Contribui����es da metodologia service-learning para o ensino de responsabilidade social em cursos de gradua����o em administra����o

A tem��tica da Responsabilidade Social est�� em grande discuss��o na atualidade, fazendo a sociedade repensar o papel das empresas e exigindo delas mais responsabilidade e envolvimento com o seu desenvolvimento. No Brasil, a discuss��o de quest��es relativas �� Responsabilidade Social ganhou espa��o apenas mais recentemente, em seguida ao processo de industrializa����o e vinda de grandes empresas para o pa��s. Dessa forma, vem �� tona uma discuss��o sobre o preparo dos profissionais de Administra����o brasileiros para trabalhar a Responsabilidade Social nas empresas e sobre a inclus��o desta tem��tica nos cursos de gradua����o em Administra����o. O desafio dessas institui����es �� abordar a Responsabilidade Social e a ��tica dentro de seus curr��culos, conjugando a forma����o acad��mica, t��cnica e ��tica dos alunos. As metodologias de ensino tradicionais levam a um esclarecimento te��rico sobre o tema, no entanto n��o preparam os alunos para lidar com as quest��es de responsabilidade social na pr��tica. Este estudo prop��s o service-learning como uma metodologia de abordagem pr��tica para o ensino de Responsabilidade Social, permitindo a aproxima����o entre institui����es de ensino superior e comunidades, em uma experi��ncia de aprendizado e ganho para ambas. Foram analisados neste estudo dois casos de institui����es de ensino brasileiras que desenvolvem programas junto a comunidades, com o objetivo de conhecer suas pr��ticas e estudar as poss��veis contribui����es que o uso da metodologia service-learning poderia trazer ao contexto educacional brasileiro, em busca da forma����o de profissionais mais sensibilizados ��s quest��es sociais.

Problemas nas "fronteiras": um caso para ensino sobre o Programa Ci��ncia Sem Fronteiras

Este caso para ensino enfoca o est��gio de implementa����o de uma pol��tica p��blica de internacionaliza����o do ensino superior no Brasil por meio do programa Ci��ncia sem Fronteiras. A percep����o desse programa por parte de alguns de seus benefici��rios mostra que o programa enfrenta alguns problemas de gest��o. Por conseguinte, o objetivo deste caso �� levar o aluno de Administra����o P��blica (de gradua����o ou de pós-graduação) a tomar decis��es gerenciais para solucionar esses problemas ap��s a an��lise e a avalia����o deles. O caso visa a levar os estudantes a pensar a implementa����o da pol��tica p��blica do ponto de vista de seus protagonistas, isto ��, dentro da vis��o de que os formuladores precisam tamb��m antecipar-se a potenciais problemas e corrigi-los, se n��o antes da implementa����o, pari passu com ela. Quer isso dizer que pretende atuar na forma����o de gestores do processo de implementa����o, instrumentalizando a corre����o de rumos mediante a captura das impress��es dos alunos, na medida em que a iniciativa �� implementada.

Desafios na implementa����o da educa����o ambiental nos cursos de gradua����o em administra����o: um estudo em institui����es de ensino superior de Teresina-PI

O objetivo prim��rio da pesquisa foi ���analisar como a EA �� implementada nos cursos de administra����o, tendo em vista as disposi����es institu��das pela Pol��tica Nacional da Educa����o Ambiental���. Seus objetivos secund��rios foram: (a) analisar como os atores chaves do processo pedag��gico dos cursos de administra����o de empresas compreendem a educa����o ambiental; (b) identificar quais os par��metros as IES utilizam para inserir a educa����o ambiental nos cursos de administra����o; (c) identificar como e quais as pr��ticas de educa����o ambiental est��o envolvidas na forma����o do administrador. Trata-se de um estudo de casos m��ltiplos com tr��s IES de Teresina-PI, foi utilizada a an��lise de conte��do com aux��lio do Atlas/ti. A an��lise da implementa����o da EA nas Institui����es de Ensino Superior reafirmou dificuldades j�� previstas em outros estudos e apontou novos desafios relatados no decorrer desse texto. Duas for��as surgem nessa an��lise: a institucional e a individual. A for��a institucional �� corroborada pelas a����es mais amplas e que s��o fortemente influenciadas pelas diretrizes legais da EA; a for��a individual se confirma pela presen��a de docentes envolvidos com a quest��o, essa for��a assume uma relev��ncia quando se considera o pr��prio significado da EA como instrumento de fortalecimento de valores sociais, assim como torna mais f��cil sua dissemina����o pelo modelo de envolvimento que os sujeitos apresentam.

