As ciências da educação e a prática: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Teorias implícitas dsos estudantes de Pedagogia sobre a docência nos anos iniciais do ensino fundamental

Esta tesis (desarrollada en la Base de Pesquisa, Formação e Profissionalização Docente da UFRN) concentra su ámbito de interés en el problema de la formación, de la profesionalización del pensamiento del profesor, buscando investigar las Teorías Implícitas de los estudiantes del Curso de Pedagogía sobre la docencia en los años iniciales de la Enseñanza Fundamental. La emergente necesidad de términos acceso a las Teorías Implícitas de estudiantes de Pedagogía (futuros profesores) sobre la docencia en los años iniciales de la Enseñanza Fundamental, a través de un instrumento de pesquisa que posibilite su aplicación en varios contextos formativos para contribuir con su proceso de profesionalización docente, constituye el problema analizado. La pesquisa tiene como objetivo elaborar un instrumento investigativo para estudiar las Teorías Implícitas de los profesores sobre la docencia en los años iniciales de la Enseñaza Fundamental. La complejidad del estudio nos ha llevado a integrar diferentes procedimientos metodológicos, según orientación del paradigma sociocultural, tales como: estudios exploratorios, a través de la revisión bibliográfica de la literatura especializada y técnica de trabajo creativo en grupo; técnicas normativas y psicométricas. A través de los estudios exploratorios identificamos y configuramos tres teorías profesionales de la docencia en los años iniciales de la Enseñanza Fundamental, las cuales presentan una importante relación con el Estado: la docencia como actividad laica, la docencia como actividad técnica y la docencia como actividad profesional. Para la configuración de la teorías, definimos siete subdominios estructurales de la docencia: función docente, concepción de aluno, contenidos de enseñanza, gestión de aula de clase, proceso formativo, condiciones de trabajo y naturaleza del grupo profesional. El cuestionario normativo ha sido el instrumento orientado para investigar las representaciones de los estudiantes a nivel de conocimientos establecidos y reglamentados por la cultura, como condición básica para investigar sus Teorías Implícitas sobre a docencia. El estudio ha constatado que los subdominios determinados para la comprensión del objeto de estudio están presentes, de manera reincidente, en la literatura especializada como los son representativos en las identificaciones de los estudiantes investigados. Hemos concluido que las teorías configuradas para caracterizar la profesión docente en los años iniciales de la Enseñanza Fundamental hacen parte de la estructura de conocimientos de los estudiantes sobre la docencia, aunque los enunciados de las teorías, como actividad laica y como actividad técnica, no presente índice de tipicidad y de polaridad muy significativo cuanto aquellos relativos a la teoría de la docencia como actividad profesional. Las Teorías Implícitas de los estudiantes enseñan que ellos comparten elementos o rasgos de todas las teorías de la docencia, aunque se revelen más predispuestos a la docencia como actividad profesional. El estudio orienta la aplicación del cuestionario reglamentado a un grupo de profesores actuantes en el nivel de enseñanza en cuestión, para que averigüemos si los enunciados que hacen parte de la estructura de conocimientos de los profesores son los mismos que componen la estructura de conocimiento de los estudiantes, de modo a fortalecer la validación de nuestro instrumento de pesquisa

As Ciências da Educação e a prática pedagógica: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Ingressar na ufrn: trajetórias escolares e universitárias de estudantes egressos da educação básica da rede pública

