor es una plataforma virtual en la que alumnos que estén cursando el nivel primario podrán tener clases personalizadas. Dicha plataforma los conecta con tutores universitarios con experiencia en la materia de matemática y que también buscan obtener un ingreso adicional. Los tutores tendrán la principal función de desarrollar una metodología que se acomode a la comprensión adecuada del curso donde el alumno presente dificultades. Este proyecto nació a partir de la coyuntura actual que se está atravesando a nivel mundial. La pandemia ha obligado a muchos países a adecuarse a una nueva realidad. Sin embargo, en el proceso de transición surgieron deficiencias que requieren soluciones inmediatas. En este caso, la educación ha sido un sector muy perjudicado ya que, en el Perú, la mayoría de los colegios, tanto particulares como nacionales, no estaban 100% listos para asumir el cambio total a la metodología remota. Esta medida obligatoria ha acelerado todas las operaciones de las escuelas con la finalidad de que puedan seguir con sus sesiones de manera virtual. No obstante, se han presentado problemas en el rendimiento académico de los alumnos tras este cambio. Por lo cual, es donde necesitan de un mayor refuerzo y asesoramiento personal en la materia de mayor dificultad. / This project will analyze the viability and scalability of the creation of a business named “TUtutor”. TUtutor is a virtual platform where university students with skills in mathematics, and who are interest in earning an additional income, may connect with elementary school students and act as tutors through personalized classes. These university students will develop a methodology that would adapt these courses experiencing difficulty with teaching their students in the online learning environment as their function. This project was created based on the current situation we are facing around the world. The pandemic has forced many countries to adapt a new reality that in-class lessons struggle to adapt to the challenges of online learning. During the transition process, deficiencies in such classes have surged that require immediate solutions. In this case, the education sector in Peru has been highly affected because the majority of the two kinds of schools, public and private, where not fully prepared to perform the change from in-person classes to the remote methodology. This mandatory measure caused all school operations to quickly adapt and make all classes virtual. However, due to the quick changes, the academic performance of children has suffered. Therefore, schools need major reinforcement and personal counseling from their students. / Trabajo de investigación

La presente, es una investigación relacionada al rendimiento académico mediante tutorías virtuales de refuerzo escolar, para ello se tomó el caso del proyecto de Educación Sin Barreras implementado por el emprendimiento social Superminds. Se sabe que la educación es un derecho necesario para el desarrollo de habilidades, y contribuye con la integración social y con la oportunidad de reducir las brechas existentes en la sociedad, constituyendo un elemento esencial para el desarrollo humano del país; permitiendo así, a las personas el poder hacer uso de otros derechos humanos, por lo que no debe ser excluido, por el contrario, esta debe de ser de calidad y constante a lo largo de la vida de cada ser humano. Sin embargo, en el Perú, esto no suele ser una realidad, ya que muchos alumnos no cuentan con educación de calidad ya que se ven afectados por múltiples determinantes que desencadenan en un deficiente nivel estudiantil y/o deserción escolar. Dicha problemática suele acentuarse en la población más vulnerable, impidiendo que niños en edad escolar participen activamente del rol educativo que les corresponde, generando así una brecha entre el aprendizaje y la enseñanza, limitándolos así a la integración y la cohesión social. Es por ello, que la presente investigación busca determinar si las tutorías virtuales de refuerzo escolar, implementadas a través del proyecto Educación Sin Barreras en la Institución Educativa Romeo Luna Victoria localizada en San Borja, durante el año 2020 están contribuyendo a la mejora del rendimiento académico de los estudiantes del 6to grado del nivel primario. Los hallazgos encontrados permiten identificar y analizar la problemática existente, las acciones implementadas, la información brindada por los tutores y la participación de los actores claves. Sobre esa base se realizó la propuesta de mejora que fortalezcan la ejecución del proyecto Educación Sin Barreras, mediante un plan de capacitaciones de metodología escolar dirigidas a los tutores voluntarios que incluso pueden ser desarrollado en proyectos similares a nivel nacional. / This investigation is related to the academic performance through virtual tutorials for school reinforcement, for this we will take the case of the Education Without Barriers project implemented by the social entrepreneurship Superminds. It is known that education is necessary to the development of skills and contributes to social integration and the opportunity to reduce the existing gaps in society, constituting an essential element for the Peruvian development; thus, allowing people to make use of other human rights, so it should not be excluded, on the contrary, it must have quality and be constant throughout the life of each human being. However, in Peru, this is not usually a reality, since many students lack the access to a quality education due to multiple determinants that lead to a poor student level and/or school dropout. This problem tends to be accentuated in the most vulnerable population, preventing school-age children from actively participating in the educational role that corresponds to them, thus generating a gap between learning and teaching, thus limiting them to integration and social cohesion. That is why this research seeks to determine whether virtual tutorials for school reinforcement, implemented through the Education Without Barriers project in the Romeo Luna Victoria School in San Borja, during 2020 they are contributing to the improvement of the academic performance of 6th grade children. These findings allow to identificate and to analyze the problem, the actions implemented, the information provided by tutors and the participation of the key actors. In this way, improvement proposals can strength the implementation of the project, through a training plan in school methodology aimed at volunteer tutors that can even be developed in similar projects at the national level.

SER+ Soporte Educativo Rural para Mejores Aprendizajes en Educación Secundaria (ahora SPSR Soporte Pedagógico para la Secundaria Rural), es una intervención ejecutada por el Ministerio de Educación, que tiene como finalidad mejorar los aprendizajes de los(as) estudiantes en educación secundaria de las zonas rurales; a través del fortalecimiento de capacidades de los(as) docentes. El diseño de la intervención considera tres componentes: Acompañamiento a docentes de comunicación, matemática y tutoría. La presente investigación examina la intervención desde su tercer componente: Acompañamiento Social Comunitario a docentes tutores(as); el objetivo es: Analizar la aplicación de las herramientas/instrumentos –propuestas por la intervención SER+- en las sesiones de tutoría de los(as) docentes tutores de las instituciones educativas de las zonas rurales. La investigación se desarrolló bajo la estrategia metodológica cualitativa, las fuentes de investigación son primarias; se consideró a tres elementos claves involucrados con la intervención SER+ (docentes tutores, acompañantes social comunitarios y estudiantes). La razón de la investigación es que existen referencias basadas en procesos de supervisión de aplicación de la intervención que dan cuenta que las herramientas/instrumentos brindados por SER+ no están siendo tomados en cuenta para la elaboración de las sesiones de tutoría; en ese sentido, la investigación se propone: Identificar los factores que impiden o posibilitan a los(as) docentes tutores(as) la implementación de enfoques y estrategias de la intervención SER+, en las sesiones de tutoría de una institución educativa de la zona rural de la región Ancash. Entre los posibles factores que impiden la aplicación de los instrumentos de SER+, se considera: la adecuación intercultural de las herramientas/instrumentos de la intervención; la formación/preparación de los(as) Acompañantes Social Comunitarios sobre la base del enfoque intercultural y las percepciones de los(as) docentes tutores(as) sobre la intervención. / SER + Rural Educational Support for Better Learning in Secondary Education (now SPSR Pedagogical Support for Rural High School), is an intervention implemented by the Ministry of Education, which aims to improve the learning of (as) students in secondary education in the areas rural through capacity building of teachers. The design of the intervention considers three components: Accompaniment to teachers of communication, mathematics and tutoring. The present investigation examines the intervention from its third component: Community Social Accompaniment to tutors teachers; the objective is: Analyze the application of the tools / instruments -proposed by the SER + intervention- in the tutorial sessions of the tutors teachers of the educational institutions of the rural areas. The research was developed under the qualitative methodological strategy, the research sources are primary; Three key elements involved with the SER + intervention were considered (teacher tutors, community social workers and students). The reason for the research is that there are references based on monitoring processes of application of the intervention that realize that the tools / instruments provided by SER + are not being taken into account for the preparation of the tutoring sessions; In this sense, the research aims to: Identify the factors that prevent or enable the tutors (as) the implementation of approaches and strategies of the SER + intervention, in the tutoring sessions of an educational institution in the rural area of the Ancash region. Among the possible factors that prevent the application of the SER + instruments, the following is considered: the intercultural adaptation of the tools / instruments of the intervention; the training / preparation of the Social Community Companions on the basis of the intercultural approach and the perceptions of the tutors teachers on the intervention. / Tesis

La formación de los médicos comprende un extenso, complejo, diverso y especializado itinerario formativo. Esta investigación se centra en el proceso de formación especializada de los Médicos Internos Residentes de Medicina Familiar y Comunitaria tutelado por otro médico especialista más experimentado que ejerce como Tutor, la Enfermera de cupo docente, así como por otros tutores y colaboradores docentes. En este contexto se describen, analizan e interpretan los valores emergentes de la relación entre el Tutor, el MIR y la Enfermera: los vectores que orientan la acción educativa; las líneas directrices que determinan la labor docente y la formación durante la etapa inicial del primer y tercer año de formación. En este sentido pretende señalar aquellos elementos que determinan la enseñanza-aprendizaje de los MIR de MFyC desde el punto de vista de los valores en relación a sus experiencias de vida. / The medical training includes an extensive, complex, diverse and specialized itinerary. This research focuses on the process of specialized training of resident physicians in Family Practice mentored by another more experienced doctor who serves as guardian, the quota Nurse teachers and other mentors and collaborators for teachers. In this context, describe, analyze and interpret the emerging values ​​of the relationship between the tutor, the MIR and the Nurse: the vectors that guide education: guidelines that determine the teaching and training during the initial stage of first and third year of training. In this sense seeks to identify those elements that determine the teaching-learning MIR FCM from the point of view of values ​​in relation to their life experiences.