Rela����es entre mecanismos de coordena����o e controle com desempenho organizacional: um estudo nas institui����es p��blicas de ensino m��dio de Natal

This research aimed at relating coordination and control forms to organizational performance. The multicase study was applied in two public high schools: Centro Federal de Educa����o Tecnol��gica do Rio Grande do Norte and Floriano Cavalcanti. In order to accomplish these objectives, it was developed a qualitative analysis and considered coordination and control forms of several authors. Also was considered Sander��s (1984) model of organizational performance. The mentioned model considers two criteria to analyze organizational performance: one instrumental (efficiency and efficacy) and other substantive (effectiveness e relevance). The research attempts to show the importance of balancing these criteria in a way that effectiveness and relevance becomes more important at schools. It was proven that the use of bureaucratic coordination forms has the power to influence the evaluation on the instrumental technique. At the same time, it was observed that the use of mechanisms based on the autonomy of the school is related to efficiency and efficacy. The object of this research can be considered successful

Democratiza����o do acesso ao ensino superior: os cursos de gradua����o �� dist��ncia na UFRN

This thesis pursuits to contextualize the theoretical debate between the implementation of public education policy of the Federal Government focused in a distance learning and legal foundations for its enforcement, in order to raise questions and comments on the topic in question. Its importance is back to provide scientific input and can offer to the academy, particularly in the UFRN, and elements of society to question and rethink the complex relationship between the socio-economic and geographic access to higher education. It consists of a descriptive study on the institutionalization of distance education in UFRN as a mechanism for expanding access to higher education, for both, the research seeks to understand if the distance undergraduate courses offered by the UAB system and implemented at UFRN, promote expanding access to higher education, as it is during implementation that the rules, routines and social processes are converted from intentions to action. The discussion of this study lasted between two opposing views of Implementation models: Top-down and Bottom-up. It is worth noting that the documents PNE, PDE and programs and UAB MEETING reflect positively in improving the educational level of the population of the country It is a qualitative study, using the means Bibliographic, Document and Field Study, where they were performed 04 (four) in 2010 interviews with the management framework SEDIS / UAB in UFRN. The data were analyzed and addressed through techniques: Document Analysis and Content Analysis. The results show that the process of implementation of distance education at UFRN is in progress. According to our results, the research objective is achieved, but there was a need to rethink the conditions of the infrastructure of poles, the structure of the academic calendar, the management of the SEDIS UFRN, regarding the expansion of existing vacancies and the supply of new courses by the need for a redesign as the Secretariat's ability to hold the offerings of undergraduate courses offered by the Federal Government to be implemented in the institution. It was also found that levels of evasion still presents a challenge to the teaching model. Given the context, we concluded that the greatest contribution of UAB and consequently UFRN by distance learning for undergraduate courses (Bachelor in Mathematics, Physics, Chemistry, Geography and Biological Sciences, beyond the bachelor's degrees in Business and Public Administration ) is related to increasing the number of vacancies and accessibility of a population that was previously deprived of access to university

Rela����es entre perfil de valores e perfil de uso da tecnologia: Um estudo com os docentes que atuam na modalidade presencial e/ou no ensino a dist��ncia

O advento das novas tecnologias e a dinamicidade das mudan��as que estas provocam, impactam diretamente em v��rios aspectos da sociedade, dentre estes, na educa����o. Novas metodologias e mudan��as no processo de ensino-aprendizagem tornam-se pr��ticas cada vez mais frequentes neste campo. O elemento basilar desta nova constitui����o �� o docente, capaz de transformar a utiliza����o desses recursos em ferramentas que favore��am o processo educativo. Essa readequa����o do comportamento exigida por essas constantes mudan��as �� orientada pelos valores pessoais dos sujeitos que vivenciam a situa����o. Os valores s��o idealizados como crit��rios que interferem diretamente nas atitudes, prefer��ncias e at�� mesmo no comportamento humano, influenciando no modo como o indiv��duo interpreta as suas pr��prias atitudes e as dos outros, inclusive no ��mbito profissional. Dessa forma, o objetivo geral da presente pesquisa �� analisar as rela����es entre o perfil de uso da tecnologia e os valores dos docentes da UFRN Universidade Federal do Rio Grande do Norte, baseado na escala de valores de Schwartz. Para isso foram utilizados os tipos motivacionais que comp��em a teoria de valores de Schwartz, atrav��s de question��rio aplicado junto aos docentes. Trata-se de uma pesquisa de enfoque anal��tico quantitativo que utiliza um question��rio da escala de valores desenvolvida por Schwartz et al. (2001) conhecida como PVQ (Portrait Values Questionnaire). A pesquisa foi desenvolvida a partir de uma amostra de 200 docentes entre atuantes da modalidade presencial e/ou na modalidade de ensino a dist��ncia. A estrat��gia de an��lise dos dados utilizou t��cnicas de estat��stica descritiva, an��lise de gr��ficos, an��lise das frequ��ncias relativas e a t��cnica estat��stica MANOVA (An��lise Multivariada de Vari��ncia). Os resultados apontaram que os docentes utilizam moderadamente os recursos tecnol��gicos avaliados nesta pesquisa, como ferramenta de apoio pedag��gico. Com rela����o ao perfil de valores, os docentes apresentaram prioridade entre os tipos motivacionais Autodetermina����o, Benevol��ncia e Universalismo, enquanto os menos priorizados foram os de Tradi����o, Realiza����o e Poder, respectivamente. Contudo, n��o foram identificadas rela����es significativas entre o perfil de valores e o perfil de uso da tecnologia entre os docentes estudados nesta pesquisa