On the beginnings of the XXI century the brazilian universities was claimed by the Government and by the society to rebuild your ways of selecting students. Many questions are behind this theme, that goes since the concernings of the higher education institutions about select and graduate students, and now also students from disadvantaged sectors of the society; but also about personal issues, like concerns of the everyday of millions of youngs that integrates the brazilian society and that need to decide about your professional future after the finish of the Basic Education. The present thesis has as objective analyse the processes of the transition between the Basic Education and Higher Education on the point of view of students that achieved a place on the public university. This study was accomplished on the Federal University of Rio Grande do Norte [UFRN on the original language], that implemented an Access and Social Inclusion Policy (PAIS [on the original language]) on the year of 2003, and since than a series of social actions had been developed. Among the main, we highlight the Inclusion Score action, an adicional score [on the entrance selection exam] for graduated students from public schools, which considers social and economic criteria and the academic development of these candidates on your Basic Education. Through quizzes and interviews with the graduated university students from public network, we could know the social, economic and academic profile of the students that entered on the UFRN by the time of the development of your PAIS, your schools and university trajectories, revealing some of the dilemmas, strategies, difficulties and personal cost of those that try to remain on the educational system besides the adversity conditions of schooling. For the theory foundation, we use authors like Bourdieu (1992, 1996, 2003); Coulon (1993, 2008); Ramalho (2004, 2007, 2008, 2010); Ramalho, et al (2011); Charlot (2001, 2003, 2005); Zago (2011); Nogueira, Romanelli e Zago (2011), among others, that contributed for a better analysis and understanding of thought and actions of the students in your own formative trajectories. Although we know that the educational inequalities are many, we found that the UFRN policy brought and is bringing many significant results, on the perspective of contribute with the increase of access for graduated students from the public network, and with the inclusion of these on the university

Trajetórias de estudantes da rede pública que ingressam, permanecem e obtém êxito numa universidade pública

L accès et la permanence des étudiants à l université sont très présents dans les débats actuels relatifs à l'enseignement supérieur. De nombreuses mesures sont prises dans les politiques d'accès dans le but de réduire les inégalités et d'encourager les étudiants ayant moins de chances d'entrer dans l'enseignement supérieur, comme les étudiants issus de l'enseignement public, qui ont encore un niveau inférieur à celui souhaité. Lorsque ces élèves réussissent à terminer leurs études secondaires, passer l'examen d'entrée et réussir leur entrée dans l'enseignement supérieur ils se considèrent comme « victorieux ». Cette étude (pour le Master de l UFRN), développée au sein du groupe de recherche de la formation et professionnalisation des enseignants (PPGed / UFRN), vise à étudier la trajectoire des élèves issus des écoles publiques qui accèdent à une université publique. Nous avons interviewé 12 étudiants, six de l'Université fédérale de Rio Grande do Norte (UFRN) et 6 de l'Université d'État de Bahia (UNEB) inscrits à différents cours du premier cycle (Licence). Nous cherchons savoir comment s est déroulé leurs parcours au sein de l'Université, notamment en ce qui concerne la préparation aux examens d'entrée à l université (Vestibular) , la motivation du choix de cours, la première année à l'université, les habitudes d'étude, la relation avec l'apprentissage et les perspectives quant à l'avenir des élèves interrogés. Nous nous sommes référés aux travaux menés par Zago (2006), Ramalho (2003), Charlot (1997), Galland et Gruel (2009), Coulon (2008), Tinto (1993), Doray et l'équipe canadienne du CIRST (2009). L'entrée à l'université comporte un triple processus, institutionnel (formelles et informelles), intellectuel (composantes cognitives et académiques) et social (vie sociale au sein de l'université). L'étudiant entre à l'université et y trouve une nouvelle culture, de nouvelles connaissances et devra apprendre à être universitaire. Apprendre à surmonter le moment de l étrangeté et bien passer par le processus de l'apprentissage des règles, des codes de son nouveau statut et s accommoder de sa position d étudiant à l'université, arrive enfin, le temps d'affiliation, c'est à dire, le moment de l'admission où l'étudiant se sent comme un «vétéran», et qu il peut dire que les dangers de l'abandon sont passés et qu il pourra continuer son parcours avec succès. Cette étude vise à apporter des connaissances nouvelles sur les étudiants issus des écoles publiques, comme contribution au domaine des politiques d'accès et de permanence à l université et de soutien pédagogique au sein de cette institution

Inclusão de estudantes com deficiência nas instituíções de ensino superior da cidade do Natal/RN:análise das condições oferecidas no processo seletivo vestibular

