Doutorado em Educação
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Navegando Doutorado em Educação por Autor "Albernaz, Jussara Martins"
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- ItemA elaboração e instituição do currículo mínimo de matemática no Rio de Janeiro(Universidade Federal do Espírito Santo, 2014-05-29) Lião, Tarliz; Albernaz, Jussara Martins; Sad, Lígia Arantes; Carvalho, Janete Magalhães; Paiva, Maria Auxiliadora Vilela; Nasser, LilianThe curriculum brings himself behind the ideas of his time, the look of his society to human affairs and other policies tacitly. Brings within its scope an entire web of historical legacies and personal branding those who dedicated their construction. And thus analyze the plots of a math curriculum is much more than looking at a content linearly arranged sequence. It is, above all, understanding that this construction was woven in order to sustain a body of ideas that say about your time. This research showed the process of elaboration and institucion of the minimum curriculum in Seeduc/RJ and brought questions and concerns of cognitive and social nature. The first reason for those concerns is the disposal of contents of the previous curriculum, which resulted in a new one. This elaboration reflected the lack of dialogue between the various social segments and professionals of the field. Governmental interests went beyond the educational objective and in this course of action democracy was subtracted from public policy actions. The perception that there wasn’t clear ideas was evident when contrasted with the elaboration of this legislation. Formatting Minimum Curriculum sought to unify all the schools in the Seeduc/RJ, within a small and not academicist utilitarian perspective, disregarding local specificities of each group. Thus, denied educational dialectic and rhetoric of academic mathematics as a school subject, that can be seen as a particular form of social relationship from which passive teachers and students who are considered minimal immerge
- ItemDocência coletiva : saberes e fazeres na Educação a Distância(Universidade Federal do Espírito Santo, 2013-09-06) Nobre, Isaura Alcina Martins; Albernaz, Jussara Martins; Menezes, Crediné Silva de; Nevado, Rosane Aragón de; Cury, Davidson; Pinel, HiranThis work is organized from a qualitative research with a socio-historical approach that is based mainly on the theory of social construction of knowledge of Vygotsky, in Freire's dialogical and autonomy, and the formation of teachers as reflective practice of Nóvoa and Alarcão. This is a case study for the distance Latu-Sensu graduation course in Computer Education (PIE) offered by the Instituto Federal do Espírito Santo (IFES). Seeks to analyze the collective teaching in distance, based on perceptions of the content teachers and/or formation from its practice in DE. Data were collected through a questionnaire, observation of the performance of teachers, interviews, course documents and reflections from the records in virtual rooms. The data were analyzed into three categories: Teaching Collective in DE, DL and Use of Technologies in Education; Planning Process and Characteristics of Teachinglearning in distance education. The results point to the fact that the teaching Collective consists of various teachers with different perceptions about the teaching-learning can be considered positive, since the process can be shared and enriched from the various looks, though, cause challenges interactive nature. Regarding the planning done in PIE results show that it has been possible to experience moments interdisciplinary between disciplines, especially concurrent, enabling students to the perception of the interconnection of knowledge and reducing redundancies between contents. The study points to the need to consider the training of teachers for the DL as reflective practice that perpasse the pursuit of technological knowledge and pedagogical.
- ItemO design educacional para a modalidade à distância em uma perspectiva inclusiva : contribuições para/na formação docente(Universidade Federal do Espírito Santo, 2014-06-06) Sondermann, Danielli Veiga Carneiro; Albernaz, Jussara Martins; Menezes, Credine Silva de; Nevado, Rosane Aragón de; Drago, Rogério; Pinel, HiranThis qualitative study has examined the Educational Design for the modality the distance in the Center of Distance Education the Federal Institute of the Espírito Santo through researchaction using three focus groups: group 1 – educational resources production team; group 2 – teacher-former in the Distance Education and group 3 – student- teachers from distance learning practice course. Involving different areas of knowledge and theoretical contributions, this design has opted for something given by Piaget and Vigotsky as regards to the process of learning and social interaction; Moore and Kearsley, when distance learning is the issue; Filatro and Torezzan for instructional design. During group 1 talks, the team has identified among several issues, the main difficulties and challenges of the Educational Design in the contemporary society. Results of data and analysis of those talks have created something called taxonomy for the use of media, and an outstanding contribution to the creation of some educational resources. As for group 2, including invited teacher, graduate people and disabled people – three hearing and two visual impaired –results from group 1 have contributed to highlight reflection actions in the Educational Design as to the chosen course, adopting an inclusive look inspired by the Universal Design for Learning. Group 3 has evaluated the actions resulting from the research. Five categories of data analysis have been used: the educational design at the researched institution, the link between teacher and educational design, teaching and learning process representations from professionals involved in Educational Design, current student teachers in distance learning and Educational Design perspectives in the contemporary society. Results obtained have brought theoretical and practical contributions to teacher’s education, which will lead to changes into planning and educational resource production of groups 1 and 2. In addition to that, proposing the inclusion of an Educational Design team along with a production team, therefore improving the collaborative work. It has been also highlighted the need to a better definition of concepts and distance learning model of Federal Institute of the Espírito Santo, which in turn would have an impact in the Educational Design in an inclusive perspective.
- ItemProcesso avaliativo de tutores a distância em um curso de Pós-Graduação e reflexões sobre mudanças de condutas(Universidade Federal do Espírito Santo, 2012-12-03) Nunes, Vanessa Battestin; Albernaz, Jussara Martins; Menezes, Crediné Silva de; Nevado, Rosane Aragón de; Cury, Davidson; Pinel, HiranIt was analyzed in this work the evaluation process of distance tutoring in a postgraduate course, with reflections about conduct changes occurred. This is a case study for the postgraduate course in Informatics in Education of CEAD/Ifes. An evaluation process was built in this context and can be adapted to other realities. Our focus was the distance tutor, an important actor in the students learning process. Bibliographic and documentary researchs and the participation of students and the course team contributed to generate four versions of the evaluation process. We analyzed the instruments created, which allowed the evaluation of distance tutors for different looks (students, teachers, presential tutors and self-assessment), as well as other monitoring methods: through virtual resources (especially by the Moodle learning environment) and face meetings (individual, discipline and team). The evaluation process aimed to help the distance tutors to better understand their role in the course and identify gaps in their work, seeking improvements and favoring thus awakenings and the constitution of a reflexive tutor. We analyze, in a quantitative and qualitative manner, the performance of distance tutors in the course disciplines, the impact of the evaluation process in their activities, the difficulties and problems encountered during their journey, conduct changes observed, resistances and advances. We used content analysis, triangulation and statistical method. Interviews were also conducted with a selected group of tutors. For construction of the evaluative process and to perform the analyzes we used, especially, the theories related to the constructivist and socio-historical conception of education. We achieved results that show that the evaluation process has contributed in improving the performance of distance tutors of the course, as: in the constitution of the tutor, in forming a reflective tutor, in the students monitoring, in supporting the knowledge construction of students, in communication with these and with team members, among others. Moreover, this work opens new perspectives for future study.