Autoavalia����o institucional na dimens��o do SINAES comunica����o com a sociedade : estudo de m��ltiplos casos em institui����es de ensino superior do Rio Grande do Norte

This study is about the institutional self-evaluation in Dimension 4, "Communication with Society", from the National System of Higher Education Evaluation SINAES, mandatory for all universities in Brazil. A multiple cases study was conducted with three institutions from Rio Grande do Norte, and the goal was to know how this evaluation is made, describing the concept for the evaluation of communication proposed by them, identifying controllers or emancipator aspects, categorizing methodological procedures and discussing the difficulties reported in the communication evaluation process. Coordinators of the institutions Evaluating Committees were interviewed and data categorized by means of qualitative content analysis. It was noted characteristics of the current controller, emancipator and hybrid designs in the three institutions for evaluation of communication, revealing the lack of a theoretical corpus that transits in accordance with the systemic perspective and epistemology of complexity from SINAES. It was found that the most frequently reported difficulties in the evaluation processes of communication are in the preparation stage, especially in the definition of indicators and tools and awareness work. The weakness in planning makes their own activities in the sector of communication become targets of assessment, forming goals poorly related with broader organizational goals. It was also concluded that the technical evaluation cannot override the issues associated with the broader issue of the complexity surrounding the assessment paradigm proposed by SINAES because contradictions and imperfections are part of the evaluation process and several references are current in the literature to support this view. Finally, it is said that objectives such as transparency and behavioral changes can rely on methodologies and techniques for research on the question of the construction of meaning

Modelo de decis��o multicrit��rio para sele����es interciclo das universidades novas: estudo na Universidade Federal do Rio Grande do Norte

The discussions wherein develop proposals for university reform in Brazil include, among other things, the conception of the university titled "New University", whose structural origin comes from the bill of higher education reform and unification of the foundations of education European upper (Bologna process). At its core, the Bologna process has imposed a series of transformations, among which, the promotion of mobility, as a stimulus to interinstitutional cooperation to enable an better and bigger qualification of the students. Nevertheless, what we see is that this point is one of the main points made flawed by Brazilian institutions that have adopted this model of higher education. An example is the Bachelor of Science and Technology - BC&T, Federal University of Rio Grande do Norte - UFRN, where there are problems of the internal order, represented by the problem of the reusing of the disciplines, such also of external order, in cases of transfers interinstitutional. Because of this, and knowing that this is a typical problem in which multiple criteria are involved, the aim of this study is to propose a multicriteria model for selection of interciclo of the BC&T of the UFRN which addresses the issue of mobility. For this, this study was of exploratory and study case nature, use as tools of data collection, the bibliographic and documentary research, as well as semi-structured interviews. For the elaboration of the model, were used the five phases most commonly used in the modeling of problems in operational research in a sample of 91 students of BC&T. As a result, we obtained a model that addresses the issue of internal and external mobility of the school and that, moreover, was also more robust and fair than the current model of BC&T and also what is used in other courses of the UFRN, taking into consideration the expected results by the decision makers

Desempenho e background familiar: um estudo no acesso a uma institui����o de ensino t��cnico federal no Brasil

