A Ilha da Madeira pela mão dos seus poetas: construção de um roteiro literário

Na presente dissertação partiu-se de uma breve análise da literatura portuguesa contemporânea com o objectivo de relacionar a produção literária com a área do Turismo. Com esta investigação pretende-se compreender e valorizar a importância do Turismo Cultural para o desenvolvimento económico, social, educacional e cultural de um destino turístico. O Turismo Cultural está, na actualidade, em franca expansão e torna-se relevante a elaboração de roteiros literários como instrumentos de promoção e de valorização do património cultural e de divulgação de determinada região, cidade ou país. Neste estudo analisar-se-ão uma série de roteiros internacionais, portugueses e alguns já elaborados sobre a Ilha da Madeira (ainda que com um enforque em aspectos distintos dos que esta dissertação contempla). O objectivo deste trabalho será investigar a possibilidade de criação de roteiros literários da Ilha da Madeira, baseados na recolha de poesia de autores madeirenses, que contenham referências explícitas à Ilha da Madeira; para esse efeito são apresentadas importantes referências para a construção de vários roteiros literários sobre a ilha que permitam aos turistas ou aos visitantes da ilha tomarem conhecimento do património material e imaterial da Madeira.

A construção e a análise do software diário etnográfico eletrónico na investigação etnográfica em educação

O diário etnográfico tem sido usado como instrumento de registo do trabalho de campo, em investigação de natureza etnográfica. Neste artigo defendo que a utilização de um software apropriado vem facilitar o trabalho do investigador. Descrevo a construção e a utilização de um software que denominei de Diário Etnográfico Eletrónico. Para a reflexão apresento o testemunho de três relatos de investigadores que realizaram estudos de natureza etnográfica em educação. Finalizo reforçando a ideia de que as questões metodológicas sobre a observação e o registo são muito mais complexas que as questões técnicas. O conhecimento prévio do tema a estudar e a revisão da literatura é fundamental e deve fazer parte da subjetividade do investigador, tratada numa perspetiva crítica.

O impacto do conhecimento concreto na aprendizagem escolar: a inovação das práticas pedagógicas é o caminho possível?

Este estudo pleiteia a discussão acerca do conhecimento concreto da criança que aprende com mais autonômia, como ferramenta indispensável para construir práticas pedagógicas inovadoras, tendo o docente como seu mediador. No intuito de compreender a inovação pedagógica o locus pesquisado foi o Grupo Escolar Luís Viana Filho localizada no município de Ibirapitanga - Bahia - Brasil, na tentativa de compreender os saberes e as práxis utilizadas como valorização do saber científico. Trata-se de uma pesquisa etnográfica, na qual se compreende a criança e o docente como sujeitos protagonistas do processo de construção efetiva de saberes, percebendo a importância da escola como um dos ambientes propiciadores da construção de aprendizagens. Os resultados permitiram refletir acerca da postura tanto dos alunos quanto do professor no desenvolvimento do cotidiano da sala de aula, valorizando os diversos ambientes sociais como espaços de aprendizagens e priorizando a atuação da criança como desveladora de seus próprios saberes.

A gestao do conhecimento e a inovaçao tecnologica como insumo basico para a vantagem competitiva das empresas

REGIS, Josiana Florencio Vieira ; CAMPOS, Ana Celia Cavalcanti Fernandes. A gestão do conhecimento e a inovaçao tecnológica como insumo básico para a vantagem competitiva das empresas. In: CONGRESSO BRASILEIRO DE GESTÃO DO CONHECIMENTO, 8., 2009, Sao Paulo. Anais eletrônicos... Sao Paulo: SBGC, 2009. Trabalho oral.

As bibliotecas escolares digitais constituídas através de uma rede de conhecimento digital

BEZERRA, Gesiane Ferreira; CÂMARA, Rafael Silva da; SANTOS, Valdete Honorato dos et al. As bibliotecas escolares digitais contituídas através de uma rede de conhecimento digital. In: SEMINÁRIO DE PESQUISA DO CENTRO DE CIENCIAS SOCIAIS APLICADAS, 16, 2010. Natal. Anais eletrônicos... Natal: SEMINÁRIO CCSA, 2010. Trabalho oral. Disponível em:. Acesso em: 25 nov. 2011.