The number of disabled students, who have entered the university, in Brazil, since the beginning of this century, is undergoing a speed growth. It is a change that follows a global trend that spreads an inclusive education policy and that has had a profound impact on Brazil, with import results in field researches. This subject has been highlighted due to the significant amount of disabled students enrolled in college institutions (IES), although it is still modest the number of studies about it, especially in what matters the assistance given to the candidates to a university entrance examination. The aim of this paper is to investigate how effectively Natal s IES apply the rules established in Brazilian law concerning disabled students, especially MEC/GM Circular Warning n. 277/96, in what respects the conditions given to disabled students preparing to enter a college. The investigation followed a qualitative methodological approach with support on an exploratory study. The data recollection employed questionnaire, semi-structured interview and documental analyses, and the data have been organized and assessed following Minayo s (1996) stages. What concerns the results, it was observed that none of the ten colleges inquired confirmed to possess places exclusively to disabled candidates; six of them, however, offer Special Examining Board in the selection process of disabled candidates. Among eighteen college bills, only two of them offered specific information related to services and resources offered by IES to the candidates who ask for especial assistance concerning examination. During the interviews, four managers avowed the preoccupation in offering an equal selection process, but two of them proved not dominate the subject. In conclusion, the investigated institutions managers do not still seem to respect the rule that guarantees to disabled candidates equal conditions during all the process of the university entrance examination. With this work, we hope do help changing this focus and contribute to new studies on disabled persons studying for a degree

A morte a concepção de estudantes de enfermagem

Understanding the meaning of death for student nurses is the subject of this research. The motivation for the meeting place of my difficulties as a person and especially as a teacher in the face of nursing students in dealing with death on a day-to-day hospital during the undergraduate course. Death became known that this evil looms before men and destabilizing, causing often irreversible mental disorders when faced with family loss. Therefore, it is appropriate to study it the possibility of making us reflect on our way of living life and dealing with human beings from the perspective of finitude. Aimed to understand the meaning of death for nursing students. For this purpose, it was based on the following guiding question: What is the meaning of death for you as a nursing student? From this perspective, the study was developed within a qualitative dimension of the phenomenological approach. To perform ten students were interviewed during the month of July 2009. Emerged from these interviews a variety of feelings such as fear, anxiety, insecurity, failure, sadness, as the sensory experience of each. To understand the meaning units that emerged from the empirical data which constitute the essence of this research were fundamental studies dealing with Heidegger about the death in a phenomenological perspective, as well as authors Bicudo, D'Assunção, Dastur, Morin, Boff, Kübler-Ross, Boemer, among others. From the understanding of the phenomenon, we can say that death produces mixed feelings in these students that lead to selfprotection, understood, often as a departure from the other, at the approach of death. However, it proved to be sensitive and receptive to the approach of death in other dimensions, beyond the highly technical aspects, pointing to a paradigm shift that has the yeast's own willingness to change. In addition, the research highlights the weaknesses in the education of nurses regarding the understanding of the whole human death and the need to overcome them.

Corações e mentes desvendam o Sistema Único de Saúde : visões e vivências de estudantes de enfermagem

One of the Ministry of Health s attempts at contributing to making collective health more appealing to health students is the Experience and In-Service Training within the Reality of the Unified Health Service Project (VER-SUS). Hence, the object of this investigation is to survey learners views on the teaching of nursing based in the experiences they have lived through in the VER-SUS. Its purpose is to analyze the views and lived-through experiences of nursing students on how the VER-SUS contributed to their professional education. This is a study of the descriptiveexploratory type with a qualitative approach. Eighteen undergraduate students from the nursing program at the Federal University of Rio Grande do Norte (UFRN), former VER-SUS participants, took part in this study, from 2006 to 2009. Information was collected using focus group techniques guided by a set of questions and semistructured interview with open and closed questions. The information collected was analyzed using content analysis technique, of the thematic analysis type. The UFRN Research Ethics Committee approved of the survey pursuant to Report Opinion number 223/2010 and CAAE number 0105.0.051.000-10. Lived-through experiences and in-service training gathered from the VER-SUS have contributed meaningfully to health education, as they helped understand the role of the university and of a health and nursing education within the hegemonic model of education. According to the views and lived-through experiences of nursing students who took part in the SUS project it was extremely relevant to use active methodologies in the teaching-learning process and have the facilitators act as liaisons for the SUS. It follows from this study that the VER-SUS does contribute to a health-nursing education and brings the students close to the reality of the community