This paper comprises an investigation on the influence of the variable family backgrounds (father school level, mother school level and family income) over the pupil s performance in admissions examination (entrance test or PROITEC) at Instituto Federal de Educa����o, Ci��ncia e Tecnologia do Rio Grande do Norte (IFRN). From that point of view, the main goal of this research is to analyze the influence of the family background as a determiner of the pupil��s performance in the access to Technical and Professional education at IFRN. Secondary data were used from two databases (entrance test and PROITEC) adding up to 19.226 observations to the vacancies offered in the year of 2013. Aiming at achieving the proposed goal, a conceptual model composed of three hypothesis was developed. The results were presented in four stages: stage I presentation of the descriptive statistical results of the two databases; stage II separation of the campi in clusters; stage III analysis of multiple regressions; stage IV analysis of the logistics regressions. Two statistical tests were used to validate the hypothesis: T-test and Wald test. Hypothesis 1 and 2 were confirmed and H3 was refused. The results presented favorable causal connections to the family income and the father school level variables (with bigger effect for fathers with a higher education degree). The mother school level variable did not provide statistical significance for this research. Based on this result, after this work, this institution is to develop a strategic plan to assist in the success rate of students preparing diagnoses in order to diminish the effects of the variables that impacted negatively

Pr��ticas interdisciplinares no ensino superior: a experi��ncia do curso de gradua����o em administra����o da UNAMA - Par��

This work addresses the study of interdisciplinarity in higher administration education, a topic of great relevance in the present context, due to guidelines issued by Ministry of Education through the National Curriculum Guidelines -NCGs for undergraduate courses in Management. The attention on the subject emerges from the gained experience of a researcher and teacher working as manager of an undergraduate course in Business Administration who set up interdisciplinarity through interdisciplinary projects in a management course pedagogical project at a private university in State of Par��/Brazil. The work rebuilds and reports experiences, and studies the practice of lecturers involved in those interdisciplinary actions. The study aimed to identify changes in pedagogical practices of teachers involved in the searched interdisciplinary experience. To address the questions that directed the work and achieve proposed objectives, from a qualitative approach, a significant bibliographical and documentary work was conducted on the topic. In the survey carried out on secondary sources such as publications of major authors and scientific papers reporting interdisciplinary experiences in higher administration education, it was found that interdisciplinarity for its ambiguous character is still poorly understood by teachers, and reports on its application in administration teaching are incipient. This study also used data collected from primary sources, from dialogues through interviews with educational fellows - teachers and officers of the institution that served as locus of the research, who had the opportunity to experience the studied interdisciplinary experience. Data were processed and analyzed using content analysis technique. Research results showed that teachers of the institution of research have a good understanding of meaning of interdisciplinarity as a link between disciplines; it was also found substantial evidence of changes in teaching practices and actions of such teachers based on their participation in interdisciplinary projects. Although the experience studied can be considered innovative and challenging, much needs to be done in the course management for achievement of interdisciplinary actions in the course, particularly regarding to the removal of institutional, methodological, psychosocial, epistemological obstacles in operationalizing interdisciplinary practices, with emphasis on the need of a process of continuous and specific training aiming at developing skills for interdisciplinary acting, to the extent that these education professionals do not perceive themselves able to act as interdisciplinary lecturers

�� ensinando que se aprende: um estudo sobre o ensino de projeto no Curso de Arquitetura e Urbanismo da Universidade Federal do Rio Grande do Norte (CAU UFRN)

You cannot teach architectonic design, but only learn it. This sentence was, during some decades, especially during the modernism, the starting point, adopted by several architectonic design professors, when they had to approach their subject. An attitude that, some years ago, was reviewed and fighted by area s experts. This paper join this criticism, and try to add something to the pre-existing discussion, analyzing with the case-study method all the subjects related with architectonic design of the Architecture and Urbanism degree, at Universidade Federal do Rio Grande do Norte CAU/UFRN . The aim is to identify and analyze the teaching methodologies used by the professors and their effects related to the students. To reach this purpose four different methods were used: i) Professors interviews; ii) Different forms submitted to students and professors; iii) Daily practice s observation, developed during classes; iv) Documents analysis about the degree (historical development and subjects) and about the subjects themselves (summaries, table of contents and planning). Studying the results, it was possible to underline that, in spite of the efforts of some of the professors to find a way to teach with more appropriate educational and pedagogic bases, some of the teaching methodologies, criticized in articles dealing with the matter, were still used. With regard to these, the research pointed out some suggestions that could help to improve the teaching and learning process, joining professors and students that are the most important subjects of the teaching activity. Developing the idea living in the paper s title Teaching and learning , it s now clear that only the practice, through the improvement of the pedagogic techniques, together with critical analysis can help the professors to reach a relationship level, regarding the teaching and learning process, as that described in the epigraph s text, into which teaching and learning, can t be done only by one of the process subject, but must be lived by both of them: professors and students

A Rela����o professor-aluno e a afirma����o do discente como sujeito do processo projetual: um estudo explorat��rio sobre a produ����o do trabalho final de gradua����o em arquitetura e urbanismo na UFC e na UFRN