Construção das capacidades organizacionais de tecnologia da informação no contexto dos sistemas institucionais integrados de gestão da UFRN

The IT capability is a organizational ability to perform activities of this role more effectively and an important mechanism in creating value. Its building process (stages of creation and development) occurs through management initiatives for improvement in the performance of their activities, using human resources and IT assets complementary responsible for the evolution of their organizational routines. This research deals with the IT capabilities related to SIG (integrated institutional management systems), built and deployed in UFRN (Universidade Federal do Rio Grande do Norte) to realization and control of administrative, academic and human resources activities. Since 2009, through cooperative agreements with federal and educational institutions of direct administration, UFRN has supported the implementation of these systems, currently involving more than 30 institutions. The present study aims to understand how IT capabilities, relevant in the design, implementation and dissemination of SIG, were built over time. This is a single case study of qualitative and longitudinal nature, performed by capturing, coding and analysis from secondary data and from semi-structured interviews conducted primarily with members of Superintenência de Informática, organizational unit responsible for SIG systems in UFRN. As a result, the technical, of internal relationship and external cooperation capabilities were identified as relevant in the successful trajectory of SIG systems, which have evolved in different ways. The technical capacity, initiated in 2004, toured the stages of creation and development until it reached the stage of stability in 2013, due to technological limits. Regarding the internal relationship capability, begun in 2006, it toured the stages of creation and development, having extended its scope of activities in 2009, being in development since then. Unlike the standard life cycle observed in the literature, the external cooperation capability was initiated by an intensity of initiatives and developments in the routines in 2009, which were decreasing to cease in 2013 in order to stabilize the technological infrastructure already created for cooperative institutions. It was still identified the start of cooperation in 2009 as an important event selection, responsible for changing or creating trajectories of evolution in all three capacities. The most frequent improvements initiatives were of organizational nature and the internal planning activity has been transformed over the routines of the three capabilities. Important resources and complementary assets have been identified as important for the realization of initiatives, such as human resources technical knowledge to the technical capabilities and external cooperation, and business knowledge, for all of them, as well as IT assets: the iproject application for control of development processes, and the document repository wiki. All these resources and complementary assets grew along the capacities, demonstrating its strategic value to SINFO/UFRN

A intermediação da noção de probabilidade na construção de conceitos relacionados à cinética química

Este trabalho procurou identificar como estudantes do Ensino Médio se apropriam de conceitos e elaboram determinados modelos inseridos em cinética química, especificamente o modelo cinético de colisão de partículas numa reação (Teoria das Colisões). Esta análise e as reflexões que a seguiram foram baseadas, sobretudo, nos estudos realizados por Piaget, Piaget e Inhelder, Jun e Fischbein. Utilizamos como documentos as transcrições das entrevistas (pré e pós-testes) realizadas individualmente com cada aluno. Inicialmente, os estudantes foram entrevistados (pré-testes) com o intuito de identificar a familiaridade com a noção de evento probabilístico ou aleatório. Numa segunda etapa (pós-testes), esse conhecimento (ou a ausência parcial/total dele) foi posto à prova numa tentativa de se estabelecerem relações com um conteúdo específico da Química (Teoria das Colisões). Os resultados obtidos apontam para grandes discrepâncias entre o modelo cinético de colisões elaborado pelos estudantes e aquele cientificamente aceito.

Fragmentos da construção histórica do pensamento neo-empirista

O presente trabalho procura identificar as idéias principais na construção histórica do pensamento neo-empirista a partir da visão mecânica do mundo e do método hipotético-dedutivo de Descartes. O método indutivo moderno é apresentado por Bacon e os empiristas ingleses colaboram na questão do pensamento “a posteriori”. No século XIX surge o positivismo que exclui a metafísica e considera a explicação dos fatos apenas como relações de sucessão e similidade. É nesse âmbito que se constroem as bases do método experimental moderno. No início do século XX, se desenvolve a ciência neoempirista cujas principais proposições são (1) a idéia da verificabilidade como forma de conferir a veracidade das teorias a partir da indução e das probabilidades e (2) o crescimento contínuo e acumulativo do conhecimento científico. Popper apresenta a impossibilidade de se obter grandes teorias oriundas da indução e sugere a substituição da indução pela dedução e da verificabilidade pela falseabilidade. Kuhn afirma que o conhecimento científico depende de paradigmas convencionais e Lakatos explica que a ciência não é uma sucessão temporal de períodos normais e revoluções, e sim sua justaposição.

