Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2016-04-18T12:16:22Z No. of bitstreams: 1 DIS_LUCIENE_MALDONADO_COMPLETO.pdf: 2633884 bytes, checksum: 8c65089a2ecd9ebdd8a512dd6a66e6f1 (MD5) / Made available in DSpace on 2016-04-18T12:16:22Z (GMT). No. of bitstreams: 1 DIS_LUCIENE_MALDONADO_COMPLETO.pdf: 2633884 bytes, checksum: 8c65089a2ecd9ebdd8a512dd6a66e6f1 (MD5) Previous issue date: 2016-01-25 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This job aims to propose a reflection on the subjects roles in regards to the school?s transformation. The field of investigation was a project at a inovative public school at S?o Paulo city, that has broken the traditional paradigms even though being part the municipal school system. Inspired in the ?Escola da Ponte?, walls had been pulled down, fences had been broken and a Project had been implemented to support the (re)construction of the school into a model to fulfill the main internal and external yearnings of the community, a everyone?s school and for everyone. With a remarkable democratic participation, with a differentiated building structure the school has an educational policy through cycles and self-researches. They make round tables to discuss topics and define responsibilities, so everyone is on the same page. Teachers are tutors and the relatives are mostly present. The volunteer work is well accepted and practiced by many. All those changes have as main elements the management and the intention to have a praxis of transformation in that space, creating identity and daily (re)constructing the school as they want to have. For this research, semi-structured interviews had been performed with relatives, students, teachers, managers and government employee during April/May, 2015.Thereby aiming to fulfill the purpose of the research, an exploratory and qualitative approach (Barros & Lehfeld, 1990) has been chosen, a technique of non-probability sampling strategies (Cooper & Schindler, 2011) with a methodical data collection based on Bardin (2009) has been used in the prerogative to understand and analyze how innovative changes involving the school management team impacts at the development of the school. At the end of the research process and completion of this work, we understand that the school management has considerable importance in the realization of this project. This project is working nearly 20 years ago. / Este trabalho prop?e uma reflex?o acerca do papel dos sujeitos na transforma??o de uma escola. O campo de investiga??o foi um projeto em uma escola p?blica de ensino fundamental da rede municipal, na cidade de S?o Paulo, capital, que rompeu os paradigmas tradicionais. Inspirados na Escola da Ponte rompeu-se paredes, quebraram-se alambrados e construiu-se um projeto que auxiliasse a escola a se (re)construir em um modelo que atendesse o principal anseio da comunidade interna e externa, uma escola de todos e para todos. Com uma not?vel participa??o democr?tica, com uma estrutura predial modificada a escola possui uma pol?tica de ensino diferenciada. Professores s?o tutores e h? um grande corpo de volunt?rios. Toda essa mudan?a tem como elemento principal a gest?o e sua inten??o por uma pr?xis de transforma??o naquele espa?o, criando identidade, (re)construindo todos os dias a escola que querem ter. Para a pesquisa foram feitas entrevistas semiestruturadas com os familiares, alunos, professores, gestores e servidores no per?odo de abril/maio. Desse modo objetivando cumprir a intencionalidade da pesquisa que ? analisar de que forma as mudan?as inovadoras que envolvem gest?o escolar impactam no desenvolvimento da escola. Na presente disserta??o, escolheu-se fazer o uso de uma abordagem explorat?ria e qualitativa (Barros e Lehfeld, 1990), utilizamos a t?cnica n?o probabil?stica com amostragem por julgamento (Cooper & Schindler, 2011) e com procedimento metodol?gico de an?lise de dados apoiados em Bardin (2009) na prerrogativa de entender e analisar de que forma as mudan?as inovadoras que envolvem a gest?o escolar impactam no desenvolvimento da escola. Ao final do processo de pesquisa e de conclus?o desse trabalho, entendemos que a gest?o escolar possui uma consider?vel import?ncia na realiza??o desse projeto. Este projeto est? dando certo h? quase 20 anos.