O estudo da morte na formação do enfermeiro: percepção de estudantes

This study is aimed to understand the nurse student s perception on death approach during the undergraduate course, to reveal feelings and meanings generated from studying this topic. The research was undertaken when the project has been approved by the ethics committee of UFRN in accordance to the Opinion Number nº 234/2012. Through a qualitative approach using a phenomenological design, grounding on the ideas of the German philosopher Martin Heidegger. It was interviewed ten students who answered the following questions: When during your undergraduate course the topic death and dying is approached? What kind of feelings that theme awakens? What is the significance of studying this subject in nursing education? The speeches analysis shows that the issue of death and dying is addressed in a very timely manner in different disciplines, there is no dialogue between them. Students reveal the fear and anxiety as feelings present when studying the topic; recognize as an important moment of reflection to understand that death is not a health care failure, but an opportunity to understand it as a natural phenomenon. In this perspective, we can conclude that the student need to be conducted in the undergraduate process, not being separated from itself to your world-with-others, but linking their concepts, understanding their feelings as human being then, respect and care for individuals as a being-toward-death. Therefore, the big challenge facing nursing education is to create an environment where death can be discussed about, between teachers and students, mainly in the disciplines that address the issue

Entre orquídeas e girassóis :o laboratório de Enfermagem na visão de estudantes

To study the teaching/learning process about the Nursing procedures carried out in the laboratory, and learn both the sapiens and the demens dimensions of such process, is the main purpose of this study. The objectives are to: identify the major laboratory contributions to the teaching/learning process from the point of view of undergraduate students and the feelings they express; describe the difficulties they have identified; and analyze the relevance of the laboratory to this process. As part of the inquiry procedure, four core group meetings were held with 26 undergraduate students who had completed the course on Semiology and Semiotics in Nursing, which is the course where the Nursing laboratory is most needed as a learning space. The analysis, based on a qualitative approach, had as fundamental theoretical support studies made by Friedlander and Hayashida, who deal with learning/teaching in the Nursing laboratory, and by authors who favor humanization in teaching such as, among others, Freire, Maturana, Morin, Assmann. Results point toward the relevance of the Nursing laboratory as a facilitator for the learning/teaching process. In their speech the students repeatedly state that the development of procedures in simulated situations enable them to become more self-assured and technically prepared for caring. In addition, they emphasize that feelings such as fear, lack of confidence, anxiety, anguish and panic become diminished at the time of their clinic experience when they have had previous learning in the laboratory. They have also acknowledged that some difficulties of structural nature have become obstacles to a high-quality learning development. In summary, in spite of the difficulties that have been pointed out by the students concerning the use of the Nursing laboratory in the learning/teaching process, they also recognize that this is the locus par excellence where they can develop their skills and appease their anxieties

Análise comparativa de modelos de maturidade em gerenciamento de projetos: uma contribuição ao estudo da maturidade organizacional em setores de engenharia

The purpose of this dissertation is to formulate guidelines for the improvement of maturity models, or the development of new ones, aiming at its application to project departments. The maturity of project management has become critical for organizations that develop projects and want to stand out in the market they serve. For this purpose, maturity models provide paths in order to guarantee that the institutionalization of project management is achieved in the best possible way. Generally, these models assess the organization, define its current situation in managing projects and propose steps to be performed in the search of more advanced levels of maturity. With the objective of contributing to the improvement of maturity models for specific cases, a bibliographical research was conducted for the preparation of a comparative analysis matrix and performed a case study for application of two maturity models (MMGP and PMMM levels 2 and 3), selected based on criteria found in the literature, in an engineering department of an oil company. The case study supported the realization of a comparative analysis of models, from which guidelines were formulated for improvement. The results showed that thedepartment is evaluated in a medium stage of maturity, recording significant progress in some dimensions assessed. They also found that the results of applying the two models are presented as complementary, although the model is highlighted by the greater depth of MMGP diagnostic, considering many variables in their levels of maturity than model PMMM (levels 2 and 3).Finally, directions have been formulated that contribute to the improvement of maturity models, taking in account the organizational environment in which this work was developed