Agir, aprender, formar, intervir, agir uma experiência dos consultores internos na gestão do conhecimento da Petrobrás UN-RNCE

This research aims at studying the formation of internal consultants in organizational setting in the joint resolution of problems, around the conversion of knowledge. The objective of research is to understand and explain the meanings attributed by Petrobras internal consultants to their practice and training for the conversion process of tacit knowledge into explicit, around the joint resolution of their problems with their collaborators. It has directed the next question: what the meanings assigned by the consultants of Unidade de Negócios Rio Grande do Norte e Ceara (UN-RNCE) in Knowledge Management (KM), for their interventionist and formative practices in problem solving, as well as conversion of tacit knowledge in explicit? This paper has assumed that there is a dual logic integrated into its daily practices: solving troubles and converting knowledge. The thesis has considered the daily practices of these consultants are characterized as epistemic spaces and permanent education through the conversion of knowledge. It has adopted the principles of multi-referential approach as foundations, regarding the translation of a variety of angles, perspectives and prospects which allow the interpretation and understanding of complex issues that are part of conversion of knowledge. The understanding and explanation of the senses are based on the methodology of the comprehensive interview; taking ownership is the sensitive listening for comprehensive interpretation of oral discourses of ten consultants, in addition to the autoscopy that putting into practice, thus, the stance of the researcher as an intellectual craftsman. Furthermore, it has assessed that the limits and possibilities for training and learning in the conversion of knowledge arise, on one hand from a predominantly driven training culture by the paradigm of technical rationality and one the other hand, from a set of relationship to knowledge and relation to know , revealed in the search for training in other dimensions. There are tensions between the local and global demands located in a situation marked by a systemic organization of knowledge. However, the context is perceived by researchers as impregnated by the discontinuity, unpredictability and uncertainty; mobilizing a number of elements necessary for the mediation in training practices of these consultants. Finally, it has set an instrumental and technological support, restricting the formation and undermining the position of the consultancy as nuclear function in Knowledge Management

A Fogueira do conhecimento: religação de saberes e formação

Les récits sur les expériences de vie se constituent en apprentissages signifiants dans le processus d´ auto-formation des éducateurs. La formation est un phenomène qui extrapôle l ambiance scolaire, incluant les expériences qui servent de matrice pour la construction de la connaissance au long de la vie. Dans cette perspective, «la connaissance de soi», telle quelle proposée par SOUZA, NOVOA et JOSSO, est la notion centrale au tour de laquelle se développe cette dissertation. La recherche a comme idée principale transposer pour la realité des professeurs l´exercice reflexif de son enseignement, médiant la redécouverte de ses expériences de vie, a travers des histoires de soi que, potentialisés, peuvent transformer ses pratiques dans la classe scolaire. Je prends comme point de départ mes propres expériences comme éducatrice assumant la conviction de la indissociation entre sujet et objet de la connaissance, comme propose Édgar Morin pour parler de la science de la complexité. Je fais aussi l´usage des récits de six professeurs du réseau publique de l enseigment, révélateurs de la construction de la connaissance appuyée dans la cohérence de la praxis pédagogique avec son mode de comprendre et sentir le monde. Les oeuvres «Mes Démons» d Édgar Morin, «O Tempo e Eu» de Luis da Câmara Cascudo et «O Banquete dos Deuses» de Daniel Munduruku, ont élargit le champs des récits d expériences que se constituent en matrices des processus de formation. Le travail avec les récits de formation démontrent qu´à partir de la réflection du sujet sur sa propre expérience, il est possible de se projéter des nouvelles configurations de la connaissance tenant comme base, la reliaison entre vie, idées, et pratiques pédagogiques. À partir de la métaphore du bûcher il est possible de se comprendre la force de combustion des expériences de vie dans la formation des enseignants

