O impacto socioeconômico da implementação do programa jovem aprendiz a partir da inclusão laboral dos jovens aprendizes atendidos pelo Instituto Federal de Brasília - Campus Estrutural

Dissertação apresentada para obtenção do grau de Mestre em Educação Social e Intervenção Comunitária

O impacto socioeconômico da implementação do programa jovem aprendiz a partir da inclusão laboral dos jovens aprendizes atendidos pelo Instituto Federal de Brasília - Campus Estrutural

Dissertação apresentada para obtenção do grau de Mestre em Educação Social e Intervenção Comunitária

Aplicação criativa do e-learning à arte floral

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Gestão de Sistemas de E-learning

O papel da prática profissional/prácticum na formação de professores: um olhar dos professores tutores universitários

A universidade no Espaço Europeu de Educação Superior (EEES) assume-se como um espaço aberto e permeável a mudanças no processo de ensino e de aprendizagem, reduzindo os “conhecimentos mortos, a favor de conhecimentos vivos”, diversificando metodologias de trabalho (aulas práticas, workshops, seminários, tutorias conjuntas, e-learning, entre outras) e valorizando a relação pedagógica. A ênfase mais ou menos atribuída às Praticas/Practicum nos diferentes planos de estudo de cada universidade, a sua distribuição e organização ao longo da formação, prescrevem a cientificidade do trajeto de construção, desconstrução, co-construção e reconstrução do perfil, competências e identidade profissionais do estudante em formação. Amplia-se a função e ação do professor tutor/supervisor universitário que, sustentado num enfoque formativo competencial, assume ser mais do que um responsável pela formação integral dos estudantes integrando uma aprendizagem profissional relacionadas com o saber e o saber-fazer, mas também está implicado na aquisição e desenvolvimento de um conjunto de habilidades sociais, éticas e de valores humanos relacionados com o saber-ser e o saber-estar. O objetivo deste estudo é analisar o papel dos tutores/supervisores de Práticas/Practicum nos processos de construção e desenvolvimento de competências e identidade profissional através de processos de mediação e transferência de conhecimento profissional. Neste trabalho apresentamos os resultados parciais de um estudo de caso de carácter descritivo-interpretativo. Analisam-se as entrevistas (n=11) realizadas a professores universitários que em 2012-13 constituíam o corpo de tutores de Practicum dos cursos de Educação de Infância e Ensino do1º ciclo do Ensino Básico da Universidade Autónoma de Barcelona. Os resultados valorizam mais os aspetos organizacionais do que os curriculares. As preocupações com o desenvolvimento de competências conceptuais (saber) e procedimentais (saber-fazer) estão mais presentes nos discursos dos tutores/supervisores do que as competências relacionais intra e interpessoais (saber-ser, saber-estar).

Similaridades entre semiologias na metodologia da aprendizagem baseada em problemas

O Programa de Aprendizagem de Ginecologia e Obstetrícia da PUC-PR adota a aprendizagem baseada em problemas como metodologia de aprendizagem. Neste programa, são executados diversos casos clínicos que compõem seu conteúdo. Para cada caso clínico, os professores definem uma semiologia principal e as respectivas semiologias secundárias, a fim de definir o conjunto de ações ou procedimentos que os alunos devem executar. Visando à inserção das tecnologias da informação e comunicação no aprendizado dos alunos, foi desenvolvido um sistema que permite obter, passo a passo, as ações e procedimentos executados pelos alunos. O objetivo geral deste trabalho é conceber um modelo matemático e computacional que permita obter índices de similaridade entre as semiologias definidas pelos professores e as executadas pelos alunos.

O Probásica e a formação de professores no Pólo de Parnamirim: política de formação profissional no Rio Grande do Norte?

This work studies the thematic of the politics of formation of teachers in the Program of Professional Qualification for Basic Education (PROBÁSICA) developed in the City of Parnamirim, Rio Grande do Norte. It has as its main objective to identify and to analyze the contribution of this politics of initial formation for the professional formation of teachers. To install the work, we will use the procedures of bibliographical research, documentary analysis, comment, structuralized interview, questionnaire-script and virtual research. In the analysis of the data, we trace a general view on PROBÁSICA while initial formation along with the continued formation, pedagogical research, collaborative research and the exercise of the teaching profession, identifying the possibilities and limits of the Program in the direction to reach the objective considered in this work. From the inquiry, we construct the institutional land scope of the program in question, also focusing, the organizational aspects of its functioning. We have to take care about the results, we evidence that PROBÁSICA is making the possible to access of the teachers in the educational service to the University, what the main aspect that consists, trying to prove eminent weak points in its systematic due to give to the organizational structure of this educational politics that does not count with curricular, institutional and financial the necessary conditions for the success of the professional formation of the teachers. The research will try to understand that the operationalization of the politics of formation in Parnamirim will be belong with it the main idea of the Educational Reformation in years of 1990, articulated to the neoliberal interests, that the responsibility for the problems of the public system of education attributed to the teachers, and that are not answered completely through the purpose of the professional formation, and ti seems that it does not define one global national politics that deals with seriousness to the questions the initial formation, permanent formation, pedagogical research, , career and conditions of work for the teachers