This work deals with teacher-student relationship (TSR), held in a very special moment: the semester of graduation of architecture and urbanism, where students prepare the final work called Graduation Final Work (GFW). That is the last stage to obtain the title of architect and urban planner in Brazil. The text discusses this problem in several ways, emphasing the relationship between graduated student and his/her mentors into the consolidation process of the student as an actor of the planning process, here defined as "autonomy". The work is focused on understanding the TSR in order to elucidate its importance for improvement of teaching bases on development of the GFW, more than the relation between curriculum and institution. Related with the exploratory characteristic of this master thesis, methodologically, the field work happened through: (i) observation of mentorship guidance, (ii) interviews, and (iii) application of questionnaires to teachers and students. Participated 10 pairs of student and mentors of two federal university of Northeast: 05 pairs of the Federal University of Cear�� (UFC) and 05 pairs of the Federal University of Rio Grande do Norte (UFRN). The results presented the development of the GFW as a difficult process / fearful for students, highlighting the main problem situations: the difficulty in choosing the theme, the super-sizing of the process, students' insecurities, and parental relationship with the supervisor process. Summing up, the work indicates that the students has a limited autonomy on the GFW process, which calls for a revision in order to promote the consolidation of the student autonomy, which must be observed for some positions recognition of the role of each actor in the process of orientation

Um modelo anal��tico da qualidade da dieta de adolescentes estudantes da rede publica de ensino de Natal, Brasil

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico

Educa����o ambiental: um estudo de experi��ncias nas escolas municipais de Natal

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

Professores em contexto formativo: um estudo do processo de mudan��as de concep����es sobre o ensino da matem��tica

El objetivo en esta tesis consisti�� en estudiar el proceso de los cambios de los conceptos de profesores de la educaci��n infantil y de los a��os in��ciales de la educaci��n b��sica referente a la ense��anza de la matem��tica. La investigaci��n se desenvolvi�� en la escuela Presidente Kennedy, en la ciudad de Natal, en Rio Grande do Norte, teniendo como participante 05 (cinco) profesores del curso normal superior a trav��s de la educaci��n superior del instituto relacionado. El trabajo asocia el programa a ��l Programa de Pós-Graduação em Educa����o da Universidade Federal do Rio Grande do Norte, en la base de pesquisa Forma����o e Profissionaliza����o Docente coordinada de los doctores Bet��nia Leite Ramalho e Isauro Beltran N����ez. El referencial te��rico-metodol��gico en quien si apoya el trabajo se inserta en la se��al conceptual usada por Giordan y de Vecchi (1996), de Carrillo y Contreras (1994), Ramalho; N����ez y Gauthier (2003), Ponte (1998), Guimar��es (1988), Ernest (1989). En esta investigaci��n, los conceptos de los profesores hab��an sido estudiados en el contexto educativo de la formaci��n del nivel superior, us��ndola reflexiva cr��tico pr��ctico como estrategia formativa. Estos conceptos se entienden como estructuras subyacentes al pensamiento del profesor. Dado la naturaleza del objeto del estudio, la informaci��n, para las intenciones de esta investigaci��n, hab��an sido cosechados a trav��s de los instrumentos siguientes: cuestionario, plan de la lecci��n, entrevista diaria y del campo. El cuestionario fue constituido de preguntas abiertas y de las entrevistas de la mitad-structuralized. La organizaci��n de los datos permiti�� a La inferencia de los conceptos, usando la t��cnica de la triangulaci��n de datos. La investigaci��n divulg�� que los conceptos de los profesores, a trav��s del proceso formativo, se hab��an desarrollado de una plataforma para otra, y��ndose puesto que los modelos did��cticos tradicionales para otros modelos dirigidos a una tendencia did��ctica de espontane��sta/investigativa. La reflexi��n cr��tica era considerada como elemento catal��tico de los cambios de los conceptos de los profesores en la educaci��n de las matem��ticas, sin embargo d��jenos verifican que estos cambios son dif��ciles de ocurrir para la naturaleza compleja de estos conceptos. Como facilitadores de los factores de estos cambios, encontramos y el investigativo el trabajo, la din��mica y la naturaleza de las actividades se convirti�� en el colaborativo de proceso formativo, entre otros. Como obst��culos a los cambios, identificamos el contexto del trabajo de los profesores, de la cultura de los individualistas pr��cticos de sus profesores de los colegas, del concepto linear, est��tico y de los mec��nicos de los procesos para ense��ar, el conocimiento profesional constru��do durante la formaci��n inicial, alineaci��n con los modelos did��cticos de sus viejos profesores, entre otros