Pedagogia Freinet: a construção de uma práxis em turmas de 5ª a 8ª séries

Ce travail que nous venons de présenter apport une systématisation sur la viabilité de la praxis de l´éducateur français Célestin Freinet (1896-1996). Il s´agit d´une étude qualificative, recherche-action, développée dans une école coopérative l´ École Freinet à Natal/RN Brésil, auprès des élèves du 5ème et 8ème séries de l´Enseignement Fondamental. Le problème central que nous a amené à cette recherche, a été le fait de vérifier les progressions dans la production scientifique et dans les pratiques des enseignants qui ont à la charge l´Éducation Infantine et les premières séries de l´Enseignement Fondamental. Tout cela en tenant compte en concevoir l´élève en tant que sujet actif de son apprentissage et coresponsable à l´organisation du travail scolaire. Toutefois, qaund-il s´agit des quatre dernières séries de l´Enseignement Fondamental (5ème au 8ème séries), les propositions progressistes sont prises comme quelque chose pratiquement impossible d´en mettre en marche. Pour attenuer la lacune théorique sur le sujet, nous avons offert un texte significatif pour les enseignants d´une façon générale, les chercheurs de l´académie et pour l´écolechamp de la recherché. Tout cela par le fait de ne pas donner de priorité à une technique ou à un principe, en particulier. Cette pédagogie est discutée autant que possible dans son contexte global et aussi sur le comment s´est manifestée dans sa práxis . Nous avons mis en relief les aspects importants pour le fonctionnement de la salle de classe, aussi que les estratégies utilisées pour la construction, communication et documentation des connaissances L´intervention nous a permis de construire l´objet par la réflexion en action, à partir des données obtenues pendant les observations, les entretiens, les enterviews, les moments d´études et de la quête des textes écrits. L´analyse a été faite à la lumière de la methodologie comprehensive (Kaufmann, 1996), entrelacée au materiau empirique et à la théorie. Cette forme d´analyse nous a permis d´obtenir la logique dans l´ensemble comme nous crayons que doit caracteriser la recherche aux Sciences Humaines et Sociales. Les considérations finales mettent l´accent d´un côté sur l´efficacité de la pédagogie Freinet, pour orienter le processus de l´enseignement apprentissage, en tous les dégres de l´enseignement et de l´autre côté nous montre la nécessité urgente de l´équipe de l´école champ de la recherche, de qualifier sa pratique à partir des références théoriques-pratiques de la pédagogie Freinet

Tear identitário:a prática docente em arte como conhecimento compartilhado

This investigative tissue is about the formation of identification processes of teachers and pedagogical practice of Art, in Teresina city. This search comprised the sum of the needs presented, agreed upon with the teachers engaged in the process, it was developed through the establishment of interactive environment Loom Team where collaboration and critical reflection were steering actions to promote the understanding of existing connections or relations within the processes of identifications and the pedagogical practice of Art. The tissue is formed by the polyphonic plot of the critical reflection of nine teachers of Art who engaged voluntarily and this investigation of formative nature and a production of knowledge. All these teachers have degree and the course of artistic education and especial qualification in Fine Arts and/or Drawing. The texture, which we denominated Identification Loom: The pedagogical practice of Art as share knowledge is (de) (re) construction of knowledge resulting from the critical reflection, in an environment of collaboration, which may have implications and ethical political attitudes in the pedagogical practice of the group. Within this context, we pose the following question: - How does the pedagogical practice in Art influence and/or be influenced by the identification processes of the teachers, and how do they interfere with the search and manifestation of the knowledge involved and the investment in professionalization? In view of this query, we make use of the cooperative investigation, having social history as theoretical reference and as analytic perspective of interactive and dialogical-reflexive processes. Thus, social historic theory, cooperative approach and pedagogical practice were the major components of the plot. The methodological texture counted on the threads of dialogical reflexion, of mediation and of collaboration. The conceptual formulation, the recording in videos of classes and the narratives of formations were the main threads of the analytic substrate of the investigation. With this articulation, theses threads appear as developers of processes leading to a major approximation of the thought on the identity/alterity dialectical pair of the participants involved. The language within this plot had a decisive importance in all the moments of the search of signification, embracing and connecting the identification/alterative processes, the pedagogical practice of Art and the knowledge shared. In such processes involving (de) (re) construction, one can notice a close correlation of the triad social identity, pedagogical practice and knowledge shared. For this reason, the vigotskian, guetmanovian and kopnian theoretizations were the major framework for the analysis of conceptual formulations; and, as for discourse analysis, Baktin and Orlandi were our masters. For these teachers, the experience shared throughout the process of this typology of tri-axial investigation focused the experience of many theoretical and practical assumptions. Such an experience enabled them to state that this, with collaboration, can make reflection on the practice a starting and promoting element, within the individual level of self-management, in addition to being a space of (de)(re)construction of meanings, of knowledge and of reinvention per se