Práticas discursivas de regulamentação e liberdade no processo de desenvolvimento profissional: a constituição de subjetividades de professores na Revista Nova Escola

This present thesis has the object to study the discursive constitution the teacher s subjectivities of practice permeating the sections of the magazine Nova Escola between the years 2000-2005. Problematizes how the teacher s subjectivities are produced facing the discourse of truth, which effects establishes a program for autonomist professional development in a perspective of neo-liberal governmentality. Then from this uneasiness arises some requisite questions: in the new century how teacher s subjectivities are discursively produced in magazine s sections Nova Escola during those five years of governmentality? In which perspective the discourses throughout government documents in related with professional development reflect in the linguistic-discursive repertories adopted by Nova Escola? How the experts belonging to the cadre from and/or guests from the magazine, seeking equip discursive the teacher s subjectivities for the XXI Century? Therefore, this paper objective is to examine the linguistics strategies used to produce these subjectivities at magazine s sections, what it admittedly teaches another method how to be teacher; and also it analyzes the discursive practices that compound and set boundaries to the autonomist professional development proposed by sections the magazine; describe technologies used by experts to equip and conduct of conduct the teacher to govern the self. This research is inserted theoretically in the field of Applied Linguistis, to the Cultural Studies and about the contribution of Michel Foucault s theories and methodologically in the perspective discursive interpretative. The results seek to show that the teacher s subjectivities are produced by many technologies of the self, traversed by government discourses and ratified by discursive practices of the magazine s experts. That discourse, without any oppressing or authoritarian connotation, opens space for practice of Freedom and self guiding to both constitute the subjectivity process of the teacher in the XXI Century s path

Cultura da educação profissional continuada: uma análise dos Contadores do Município de Fortaleza-CE

The present investigation analyzes if it has, amongst the accountants of the city of Fortaleza-Ceará, a culture of Continued Professional Education, in the perspective of one future obligatoriness to garantee to the society best professional services in the terms of Resolution CFC nº 995/04 through the analysis of the activities played for the accountants in the city of Fortaleza, as well as through the analysis and detection of the factors that have motivated or made it difficult the search for the Continued Education and to inquire the attributes considered indispensable for the professional exercise. With this objective, the study presents a historical boarding of the development of the Accounting and the Countable Superior Education in Brazil, the approaches and the intentions of the Program of Continued Professional Education. The procedure used in the research was the inductive method with the use of a questionnaire applied to the accountants of the city of Fortaleza registered at the Regional Accountancy Council of Ceará-CRC-CE, of which it could evidence that if on one hand it is perceived that in the city of Fortaleza most of the accountants have a cocern for a continuous learning represented by 97,31% of the sample ; on the other hand it understands that some would have difficulties to accept the imposition, understanding that desmotivating factors exist as : expensive activities, few offers of courses and even though time lack

Avaliação de competências profissionais de aprendizes com deficiência: um estudo de caso

Pós-graduação em Educação - FFC

Avaliação de competências profissionais de aprendizes com deficiência

Professional competence can be one of the paths for the insertion of the disabled students in the labor market. This study evaluated the development of skills from the perspective of five learners with disabilities, their tutors and teachers. The survey was conducted in a non-governmental organization that had a range of 32 skills to be taught. The assessment revealed that some of the skills improve with provided training, others remained at the same level and only one decreases its score. It is possible to conclude that the learning program contributed to the development of the skills, which may mean the inclusion of young people in the labor market.

Ser professora iniciante na educação infantil: aprendizagens e desenvolvimento profissional em contexto de enfrentamentos e superações de dilemas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O desenvolvimento profissional docente em discussão

This collection is the result of theoretical considerations made in the education field with emphasis on the teacher’s professional development. The diversity of authors, which came from distinctive higher education institutions located in Brazil and some arising from international context, reveals a multiplicity of relations between the themes that blend the centrality of “Rede de Aprendizado em Foco”. The studies and researches are organized around three themes: teacher’s learning in initial training and professional integration; teacher learning’s evaluations process and policies; and teacher’s professional development. The professionality’s formation in a period of deep and complex transformations in the social and educational scenarios is projected as a big challenge, especially when it is understood that a person is not born as a teacher, but it is constituted as such by processes that occur over a long period. The contact with the professional practice stands as an essential element in the context of teacher training, which in the course of professional learning experience different stages of training. The one that should be highlighted would be the learning moments that involve teaching’s practices. Thus, the main point of this work was based on the reflection of the teacher’s formative processes from the initial training to the professional development going through the teaching practice, which is considered as the beginning of the relationship between theoretical and practical knowledge in the context of educational reality and reporting formative experiences that have contributed to this training.