Egressos na avaliação da qualidade de um curso: o caso da Engenharia de Produção da UFRN

This thesis aims at analyzing the perspective of graduates perceived quality of an undergraduate course in order to contribute to continuous improvement. In order to achieve the proposed objectives, we performed a literature search, seeking together the work surrounding this issue, with the intent to update the concepts discussed today on the subject studied, they are: quality management, quality in higher education institutions and the system national assessment of higher education - Sinaes. The methodology is characterized as a case study, quantitative, and the object of study is composed of students who graduated from Production Engineering, Federal University of Rio Grande do Norte, which includes students who graduated from 2002 to 2010; data collection was done through the survey instrument, questionnaire, available online through SurveyMonkey interface, data analysis was done by means of descriptive statistics and multivariate analysis, including factor analysis. The proposed survey instrument consists of questions nineteen and twenty statements that address the central theme of this dissertation. The results show the identification of four latent factors (obtained by exploratory factor analysis), through two perspectives, the analysis of perception and importance, the results were similar in terms of the variable factors. The first factor was related to the support given to students, a factor known to support two extra class, the third factor related aspects of the library, and finalizing the evaluation and approached a factor of 4 facilities. Through research it was concluded that this study presents several points to be improved by the management team, and recommended to continue to evaluate the perceptions of graduates, seeking continuous improvement in service delivery by the university

Práticas pedagógicas das escolas de ensino médio que contribuem para a escolha do aluno pelo curso de Engenharia de Produção da UFRN

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Aplicando análise de envoltória de dados -DEA à avaliação de desempenho acadêmico: um estudo em programas de pós-graduação em engenharia mecânica e produção no Brasil

This Master of Science Thesis deals with applying DEA (Data Envelopment Analysis) to the academic performance evaluation of graduate programs in Brazil, exploring it on a Mechanical and Production Engineering Program 2001-2003 data. The data used is that of the national assessment carried by CAPES, the governmental body in charge for graduate program assessment and certification. It is used the CCR output oriented DEA model, the CCR-Output with Assurance Region, and Window Analysis. The main findings are first that the CCR has the concerning problem of zero values of weights of outputs that is not appropriate in a sense that a graduate program has the higher efficiency score zeroing some output (e.g., number of academic papers published). Secondly, the Assurance Region method proved useful. Third, the Window Analysis also gave some light to the consistency of the performance in the time frame analysed. Also, the analysis results in the understanding that the Mechanics and Production Engineering should not be assessed jointly like currently applied by CAPES and rather should be assessed in its own field separately. Finally, the result of the DEA analysis showed some serious inconsistencies with the CAPES method. Graduate programs considered excellent has got low performance score and vice versa. This Thesis provides a strong argument in order to use DEA at least as a complimentary methodology for graduate program performance evaluation in Brazil

Educação do empreendedorismo: um estudo em instituição de ensino superior

This Thesis deals with entrepreneurship on higher education undergraduate programs. The main objective is investigating the effectiveness of entrepreneurship education in terms of entrepreneurial attitudes and behavior. The study is done on a University that has an entrepreneurship education program on a Business Management undergraduate program. It is conducted a survey using a questionnaire on the Business Management undergraduate students resulting in a random stratified sample of 264 students. The entrepreneurial attitudes variables used are those found on the entrepreneurship literature. The entrepreneurial behavior variables are typical entrepreneurial situations like a decision on how to apply money and if the student would leave a good job to open his or her own company. It is applied multiple regression, cluster, bivariate and chi-square analysis. The main findings are first that it was not found a strong relationship between the entrepreneurial attitudes variables found on the entrepreneurship literature and the behavior situation proposed, with a multiple regression adjusted r2 = 0,30. Second, there is no statistically significant difference among the students comparing different years of the undergraduate program. Finally, the entrepreneurship education in this research appears to be effective in change attitudes toward entrepreneurship but not in changing entrepreneurial behavior. The main theoretical implication is that the entrepreneurship education on higher education level could be effective to change attitudes but changing behavior could goes beyond the possibilities of education on a usual university environment