Reflexões sobre a construção e evolução de conceitos geométricos nas séries intermediárias do ensino fundamental

This thesis represents a didactic research linked to the Post-graduation Programme in Education of the Universidade Federal do Rio Grande do Norte which aimed to approach the construction of the geometrical concepts of Volume of the Rectangular Parallelepiped, Area and Perimeter of the Rectangle adding a study of the Area of the Circle. The research was developed along with students from the 6th level of the Elementary School, in a public school in Natal/RN. The pedagogical intervention was made up of three moments: application of a diagnostic evaluation, instrument that enabled the creation of the teaching module by showing the level of the geometry knowledge of the students; introduction of a Teaching Module by Activities aiming to propose a reflexive didactic routing directed to the conceptual construction because we believed that such an approach would favor the consolidation of the learning process by becoming significant to the apprentice, and the accomplishment of a Final Evaluation through which we established a comparison of the results obtained before and after the teaching intervention. The data gathered were analyzed qualitatively by means of a study of understanding categories of mathematical concepts, in addition to using descriptive statistics under the quantitative aspect. Based on the theory of Richard Skemp, about categorization of mathematical knowledge, in the levels of Relational and Instrumental Understanding were achieved in contextual situations and varied proportions, thus enabling a contribution in the learning of the geometrical concepts studied along with the students who took part in the research. We believe that this work may contribute with reflections about the learning processes, a concern which remained during all the stages of the research, and also that the technical competence along with the knowledge about the constructivist theory will condition the implementation of a new dynamics to the teaching and learning processes. We hope that the present research work may add some contribution to the teaching practice in the context of the teaching of Mathematics for the intermediate levels of the Elementary School

Aí eu era Antônio Brasil: contribuições de situações didáticas com conhecimentos históricos para a construção da identidade pessoal da criança na educação infantil

L'objectif de cette étude est de comprendre la relation entre les situations didactiques faisant appel aux connaissances historiques et la construction de l'identité personnelle pour les enfants dans l'éducation de la petite enfance. Sa question centrale se demande si les connaissances sont offrent des contributions à la construction de l'identité personnelle par les enfants de la petite enfance. Se distingue, lui aussi, entend contribuer à élargir le débat sur l'enseignement et l'apprentissage des thèmes historiques dans l'éducation des enfants, et permettre un dialogue avec d'autres enseignants dans cette étape de l'éducation. Ont été analysés par des principes théoriques et méthodologiques de qualité et a assumé les orientations méthodologiques de la recherche collaborative. Il a été constaté que la systématisation des situations didactiques impliquant la connaissance historique dans l'éducation de la petite enfance contribue à la construction de l'identité personnelle de l'enfant. Ceci, pour prendre possession de ces connaissances, ils recueillent des renseignements qui permet le plus large éventail de relations, afin de comparer les pratiques culturelles de son temps avec des pratiques à d'autres moments. Ainsi orientée, l'enfant cherche à raconter son histoire avec le thème historique à laquelle elle a eu accès, d'organiser et de construire des réponses des explications sur leur environnement et de lui-même. Tout cela montre à la réalisation que le processus d'internalisation des connaissances historiques de l'enfant est construit comme un sujet et, par conséquent, cette connaissance peut être conçu comme un médiateur dans la formation de l'identité personnelle

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices