Coevolução e as práticas isomórficas de gestão: um estudo sobre os processos de mudanças institucionais no Instituto Federal de Educação, Ciência e Tecnologia do RN

The Federal Institution for Education, Science and Technology, in its historical path, has been living different changes. The transformations occurred along the way have been determined by coercive forces from the institutional environment, which has became more and more broad and complex throughout the time, obtaining diverse characteristics and new elements such as non institutional factors1 which started to contribute with the other changes. In this context, this work aims to study the isomorphic practices of the managers in the institutional changes process of the IFRN in 1998 and 2008, as of a theoretical coevolutionary perspective (CHILD; RODRIGUES; LEWIN; CARROL; VOLBERDA, 2003). This theory brings a new point of view for the organization analysis to the organizational studies, since it offers a non deterministic and non linear lection of the evolution process, which means, a coevolution. Thus, the organizations and their institutional and non institutional environment auto evolve, auto organize and auto reproduce. Therefore, the institutional and non institutional factors of the macro environment keep a continuous interdependence relationship with the organizations. For the means of this study, it is important to understand that is impossible to comprehend the object, the isomorphic practices, without considering that the previous institutional changes and its evolutions, its continuations and discontinuations, important in the coevolution process. As such, to call upon the institutional historical track is a fundamental aspect to materialize this study, for the recursive movement is indeed present in the coevolution. Another important point to make this research effective is that it is not possible to abdicate from the hologramatic view2 of this study, which considers the object, the isomorphic practices, part of the whole and this whole is also in the parts, therefore it is impossible to comprehend the object of study outside the context where it belongs. With this, as of the objective previously proposed, it is necessary to describe the characteristics of coevolution of the institutional changes related in 1998 and 2008; analyze the dynamic of the isomorphic mechanisms in its respective institutional change process; and describe the lessons learned which the isomorphic practices left to the IFRN, regarding its benefits and difficulties. All these transformations happened through coercive forces3 of the institutional environment. As of the Nineties, these forces became stronger, the environment became broader and more complex, with the emergency of new environmental factors. This study proposed to study the managing process and its practices, related to the micro environment, although it is required to articulate these actions, the demands and requirements from the macro environment. To make this research effective, semi structured interviews have been conducted with the managers who participated in both institutional change processes. In the results analysis, it has been possible to verify the particularity of each change, the one from 1998 with a strong normative action of the managers against coercive forces from the government for the search of recognition and the institutional legitimation and the one in 2008, which has been characterized by the normative action by managers in agreement with the coercive forces from the government, in favor of the government policy for the technological professional education. However, the results analysis it is possible to notice the evidence of a belonging feeling from the interviewed managers

Frankenstein, o prometeu moderno ciência, literatura e educação

À partir des études de l'anthropologue Bruno Latour, dans lesquelles on montre l'importance de la rhétorique et des stratégies institutionnelles dans la fabrication des vérités scientifiques; des hypothèses concernant la nature ambiguë des sciences dressées par Isabelle Stengers et des idées d'Edgar Morin sur la nécessité de combattre la pensée fragmenteuse et de relier culture scientifique et culture humanistique, la thèse aborde la relation de l'homme avec ses artefacts, le défi des descriptions des phénomènes et de leurs propriétés, du dialogue entre les humains et les plusieures dimensions de la matière, et de la responsabilité qui devrait venir avec tous les progrès scientifiques. Victor Frankenstein, sa créature, Brown-Séquard et la testostérone synthétique, sont des acteurs qui aident à composer le panorama cognitif de la recherche qui étend les limites de la science et du social au collectif de non-humains et revendique une réforme de la pensée et de l'éducation que les inclut

Educação matemática, ciência e tradição: tudo no mesmo barco

Les connaissances de la tradition et position de la Science dehors pour un non-hiérarchique dialoguez qui frappe pour les distinguer mais ils sont undésavouer inséparable étant donné les compléments ils composent. Cet essai assume la possibilité de ce roi de dialogue dans un place spéciale: la classe. Sur ce qui vient au connaissance de la tradition, le centre remarquable est pour la construction de bateaux du travail manuel, una pratique culturellement déployé dans la ville d'Abaetetuba, dans le État de Pará, Brésil. En revanche, la Science est concentrée par le le contenu d'école a adopté dans l'Ensino Fundamental (École primaire). La construction du dialogue est faite en utilisant des activités de l'enseignement qui accentuez des aspects géométriques (solide, géométrique, angles et symétries) aussi bien que par information qui implique le tableau, poésie, histoire, géographie et physique - les deux inspiré dans le chiffre de bateau résumé dans un CD-ROM interactif. Les activités ont eu lieu dans D'Escola Ensino Pedro Teixeira Fondamental (Abaetetuba-Pa), avec étudiants du 6e niveau (plus spécifiquement avec un groupe de 13 étudiants) d'août à octobre2004. Ethnomathématiques et transdisciplinarité sont le support théorique sous-jacent du projet. Dans résumé, c'est possible pour dire que l'interaction entre Science et Tradition, à travers activités au-delà lesquelles vont le le contenu a restreint à mathématiques d'école, contribuées à,: identifiez le contenu a appris pas sur dans série antérieure; renouveler le rôle joué par école dans ses fonctions didactique pédagogiques; réduire le isolement entre information passée historique et les étudiants présent culturel; indiquer des obstacles à l'érudition des mathématiques intéresser aux aspects cognitifs et behavioristes; et provoquer un participation affective qui rôle principal à la qualité d'apprendre l'école contenu aussi bien que les connaissances de la tradition