Submitted by Jadi Castro (jadiana.castro@ucb.br) on 2017-02-21T19:07:21Z No. of bitstreams: 1 OberdanQuintinodeAtaidesDisserta????o2016.pdf: 5807699 bytes, checksum: 1506b2e070e5a15a9e3090725a5feb79 (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-03-08T18:11:23Z (GMT) No. of bitstreams: 1 OberdanQuintinodeAtaidesDisserta????o2016.pdf: 5807699 bytes, checksum: 1506b2e070e5a15a9e3090725a5feb79 (MD5) / Made available in DSpace on 2017-03-08T18:11:23Z (GMT). No. of bitstreams: 1 OberdanQuintinodeAtaidesDisserta????o2016.pdf: 5807699 bytes, checksum: 1506b2e070e5a15a9e3090725a5feb79 (MD5) Previous issue date: 2016-03-21 / The Youth and Adult Education is a type of education whose history in Brazilian education was marked by moments of appreciation and other depreciation and oblivion. At present, the EJA has gained political and educational space, therefore, this study sought to identify the contributions of dialogue practice in the teachinglearning process developed by PROEJA teachers, EJA modality articulated vocational training. The dialogue, as a pedagogical element in view of Martin Buber (1878-1965) and Paulo Freire (1921-1997), is an important element of dialogue, building knowledge, recognition of being and builder of otherness. For these young adults, women and older workers, the dialogical mediation presents itself as a force able to recognize its historicity and provide the transformation of their reality. The research methodology was used a qualitative approach and presents a case study of a Public Institution Federal education in the state of Goi??s. The data were collected through documentary research and semi-structured interviews. They interviewed six teachers who work in PROEJA courses a federal public institution. The data were subjected to content analysis of the interviews. The elements presented in the analysis of the interviews reveal that dialogue as a pedagogical element provides rapprochement between teacher and students, creating a horizontal relationship of respect and fellowship, facilitating the teaching-learning process. Teachers reveal the dialogical practice moves the educational process, leading to the collective construction of content and knowledge and appreciation of PROEJA student knowledge. also show the importance of experience, the exercise of practice, dialogue and epistemological circles as successful practices for PROEJA. Reveal still be necessary for teachers to seek dialogue and praxis of dialog, the transdisciplinary work and the dissemination of knowledge to the EJA is able to promote the autonomy and liberation. / A Educa????o de Jovens e Adultos ?? uma modalidade de educa????o cuja hist??ria na educa????o brasileira foi marcada por momentos de valoriza????o e por outros de deprecia????o e esquecimento. No momento presente, a EJA vem ganhando espa??o pol??tico e pedag??gico, por isto, este estudo buscou identificar as contribui????es da pr??xis do di??logo no processo de ensino-aprendizagem desenvolvido por professores do PROEJA, modalidade de EJA articulada ?? forma????o profissional. O di??logo, enquanto elemento pedag??gico, na perspectiva de Martin Buber (1878-1965) e Paulo Freire (1921-1997), ?? um importante elemento de interlocu????o, constru????o de saberes, reconhecimento do ser e construtor da alteridade. Para estes jovens, adultos, mulheres, trabalhadores e idosos, a media????o dialogal apresenta-se como for??a capaz de reconhecer sua historicidade e proporcionar a transforma????o de sua realidade. A metodologia da pesquisa utilizou-se da abordagem qualitativa e apresenta estudo de caso de uma Institui????o P??blica Federal de ensino no estado de Goi??s. Os dados foram coletados atrav??s de pesquisa documental e entrevistas semiestruturadas. Foram entrevistados seis professores que atuam nos Cursos PROEJA de uma institui????o p??blica Federal. Os dados foram submetidos ?? an??lise do conte??do das entrevistas. Os elementos apresentados na an??lise das entrevistas revelam que o di??logo, como elemento pedag??gico, proporciona aproxima????o entre professor e alunos, gerando uma rela????o horizontal de respeito e comunh??o, facilitando o processo de ensinoaprendizagem. Os docentes revelam que a pr??tica dialogal move o processo educativo, levando ?? constru????o coletiva de conte??dos e saberes e valoriza????o dos saberes do estudante do PROEJA. Apresentam tamb??m a import??ncia da experi??ncia, do exerc??cio da pr??xis, do di??logo e dos c??rculos epistemol??gicos como pr??ticas exitosas para o PROEJA. Revelam ainda ser necess??rio que os professores busquem a pr??xis do di??logo e da dialogicidade, o trabalho transdisciplinar, bem como a difus??o destes saberes para que a EJA seja capaz de promover a autonomia e liberta????o.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-01-15T22:09:38Z No. of bitstreams: 1 RenathoAndriollaDaSilva_DISSERT.pdf: 971142 bytes, checksum: d5d7f711770785d36266f26086398663 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-01-18T13:06:17Z (GMT) No. of bitstreams: 1 RenathoAndriollaDaSilva_DISSERT.pdf: 971142 bytes, checksum: d5d7f711770785d36266f26086398663 (MD5) / Made available in DSpace on 2018-01-18T13:06:17Z (GMT). No. of bitstreams: 1 RenathoAndriollaDaSilva_DISSERT.pdf: 971142 bytes, checksum: d5d7f711770785d36266f26086398663 (MD5) Previous issue date: 2017-11-23 / Pretendemos, neste trabalho, abordar o conceito de pr?xis em Marx. Este conceito corresponde ao cerne principal na teoria marxiana, pois ? a partir dele e com ele que surgem tanto uma teoria capaz de capturar o mundo humano em seu movimento real quanto direcionamentos para a??o imediatamente pr?tica em prol da transforma??o do mundo. Nossa inten??o ? compreender os principais fatores metodol?gicos contidos no materialismo-hist?rico-dial?tico. Isso nos permitir? pensar tempos hist?ricos espec?ficos, notadamente, a Gr?cia cl?ssica e o renascimento, assim poderemos iniciar nossa compreens?o sobre qual era a consci?ncia da pr?xis que pairava no pensamento de cada uma dessas ?pocas, e mais, com a aplica??o do m?todo marxiano poderemos notar as justificativas materiais-hist?rico-dial?ticas que fundamentam uma tal vis?o da pr?xis. Rastrear a consci?ncia hist?rica da pr?xis nos levar? necessariamente a Marx, que por viver em um tempo em que a transforma??o material do mundo permitia-lhe enxergar claramente de onde vinham as determina??es que moldavam a sociedade, p?de romper com a consci?ncia da pr?xis que lhe precedia. E n?o s? isso, tamb?m conseguiu indicar o caminho da revolu??o necess?ria para a transforma??o do mundo contida na pr?xis social revolucion?ria, caminho este que podemos utilizar at? hoje. / In this work, we intend to approach the concept of praxis in Marx, this concept corresponds to the main core in Marxian theory, because it is from him and with him that arise a theory that captures the human world in its real movement as well as directions for action immediately practical for the transformation of the world. Our intention is to understand the main methodological factors contained in materialism-historical-dialectic, this will allow us to think specific historical times, notably, classical Greece and Renaissance, so we can understand what was the consciousness of the praxis that hovered in the thought of each of these Epochs. In addition, with the application of the Marxian method we can note the material-historical-dialectical justifications that underlie such a view of praxis. Tracing the historical consciousness of praxis will necessarily lead us to Marx, who, living in the moment when the material transformation of the world allowed him to see clearly the determinations that shaped society, managed to break with the consciousness of the praxis that preceded him. Moreover, not only this, too has been able to indicate the path of revolution for the transformation of the world contained in revolutionary social praxis, a path we can use today.

Submitted by PPG Servi?o Social (servico-social-pg@pucrs.br) on 2018-02-06T10:27:01Z No. of bitstreams: 1 Tese - L?via Ramalho Arsego.pdf: 1074022 bytes, checksum: 87261735547fd5e8720b9202a94b2fd5 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-02-07T13:02:22Z (GMT) No. of bitstreams: 1 Tese - L?via Ramalho Arsego.pdf: 1074022 bytes, checksum: 87261735547fd5e8720b9202a94b2fd5 (MD5) / Made available in DSpace on 2018-02-07T13:06:06Z (GMT). No. of bitstreams: 1 Tese - L?via Ramalho Arsego.pdf: 1074022 bytes, checksum: 87261735547fd5e8720b9202a94b2fd5 (MD5) Previous issue date: 2017-11-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study had the objective to comprehend the process by which the terminology Health Work Management emerged in the area of Brazilian public health, especially in the year of 2003, replacing the term Human Resources, which was traditionally used in reference to the work force in organizations. Based on the Social Work?s Ethical Political Project (PEP), formalized through the Code of Ethics (CE), questions were raised on the evidences and possibilities of meanings inherent in literacy. Relying on historical materialism and contributions from Discourse Analysis based in P?cheux?s work, which relate to the conception of material and historical construction of discourse, and its heterogeneities, to its objective interventional capacities and to the understanding of the work of constant reformulation of ideology of the ruling class, which shows the absorption of movements of resistances and oppositions. To this process of reinforcement to the reproduction of the order of capital, to which it is restricted in circularity and limits the analytical possibilities of this discursive approach, it is possible to approximate its preponderance as a dynamic of daily life, and refers to the possibilities of ethical reflection aiming suspensions and construction of overruns, in a commitment to the assumptions and values contained in the professional CE. To understand the effects of meaning produced from the word Work Management in Health, and terminological substitution act, we returned to the design of the conditions of production to which these articulations and interventions of distinct discursive memories are related. From the meanings denoted by the linguistic materialities at those intersection of work, health and management, it was shown that work and health had the funcionality to produce opposing meanings, generating displacements by associating themselves with the meanings of the management word, to which the maintenance and prevailing functions of capitalism. Thus, the presence of the term management in the new terminology referring to work relations in health involves convergent meanings to the hegemonic processes, at the same time that there is a tension exerted in the direct composition to the terms work and health, including the contradictory processes between paraphrase and polysemy. In a world context where management practices are conformed with neoliberalism, of worsening social conditions and of protection to work, in the discursive process dominant in the Official Discourse (DO) of the period preponderates this operation, to which it is emphasized the importance of the displacements associated to the meanings of work and health, which establish relationship with the historical agenda of health workers, to obtain social support for the actions that resulted in greater capillarization of capital in public establishments. At the same time, it affirms the importance of the struggles that allowed re9 significations and rearticulation of the networks of meaning. This movement is not to justify the adaptive capacities of the dominant ideology, but to consider, according to the Social Work?s CE, the possibilities of acting within the limits of the bourgeois order, to recognize levels of political and social emancipation that guarantee conditions and security of life to the subaltern classes, reiterating them as a relevant part of a compromised project for human emancipation, for which the potentialities of the ethical-political praxis on Marxism bases are recognized. / Este estudo visou a compreender o processo de exsurgimento, no campo da sa?de p?blica brasileira, em especial em 2003, da terminologia Gest?o do Trabalho em Sa?de como substitutiva ao termo Recursos Humanos, tradicionalmente utilizado para referir-se ? for?a de trabalho nas organiza??es. A partir da identifica??o ao Projeto ?tico Pol?tico do Servi?o Social (PEP), formalizado por meio do C?digo de ?tica (CE), elaboraram-se questionamentos ?s evid?ncias e ?s possibilidades de sentidos inerentes ? literalidade. Fundamentando-se no materialismo hist?rico, buscou-se contribui??es da An?lise de Discurso em P?cheux, que se relacionam ? concep??o de constru??o material e hist?rica do discurso, e suas heterogeneidades, ?s suas capacidades interventivas objetivas e ? compreens?o do funcionamento de reformula??o constante da ideologia da classe dominante, a qual apresenta a absor??o de movimentos de resist?ncias e oposi??es. A esse processo de refor?o ? reprodu??o da ordem do capital, ao qual se restringe em circularidade e limita as possibilidades anal?ticas dessa abordagem discursiva, realiza-se a aproxima??o da sua preponder?ncia como din?mica da cotidianidade, ? qual reporta-se ?s possibilidades de reflex?o ?tico-pol?tica visando suspens?es e constru??o de supera??es, em um compromisso aos pressupostos e valores constantes no CE profissional. Assim, para compreens?o dos efeitos de sentido produzidos a partir do enunciado Gest?o do Trabalho em Sa?de, e ? a??o de substitui??o terminol?gica, voltou-se ao delineamento das condi??es de produ??o ?s quais se relacionam estas articula??es e interven??es de mem?rias discursivas distintas. A partir dos sentidos denotados pelas materialidades lingu?sticas em interse??o trabalho, sa?de e gest?o, evidenciou-se que trabalho e sa?de funcionam