Orientação profissional direcionada aos alunos do curso técnico de nível médio em agrimensura

This article is the result of the implementation of a program of professional guidance group, based on behavioral analytic principles - psychological theory that addresses human behavior in its interaction with the environment. The program was developed with the objective to assist participants in their career choice at a time of life when such behavior is required in adolescents that are not always repertoire to make such a choice. Participated in the intervention twenty-four adolescents of both sexes, aged 16 and 18, students from middle-level technical course in surveying the Federal Technological University of Paraná - Campus Pato Branco. The results were satisfactory, and at the end of the intervention participants reported greater clarity about career choice that they would from then.

Prática de ensino supervisionada em educação pré-escolar e ensino do 1º ciclo do ensino básico: tornando-se educadora/professora

O presente relatório da Prática de Ensino Supervisionada (PES) resulta da observação e participação no contexto da PES em Educação Pré-Escolar realizado em Florianópolis, Santa Catarina (Brasil), através do programa Luso-Brasileiro, no Núcleo de Educação Infantil Colónia Z-11 e da PES em 1º Ciclo do Ensino Básico na Escola EB1 da Quinta da Vista Alegre, pertencente ao Agrupamento Manuel Ferreira Patrício de Évora. O relatório centra-se no meu percurso e aprendizagens como futura educadora/professora: ir aprendendo a profissão em contexto, indo ao encontro de quem somos e em quem nos vamos tornando, dando enfase ao papel das crianças nos processos de aprendizagem que experimentámos. Na conceção da ação educativa, tornada prática pedagógica em contexto, a avaliação, formativa e transformadora, assim como a reflexão acerca da prática foram fundamentais para o melhoramento da intervenção e, por tal, influências positivas na aprendizagem das crianças e na minha aprendizagem profissional. A problemática deste relatório teve como base o querer compreender relações entre uma reflexão sistemática, por escrito, sobre o desenvolvimento do meu projeto de formação em contexto, considerando que a avaliação formativa deveria nortear e monitorizar o nosso trabalho, as relações e aprendizagens, na ação docente que ia desenvolvendo, quer em Educação Pré-Escolar quer no 1º Ciclo. Neste percurso, entrelaçando a ação e a investigação, procurei respostas para as seguintes questões: o que sabia acerca da docência que se pauta por uma avaliação formativa e formadora no trabalho com crianças? O que fiz para aprendermos em conjunto, tendo em conta uma função reguladora que a avaliação poderia tomar? Como o fiz? Em que momentos e com quem? Para quê, com que finalidade? O que aprendi no decorrer deste processo de aprendizagem profissional, onde a investigação-ação teve um papel relevante?; Supervised Teaching Practice’s Report to obtain a Master’s Degree in Preschool and Primary school: Abstract: The present report of Supervised Teaching Practice (STP) is a result of the observation and participation in context of STP in pre-school that took place in Florianópolis, Santa Catarina (Brazil), through the Luso-Brazilian program, in Núcleo de Educação Infantil Colónia Z-11 and through STP in Primary School of Ensino Básico in Escola EB1 da Quinta da Vista Alegre, which belongs to the Manuel Ferreira de Évora Group. The report focuses on my journey and learnings as a future teacher: learning the profession in it’s actual context, trying to find who we are and what we can become, and emphasizing the children’s role in these learning processes. In the conception of the education activities, which became possible by pedagogical practice in context, the evaluation, formative and transformative, as well as the reflection about the practice were vital to improve the intervention and, consequently, to have a positive influence in the children’s learning process and in my own professional experience. The main focus of this report is to understand the relation between a systematic reflection, in writing, about the development of my teaching in context project, considering that the formative evaluation should guide and monitor our work, the relationships and learnings, in the educational process that I developed, either in pre-school or primary school. In this journey, by combining action and investigation, the main intention was to answer the following questions: What did I know about teaching characterized by a formative assessment when working with children? What did I do so we could learn together, bearing in mind a regulative function that evaluation could take? How did I do it? In what moments and whom with? What for, and what was the purpose? What did I learn throughout this professional learning process, where the investigation-action played a major role?

Os suportes de expressão como veículos promotores de aprendizagens no Ensino Pré-Escolar e no 1.º ciclo do Ensino Básico

Mestrado (PES II), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 26 de Junho de 2014, Universidade dos Açores.