O sensível no trabalho docente: representação social entre docentes do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte

The aim of this study was to analyze the social representation of the sensible among teachers of the Federal Institute of Education, Science and Technology of Rio Grande do Norte, attempting to identify its constituents and understand the dynamics that gives functionality to your organization. The study is significant considering that the professional conduct can not be delineated in its complexity without unraveling the social representations that teachers themselves have of their being and doing professional. The theoretical and methodological framework of the research is the theory of social representation. 107 teachers from various backgrounds participated. To collect the data were used as instruments : a questionnaire listing, which subsidizes the characterization of the subjects , the TALP - technique of free association of words ( ABRIC , 1994) , the PCM - Procedure for Multiple Ratings ( ROAZZI , 1995) ; questionnaire redemption of sensitive memories of the subjects in their school experiences of childhood , adolescence, youth and teaching practice . The PCM data, in which the slogan was directed at rating Give class, were submitted to multidimensional statistical analysis. Already TALP was analyzed by EVOC 2000 software, the profile questionnaire received descriptive statistical analysis and the memories received the questionnaire analysis of thematic content, Bardin (2004). Taken together, the results point to a social representation of sensitive teaching (the game, the fun, the touch, the smile, the relaxation) are not in the classroom. The sensitive pure still fits in school, but only in the courtyard, on the playground, in the intervals, therefore, outside of space-time class, playful perch that lives in each of us is totally strange to this world of the classroom . After doing the Approximation of ideas , we realized three discourses evident in the reports of teachers : the discourse of Numbness in which we perceive the distance of the teacher in relation to sensitive component as a facilitator in the learning process , the discourse of Feeling , in which we can discern small approximation to the sensitive dialogues and proposed in this study , the speech of reflection in which teachers analyze, evaluate and establish a discourse on the importance of education in sensitive , but not actualize in their teaching practice

A desistência de alunos na licenciatura em física no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN): causas e sugestões para o combate

This dissertation proposes studying the issue of withdrawal undergraduate in physics at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) and collaborate with suggestions for dealing with this problem. The first chapter begins with an overview of two significant problems in the Brazilian educational system: the high dropout rates in degrees in physics and the lack of teachers with specific training in this science. Then, we discuss the relevance of this research to the area of physics teaching, as well as justify its completion as part of a professional master's degree. After, we present a proper definition for the term withdrawal, which is based on the existing problem in the IFRN. And, in the same chapter, we explicitly the focus, the objectives and the methodological aspects of this work. The results obtained in our investigation are presented in next four chapters. In the second chapter of this dissertation, we present: a brief history of the creation of IFRN degree in physics, the functioning of this course and the foundation of classrooms 2004.2 and 2006.1. We also show a kind of map of the withdrawal of the groups investigated (the dropout rate was 84.4% in both groups) and an analysis of the relationship between the curricula of each of them and the number of dropouts. In the third chapter, we display a descriptive statistics of the students which dropout and found that the largest dropout occurred with students who are women, married, parents of one kid; workers, joined with a minimum age of 23 years and completed high school at least 6 years. Then in the fourth chapter, we reveal and discuss the students' reports on the causes of their dropout. From the data presented, we can say that the answer to the question "What was the main reason for your dropout?" Is mainly in personal injury claims: another option for upper-level course and lack of time to devote to the course. In the fifth chapter, we show the results related to teacher s opinions about the phenomenon in question. We detected three main causes for the abandonment, according to teachers: the lack of dedication, the lack of interest and lack of integration in the course. In the sixth and final chapter, we discuss the results and present our conclusion and the proposed report - the product of this dissertation, presented as Annex. This report contains mainly suggestions for curricular and institutional actions that can contribute to reducing the dropout degree in Physics in the IFRN. The main actions suggested are: implementation of the curriculum in disciplines, implementation of programs or actions to combat this poor content of basic training, implementation of specific programs or actions for the student worker, and dissemination of IFRN degree in physics in schools through seminars or workshops

Aspectos da representação temática pela indexação de livros: análise de Assunto e suas concepções na diversificação de áreas do conhecimento em bibliotecas dos Institutos Federais de Educação, Ciência e Tecnologia (IF's)

Pós-graduação em Ciência da Informação - FFC

Resíduos gerados nos laboratórios do Instituto Federal de Educação, Ciência e Tecnologia do Piauí (IFPI), campus Teresina Central

Pós-graduação em Geografia - IGCE

A cartografia na perspectiva dos egressos dos cursos profissionalizantes de geoprocessamento e técnico em estradas do Instituto Federal de Educação, Ciência e Tecnologia do Piauí (IFPI)

Pós-graduação em Geografia - IGCE

O ensino de geografia no trabalho dos professores e dos alunos dos cursos técnicos integrados ao nível médio do Instituto Federal de Educação, Ciência e Tecnologia do Piauí (IFPI)

Pós-graduação em Geografia - IGCE