a produzir sentidos em oposi??o, produzindo deslocamentos ao associarem-se aos sentidos do enunciado gest?o, ao qual preponderam as funcionalidades de manuten??o e reprodu??o do capitalismo. Assim, ? presen?a do termo gest?o na nova terminologia referente ?s rela??es de trabalho na sa?de interv?m sentidos convergentes aos processos hegem?nicos, ao mesmo tempo em que h? uma tens?o exercida na composi??o direta aos termos trabalho e sa?de, compreendendo-se os contradit?rios processos entre par?frase e polissemia. Em um contexto mundial de conforma??o de pr?ticas gerenciais sob o neoliberalismo, de agravamento das condi??es sociais e de prote??o ao trabalho, no processo discursivo dominante no Discurso oficial (DO) do per?odo prepondera esse funcionamento, ao que se salienta a import?ncia dos deslocamentos associados ?s significa??es de trabalho e sa?de, que estabelecem rela??o com as pautas reivindicat?rias hist?ricas dos trabalhadores da sa?de, para a obten??o do apoio social ?s a??es que resultaram em maior capilariza??o do capital nos aparatos p?blicos. Ao mesmo tempo, afirma-se a 7 import?ncia dos processos de lutas e questionamentos que permitiram ressignifica??es e rearticula??o das redes de sentido. Esse movimento n?o est? em justificar as capacidades adaptativas da ideologia dominante, mas em considerar, conforme o CE do Servi?o Social, as possibilidades de atua??o dentro dos limites da ordem burguesa, de reconhecer n?veis de emancipa??o pol?tica e social que garantam condi??es e seguran?a de vida ?s classes subalternas, reiterando-as como parte, relevante, de um projeto compromissado para com a emancipa??o humana, para o qual se reconhecem as potencialidades da pr?xis ?tico-pol?tica em bases marxianas.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-04-10T14:22:25Z No. of bitstreams: 1 FABRICIO DE FRANCISCO LINARDI.pdf: 13272166 bytes, checksum: ecae164e21ee854be27581342ebc8415 (MD5) / Made available in DSpace on 2018-04-10T14:22:25Z (GMT). No. of bitstreams: 1 FABRICIO DE FRANCISCO LINARDI.pdf: 13272166 bytes, checksum: ecae164e21ee854be27581342ebc8415 (MD5) Previous issue date: 2017-12-11 / Pontif?cia Universidade Cat?lica de Campinas - PUC - Campinas / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / In order to reflect on contemporaneity, it is necessary to consider the traces of the past as hallmarks of historical processes and add them to elements that constitute the conjuncture of the present period. Three central elements are considered to characterize the structures of the present: neoliberalism, the phenomenon of globalization and postmodernity. The articulation between those three elements defines the conjuncture that determines the economical, political and cultural arrangement of contemporaneity and the conditions of doing and thinking architecture. Such conditioning has taken place through the gradual imposition of the dintancing between the theoretical activity and the practical activity that integrate the praxis of architecture. As a consequence, it has been observed the emptying of the professional architect?s ideation, as well as a restriction of that practice to a simple instrumentalism of hegemonic agents. One of the most worrisome developments in this process is the gradual dismantling of the architecture debate in Brazil, since architecture has largely turned to the market and thus fails to exercise its questioning character about the inhabited space and about alternative possibilities for the future. The thesis questions how the architecture praxis takes shapes in the face of politiceconomic- cultural conjunctures throughout the twentieth century and demonstrates that contemporaneity represents a new historical moment with unprecedented elements that interfere distinctly from previous periods in the labor relations and in the seclusion between the architectural debate and production of built space. This new conjuncture was established in the last decades of the twentieth century, operates on a global scale, induces the spacial organizational principle of globalization, and conditions its social consequences and the organization of labor. / Para refletir sobre a contemporaneidade ? necess?rio considerar os resqu?cios do passados como marcas dos processos hist?ricos e som?-los ? novos elementos que constituem a conjuntura do per?odo atual. Considera-se que s?o tr?s os elementos centrais que caracterizam as estruturas do presente: o neoliberalismo, o fen?meno da globaliza??o e a p?s-modernidade. A articula??o entre os tr?s elementos define a conjuntura que determina o arranjo econ?mico, pol?tico e cultural da contemporaneidade e condiciona o modo de fazer e de pensar arquitetura. Tal condicionamento tem se dado por meio da imposi??o gradativa do afastamento entre a atividade te?rica e atividade pr?tica que integra a pr?xis da arquitetura. Como consequ?ncia tem-se observado o esvaziamento da idea??o do profissional arquiteto e a restri??o da pr?tica como um simples instrumentalismo de agentes hegem?nicos. Um dos desdobramentos mais preocupantes desse processo ? o gradativo desmantelamento do debate de arquitetura no Brasil uma vez que a arquitetura tem se voltado em grande medida ao mercado e, assim, deixa de exercer seu car?ter questionador sobre o espa?o habitado e sobre possibilidades alternativas para o futuro. A tese questiona como a pr?xis da arquitetura se molda frente as conjunturas pol?tico-econ?mica-cultural ao longo do s?culo XX e demonstra que a contemporaneidade se configura como um novo momento hist?rico com elementos in?ditos que interferem de maneira distinta dos demais per?odos anteriores nas rela??es de trabalho e no afastamento entre o debate arquitet?nico e a produ??o do espa?o constru?do. Essa nova conjuntura se estebeleceu nas ?ltimas d?cadas do s?culo XX, opera em escala global, induz o princ?pio organizacional do espa?o da globaliza??o e condiciona suas consequ?ncias sociais e na organiza??o do trabalho.

Made available in DSpace on 2016-04-04T18:33:10Z (GMT). No. of bitstreams: 1 Rita de Cassia Ventura Pattaro.pdf: 4798934 bytes, checksum: 458721f3591590bc90348f06d7f479c5 (MD5) Previous issue date: 2013-02-15 / This study aims to present research about the work of the pedagogical coordinator as a mediator of teacher s practice in schools of an integral education and a full-time school, located in a city in the state of S?o Paulo. The relevance of this research finds its genesis in discussions and debates about the identity of this important school professional inside a specific context as the one with an integral education and a full-time school. For this study, specifically aimed to: i) understand and analyze the design of integral education in a full time and understand its implantation process in municipal schools representative of this model; ii) understand and analyze the design of integral education a full time and understand its implementation process in municipal schools of the educational municipal system in Indaiatuba/SP; iii) understand the performance of the pedagogical coordinator from the perspective of the mediation for the teacher s practice iv) understand the mediation of teacher practice from the perspective of the pedagogical coordinators. The qualitative methodology adopted for this research was the case study, by focusing on a recurrent aspect present in all the three studied contexts. The research involved participant observation in the routine work of the professionals as well as semistructured interviews with each one. Bibliographic studies performed show that this theme requires amplitude and discussion, emphasizing reflection about the identity and the practice of the professionals who make up the management team in schools of an integral education and a full-time school. The rescue of the experiences already experienced in the history of Brazilian education and also the theoretical perspectives that already took to them this model it is important to contextualize and understand the realities surveyed. Certainly, the pedagogical coordinator, as one of the main actors of the educational context, has a decisive performance in the implementation of schools of an integral education and a full-time school. However, for this, it needs to be connoisseur of the assumptions that underlie the proposal, as well as understanding the limitations and the possibilities that each reality presents, as fundamental conditions for probable changes that may be brought by this policy. It was understood, through data collected along the path, that teachers coordinators - study subjects - identify with the role of mediators of teacher practice, however, feel that their actions are limited by some factors, such as : little time experience in the role of coordinators teachers in schools of an integral education and a full-time; existence of an insufficient Political Proposal Pedagogical for this educational model in particular; routine emergencies hampers the practice that builds the process of teaching and learning based on the integral formation of the new generations. This research shows the need to build a knowledge driven model representing the contexts of an integral education and a full-time school, reflecting on the role of their managers, coordinators and teachers having as goal the document that structures the educational system as a whole: the Proposal Political Pedagogical exclusive to this model. / Este estudo objetiva apresentar a pesquisa sobre o trabalho do coordenador pedag?gico como mediador da pr?xis docente em escolas municipais de educa??o e de tempo integral em uma cidade do interior do estado de S?o Paulo. A relev?ncia dessa pesquisa encontra sua g?nese no ?mbito das reflex?es e discuss?es acerca da identidade desse importante profissional escolar em um contexto t?o espec?fico quanto o de educa??o e de tempo integral. Para o estudo, objetivou-se especificamente: i) conhecer e analisar o projeto de educa??o integral em tempo integral e compreender o seu processo de implanta??o nas escolas do sistema de ensino municipal de Indaiatuba/SP; ii) conhecer e analisar a documenta??o que embasa o trabalho pedag?gico nesses contextos; iii) entender a atua??o do coordenador pedag?gico sob a perspectiva da media??o da pr?xis docente e iv) compreender a media??o da pr?xis docente na perspectiva dos coordenadores pedag?gicos. A metodologia qualitativa adotada pela pesquisa foi o estudo de caso, por focar um aspecto recorrente e presente nos tr?s contextos pesquisados. A pesquisa de campo envolveu a observa??o participante na rotina de trabalho desses profissionais, bem como a entrevista semiestruturada com cada um. Os estudos bibliogr?ficos realizados mostram que esse recorte tem?tico requer amplitude e discuss?o, dando ?nfase ? reflex?o acerca da identidade e da pr?xis dos profissionais que comp?em a equipe gestora em escolas de educa??o e de tempo integral. O resgate das experi?ncias j? vivenciadas na hist?ria da educa??o brasileira e tamb?m das perspectivas te?ricas que j? tomaram para si esse modelo faz-se importante para a contextualiza??o e compreens?o das realidades pesquisadas. Por certo, o coordenador pedag?gico, como um dos principais atores do contexto educacional, tem papel decisivo na implanta??o de escolas de educa??o e de tempo integral. Entretanto, para isso, ele precisa ser conhecedor dos pressupostos que balizam a proposta, bem como compreender os limites e as possibilidades que a realidade apresenta, como condi??es fundamentais para prov?veis mudan?as que possam ser trazidas por essa pol?tica. Compreendeu-se, por meio dos dados coletados ao longo do caminho percorrido, que as professoras coordenadoras sujeitos deste estudo se identificam com o papel de mediadoras da pr?xis docente, por?m, sentem-se que suas a??es s?o limitadas por alguns fatores, tais como: pouco tempo de experi?ncia na fun??o de professoras coordenadoras e tamb?m nas escolas de educa??o e de tempo integral; exist?ncia de Proposta Pol?tico Pedag?gica insuficiente para esse modelo educacional em espec?fico; rotina repleta de emerg?ncias impeditivas de uma pr?xis que construa o processo de ensino e de aprendizagem baseado na forma??o integral das novas gera??es. Esta pesquisa mostra a necessidade de se construir um conhecimento direcionado aos contextos representativos do modelo de educa??o e de tempo integral, refletindo acerca do papel de seus gestores, coordenadores e professores tendo como baliza o documento que estrutura o sistema educacional como um todo: a Proposta Pol?tico Pedag?gica exclusiva para esse modelo.

Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-25T00:14:35Z No. of bitstreams: 1 Disserta??o Manoel Gon?alves dos Santos Vers?o Final.pdf: 3050461 bytes, checksum: 4a2831ab42eedd17b9bce6f70522d13e (MD5) / Made available in DSpace on 2015-07-25T00:14:35Z (GMT). No. of bitstreams: 1 Disserta??o Manoel Gon?alves dos Santos Vers?o Final.pdf: 3050461 bytes, checksum: 4a2831ab42eedd17b9bce6f70522d13e (MD5) Previous issue date: 2014-03-12 / The quality of teacher education is currently too questioned and discussed by researchers from Brazil and the world, in view of the importance that is attributed to education in this social scenario characterized by the expansion of globalization and the globalization of capital. In this discussion about the teacher qualification, the theme of the relationship between theory and practice has gained relevance, considering the formative potential of this binomial is coated, as well as by the dichotomous perspective with which the same has historically been conducted in curriculum settings and training practices. Taking this scenario as motivation, the investigation stems from the following question: What are the implications of the curricular and pedagogical organization of the course in pedagogy of UEFS in the process of appropriation of the relation theory and practice realized by the students of this course? While theoretical and epistemological orientation, this research is based on principles of historical- dialectic materialism. It is a qualitative research, whose l?cus is the course of pedagogy of the Universidade Estadual de Feira de Santana/Bahia, and the subjects are 47 students attending the seventh or the eighth semester. The data derive from the application of a questionnaire and documentary analysis of pedagogical political project of course. The theoretical-conceptual framework includes a historical foray that explains the process of structuring the concepts of theory and practice in the history of knowledge, and some eployment of relations arising from these concepts in the configuration and interpretation of reality. Also includes a historical and critical- political analysis of the influence of the interests of the dominant social classes, based in the dominion and expansion of capital, of the Brazilian State, and how these interests have been reverberating in teacher education. Seeking to problematize the reality of our empirical field regarding the theme on screen, as well as trying to demarcate formative principles aligned to theoretical ballast that guides the research, were used as interlocutors, among others, the following authors: Adolfo Sanchez Vasquez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta and Iria Brzezinski. The results allow to infer that the implications in question have an impact on the training politic and on the technical training of future teachers, understood as complementary dimensions. In the first dimension, taking as a higher ideal of training overcome capitalist mode of production, it was noted that the proposal of the course a countersignature emancipatory direction, but does not define explicitly which joins training history project, if one legitimating of the dictates of capital, or its opposite. It is understandable that such vagueness can be competing for its students to share, as the data show, a vision of the social function of school entered in the capital's landmarks, as well as a concept of relationship between theory and practice circumscribed preponderantly on training model constituted consisting of technical rationality and practical rationality, both hallmarks of teaching practice which does not enhance the ideological and political nuance of education, although noticed signs of a building movement of a vision based on the epistemology of praxis. Regarding the repercussions on the technical dimension, while meeting process to know how to do, the findings indicate a positive perception from the students about the knowledge studied for the expansion of their vision about the reality of the craft in which they will operate. However, their voices reveal, primarily, the existence of a dichotomy of the bargain theory and practice on the course, pointing to problems related to pedagogical work and teaching, and indicating the need for the course thinking, institutionalize and operationalize a collective and interdisciplinary work in such a way, enforcing what assumes its pedagogical political project, to promote effective appropriation of the relationship between theory and practice by students and therefore a better political and technical instrumentalization of these future professionals of basic education. / A qualidade da forma??o de professores ? atualmente muito questionada e discutida por pesquisadores do Brasil e do mundo, tendo em vista a import?ncia que ? atribu?da ? educa??o neste cen?rio social caracterizado pela expans?o da globaliza??o e mundializa??o do capital. Nesse debate sobre qualifica??o docente a tem?tica da rela??o teoria e pr?tica tem ganhado relev?ncia, haja vista o potencial formativo de que este bin?mio se reveste, bem como pela perspectiva dicot?mica com a qual o mesmo historicamente tem sido conduzido em configura??es curriculares e pr?ticas de forma??o. Tomando este cen?rio como motiva??o, a investiga??o decorre da seguinte quest?o: Quais as implica??es da organiza??o curricular e pedag?gica do curso de Pedagogia da UEFS no processo de apropria??o da rela??o teoria e pr?tica realizado pelos estudantes desse curso? Enquanto orienta??o te?rica e epistemol?gica, a pesquisa est? pautada em princ?pios do materialismo hist?rico-dial?tico. Trata-se de uma pesquisa qualitativa, cujo l?cus ? o curso de Pedagogia da Universidade Estadual de Feira de Santana/Bahia, e os sujeitos s?o 47 estudantes cursando o s?timo ou o oitavo semestre. Os dados derivam da aplica??o de question?rio e de an?lise documental do Projeto Pol?tico-Pedag?gico do curso. O quadro te?rico-conceitual inclui uma incurs?o hist?rica que explicita o processo de estrutura??o dos conceitos de teoria e de pr?tica na hist?ria do conhecimento, e alguns desdobramentos das rela??es oriundas destes conceitos na configura??o e interpreta??o da realidade. Inclui, ainda, uma an?lise hist?rica e cr?tico-pol?tica da influ?ncia dos interesses das classes sociais dominantes, calcados no dom?nio e expans?o do capital, no direcionamento do Estado brasileiro, e de que forma estes interesses v?m se reverberando na forma??o docente. Buscando problematizar a realidade do nosso campo emp?rico no tocante ? tem?tica em tela, bem como tentando demarcar princ?pios formativos alinhados ao lastro te?rico que norteia a pesquisa, foram utilizados como interlocutores, dentre outros, os seguintes autores: Adolfo Sanches V?squez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta e Iria Brzezinski. Os resultados permitem inferir que as implica??es em quest?o repercutem sobre a forma??o pol?tica e sobre a forma??o t?cnica dos futuros professores, entendidas como dimens?es que se complementam. Na primeira dimens?o, tomando como ideal maior de forma??o a supera??o do modo capitalista de produ??o, notou-se que a proposta do curso referenda um direcionamento emancipat?rio, mas n?o define explicitamente a qual projeto hist?rico de forma??o se filia, se ?quele legitimador dos ditames do capital, ou o seu contr?rio. Compreende-se que tal indefini??o pode estar concorrendo para que os seus estudantes compartilhem, como os dados revelam, de uma vis?o de fun??o social da escola inscrita nos marcos do capital, bem como de uma concep??o de rela??o teoria e pr?tica circunscrita preponderantemente no modelo de forma??o constitu?do pela racionalidade t?cnica e pela racionalidade pr?tica, ambos balizadores de um fazer docente que n?o real?a a nuance pol?tico-ideol?gica da educa??o, embora se perceba ind?cios de um movimento de constru??o de uma vis?o pautada na epistemologia da pr?xis. Quanto ?s repercuss?es sobre a dimens?o t?cnica, entendida como processo de conhecer para saber fazer, os achados indicam uma percep??o positiva dos estudantes sobre os conhecimentos estudados para a amplia??o de sua vis?o sobre a realidade do of?cio em que atuar?o. Contudo, suas vozes revelam, precipuamente, a exist?ncia de uma dicotomia no trato da teoria e da pr?tica no curso, apontando para problemas relacionados ao trabalho pedag?gico e docente, e indicando a necessidade de o curso pensar, institucionalizar e operacionalizar um trabalho coletivo e interdisciplinar, de maneira a, fazendo valer o que pressup?e o seu PPP, favorecer a uma efetiva apropria??o da rela??o teoria e pr?tica pelos estudantes e, por conseguinte, uma melhor instrumentaliza??o pol?tica e t?cnica desses futuros profissionais da educa??o b?sica.

Made available in DSpace on 2014-12-17T14:19:46Z (GMT). No. of bitstreams: 1 MagnusJBG.pdf: 912354 bytes, checksum: 8a5480a8e907062beed423e4084cfe83 (MD5) Previous issue date: 2008-06-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This a research on pedagogical experiences about Environmental Education carried out in selected schools of the municipal education net of the city of Natal, Rio Grande do Norte State. This study occurs in a where social and environmental problems reach great dimensions and provoke discussions all over the planet. Inside this social context where education is taken as a form intervention in the world, several methodological and theoretical approaches emerge indicating Environmental Education tendencies as different ways to face challenges due to environmental crisis. The maim question pursued by the research is to inquiry how schools have developed their Environmental Education experiences. Pedagogical experiences on Environmental Education are analyzed in selected schools having as theoretical framework ideas for social change, by human action accordingly to Hanna Arendt‟s thought, and Marx‟s idea of praxis, (1989). The objective is to identify, to know and to map the pedagogical experiences on Environmental Education carried out in selected schools of the municipality teaching net having sociological cartography as a methodological strategy for analyzing empirical data. The results of the research pointed out existing reductionist and behaviorist-pedagogical perspectives as for as Environmental Education is concerned as well as environmental understanding, showing a predominance of the conservative Environmental Education tendency inside schools / Trata-se de uma pesquisa sobre experi?ncias pedag?gicas em Educa??o Ambiental desenvolvidas em escolas selecionadas da Rede Municipal de Ensino de Natal, Estado do Rio Grande do Norte. Realiza-se no momento em que os problemas socioambientais tomam propor??es planet?rias ao mesmo tempo em que desencadeiam discuss?es de amplitude global. No ?mbito desse contexto social atual no qual a educa??o constitui-se como uma forma de interven??o no mundo, diversas formula??es te?rico-metodol?gicas remetem-se ? consolida??o de tend?ncias em Educa??o Ambiental como meio de enfrentamento dos desafios postos pela crise ambiental. A investiga??o direciona-se pela quest?o: como est?o sendo desenvolvidas as experi?ncias pedag?gicas em Educa??o Ambiental nas escolas? Analisa-se experi?ncias pedag?gicas em Educa??o Ambiental desenvolvidas nas escolas selecionadas da Rede Municipal de Ensino de Natal, tendo como teorias para an?lise as id?ias de transforma??o social, pela a??o humana de Arendt (1995) e a pr?xis em Marx (1989). Objetiva-se identificar, conhecer e cartografar as experi?ncias pedag?gicas em Educa??o Ambiental desenvolvidas nas escolas selecionadas da Rede Municipal de Ensino de Natal, tendo, como estrat?gia metodol?gica, para an?lise dos dados emp?ricos, a cartografia sociol?gica. Os resultados da pesquisa apontaram para a exist?ncia de perspectivas pedag?gicas reducionistas e comportamentalistas no que concerne a compreens?o do meio ambiente e da Educa??o Ambiental, apontando para o predom?nio da Educa??o Ambiental conservadora no interior da escola

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-11-16T21:47:07Z No. of bitstreams: 1 Disserta??o Final.pdf: 1082650 bytes, checksum: 81277b8085eeb960375c090e3a9890d6 (MD5) / Made available in DSpace on 2015-11-16T21:47:07Z (GMT). No. of bitstreams: 1 Disserta??o Final.pdf: 1082650 bytes, checksum: 81277b8085eeb960375c090e3a9890d6 (MD5) Previous issue date: 2013-05-23 / This study discusses the teaching praxis embodied in the proposed political-pedagogical of continuing training of GESTAR II Mathematics Program, implemented in Bahia, since 2005 to 2012. This study is a qualitative approach and has the general objective Analyze how teaching praxis is understood within the political-pedagogical proposal of the Program GESTAR II in Mathematics in Bahia. It has as analytic categories of ideas and praxis (V?ZQUEZ, 2011) of professionalism (SACRIST?N, 1999). Accordingly, it?s investigated the continued training of mathematics teachers from a critical analysis of the "arena" in which educational policy is made and how the principles and precepts are engendered by it are represented in the training model proposed. It also discusses the concepts of continuing education from the ideas of writers such as Giroux (1997), Fusari (1997), N?voa (1995) and Pimenta (2009, 2011). The used methodological tools were document research, the literature search and questionnaire. Based on these instruments, It was performed an entire reading back of the observed in the international agreements and national education, on policy, pedagogical and curricular multilateral organizations, the MEC and the Department of Education of Bahia; the assumptions in political, theoretical and pedagogical that substantiate the GESTAR II; under perception about the praxis of six teachers teaching Mathematics into the GESTAR II Program, as well as the authors that support the theoretical framework of this research. The data collected showed that the conception of teacher praxis, via political-pedagogical proposal of continuing education of teachers in Bahia, still finds limits, such as: It has been unable to form a true and meaningful sense of praxis and teaching has promoted significant structural changes and functional work aimed at personal, social and professional teacher developing. The study indicates the need to understand that the teaching activity is not external to psychological, cultural and social conditions that teachers experience in the social dynamics of their lives. / O presente estudo discute a pr?xis docente consubstanciada no ?mbito da proposta pol?tico-pedag?gica de forma??o continuada do Programa GESTAR II de Matem?tica, implementado na Bahia, no per?odo de 2005 a 2012. Esse estudo ? de abordagem qualitativa e tem como objetivo geral analisar como a pr?xis docente ? compreendida no ?mbito da proposta pol?tico-pedag?gica do Programa GESTAR II de Matem?tica na Bahia. Tem como categorias de an?lises as ideias de pr?xis (V?ZQUEZ, 2011) e de profissionalidade (SACRIST?N, 1999). Nesse sentido, ? investigada a forma??o continuada do professor de Matem?tica a partir de uma an?lise cr?tica da ?arena? em que a pol?tica educacional ? produzida e como os princ?pios e preceitos por ela engendrados se fazem representados no modelo de forma??o proposto. Discute tamb?m as concep??es de forma??o continuada a partir das ideias de autores como Giroux (1997), Fusari (1997), N?voa (1995) e Pimenta (2009, 2011). Os instrumentos metodol?gicos utilizados foram a pesquisa documental, a pesquisa bibliogr?fica e o question?rio. Com base nesses instrumentos, foi realizado todo um cotejamento do observado nos acordos internacionais e nacionais de educa??o; nas diretrizes pol?ticas, pedag?gicas e curriculares de organismos multilaterais, do MEC e da Secretaria de Educa??o da Bahia; nos pressupostos pol?ticos, te?ricos e pedag?gicos que fundamentam o GESTAR II; na percep??o acerca da pr?xis docente de seis professores de Matem?tica do Programa GESTAR II, bem como nos autores que embasam o referencial te?rico desta pesquisa. Os dados coletados mostraram que a concep??o de pr?xis docente, via proposta pol?tico-pedag?gica de forma??o continuada de professores na Bahia, ainda encontra limites, tais quais: n?o tem conseguido formar uma acep??o verdadeira e significativa da pr?xis docente e n?o tem promovido significativas mudan?as estruturais e funcionais de trabalho voltadas para o desenvolvimento pessoal, profissional e social do professor. O estudo indica a necessidade de compreender que a atividade docente n?o ? exterior ?s condi??es psicol?gicas, culturais e sociais que os professores experienciam na din?mica social de suas vidas.