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- ItemClasse multisseriada em Domingos Martins/ES : um estudo de caso sobre cultura escolar e cultura da escola(Universidade Federal do Espírito Santo, 2019-03-25) Muller, Eucinéia Regina; Foerst, Erineu; Moreto, Charles; Klug, João; Ulricht, Claudete Beise; Lima, MarceloThe present research, developed on line teaching, curriculum and Cultural Processes, by the graduate program in education – the Education Center PPGE Universidade Federal do Espírito Santo had as object of investigation the issue of crop a class Multisseriada in the municipality of Domingos Martins in the State of Espírito Santo.The question that gave rise to the studies was built from empirical experiences, theoretical readings and data of reality, so we have specified: How the culture of the school and the school culture produced in the daily life of the Multisseriada Class.The overall objective was to analyze school culture and culture of the school from the identification of everyday school practices that produce in this class, the research was in dialogue with our career, the interrelationship between cultures and education, identification of opportunities and challenges that emerge in this Organization of teaching and analysis of education field as intercultural practice.The theoretical approaches discussed with Arroyo (1994, 1999, 2004, 2011, 2012), Brandão (1985, 2001, 2006, 2009), Candau (2001, 2003, 2014, 2016), Forquin (1993), Freire (1982, 1983, 1992, 1993, 2003, 1988, 2011), Hage (2005, 2010), Moreto (2015, 2018) and others benefited from our discussions about the Multisseriada Class and cultural processes.Discussions on qualitative research (LÜDKE and ANDRÉ, 1986) have favoured the production processes and data analysis, especially with the case study, through participative observation with journaling, field interviews, focus group discussions , questionnaire and documentary analysis.The survey results show that the pedagogical dynamic of Class Multisseriada produced by the culture of the school makes it possible to break away from the homogenization and standardization of teaching, and to emancipate and structural strengthening collective struggles.
- ItemConstituição de comunidades locais de prática profissional: contribuições para a construção de um currículo integrado no curso técnico na modalidade de EJA(Universidade Federal do Espírito Santo, 2013-10-31) Jordane, Alex; Sad, Lígia Arantes; Freitas, Rony Cláudio de Oliveira; Pinto, Antônio Henrique; Cunha, Dayse Moreira; Oliveira, Edna Castro de; Dynnikov, Circe Mary Silva da SilvaThis research arose mainly from my concerns about the effectiveness of an integrated curriculum, as proposed to the Technical Courses Integrated with Basic Education in the form of Youth and Adult Education at the Instituto Federal do Espírito Santo - Ifes. Such courses were linked to the National Program for Integration of Vocational Education with Basic Education Modality Youth and Adult Education – Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos (Proeja). In this work, I understand the integrated curriculum as a process in which general education must be an inseparable part of professional education in the fields where there is a preparation for work. By focusing on work as an educational principle, direct it to overcome the dichotomy manual labor / intellectual work, general education / education for work, thought / action, theory / practice, and aim for the training of workers able to act as leaders and citizens. The epistemological trodden path began with the theoretical basis from which Proeja from the latest research, developed in Brazil by authors like Marise Nogueira Ramos, Gaudêncio Frigotto and Maria Ciavatta, especially in matters related to vocational training, to their bases, as discussed by Paulo Freire and the Italian Antonio Gramsci. But immersed in this harvest field came the time that other references were necessary, as the theory of Communities of Practice, supported primarily by Etienne Wenger and Jean Lave’s research, but rearranged by authors like Cristina Frade, Peter Winbourne, Konstantinos Tatsis and Anne Watson. Also, I searched for new lenses to help me better understand the processes of formation of the integrated curriculum. This movement led to the question that guides this research: How the characteristics of communities of practice that arise in a classroom of Technical Course Buildings with Integrated Basic Education in the form of Youth and Adult Education can help in the building process of an integrated curriculum? I worked with the idea that each of the curriculum components, focusing on subjects, is characterized as a community of local practice. Then I have seen myself the possibility of breaking the boundaries of each community, towards the establishment of a Local Community of Professional Practice. Among the most significant issues highlight: a dialogical perspective, based on the work of some teachers, seeking to engage students at all times; special attention to the experiences by students, both in school settings, as outside them, encouraging and creating situations favorable for the development of the autonomy of learners, the use of activities that encourage students to explore new paths and territories, ensuring the continuity of the process so they can develop shared practices and seek ways to organize conflicting perspectives and discourses of multiple styles; the emergence of new practices or practical limits, causing a reorganization within communities, as they introduce students to issues that are part of other communities in which they are inserted, and finally the consideration that the integration process has as its protagonist leading the student himself.
- 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.
- ItemOs trabalhadores docentes e suas traduções do PROEMI no Espírito Santo(Universidade Federal do Espírito Santo, 2018-08-27) Tavares, Adriana de Cássia Peterlini; Ferreira, Eliza Bartolozzi; Scaff, Elisângela Alves da Silva; Venetorim, Silvana; Oliveira, Edna Castro deThe work presented in this dissertation has as its object the study of the Higher Education Teaching Programam (ProEMI) the program was created in 2009 and established by the opinion CNE/CP nº 11/2009, having as Minister of Education Fernando Haddad its purpose was to contribute to significant changes in public high schools in Brazil and consequently to revert the negative indicators of this stage ob Basic Education, the proposal was a dynamic, participative and continuos process and stimulation tonew forms og organization of the disciplines articulated to integrative activities, from the interrelations among the constituent axes of High School, work, science, technology and culture.This research is derived from the research coordinated by the Center for Studies and Research in Educational Policies(NEPE) of the Federal University of Esípito Santo, “Innonative High School:Working conditions and teacher training”, was real between the years 2013 and 2017, in five randomly chosen high schools in te State of Espírito Santo.Our research is centered on the program in the schools that are part of the marix search. In order to carry out this research the following methodological procedures were questionnaires applied to teachers, interviews with public managers and focus groups with teachers as well a bibliographical and documentary research. As an epistemological basis for the data analysis, we used the “Public Policy Cycle Approach”, elaborated by Stephen Ball et al (1994). From this epistemological perspective, we use the translation concept to base our research hypothesis, which considers that the translation carried out by the teaching staff is based on the translation carried out by the technicians of the State Secretary os Education (SEDU) and may consider that the translation process occurs the translation” of ProEMI. Having as objectives to be unveiled: how were the processes of implantation of ProEMI in the schools researched, the unfoldings occurred in relation to the news forms of teacher’s organization and to investigate how the information transfer by SEDU of the guindance documents and how ProEMI translation was carried out by teaching staff I the five schools surveyed. In the process of conducting the research, there was thw possibility of knowing the dynamics of ProEMI, its interlacing with the curricular guidelines for High School and how the State of Espírito Santo made the program adherence and the processes that constituted tle implantation in the schools surveyed. The analysis of data obtained from the questionnaire completion by the teachers brought important information among them we highlight: predominantly the teacihnh staff of the school’s studies is made up of 69% women, 98% of the Teachers have a bachelor’s degree and 85% have a specialization, 26,5% of the professors teach in the High School between 6 and 10 years, 68% of the teachers who work in the school are bankrupt, 40% of the teachers claimed to follow SEDU’s orientation to join ProEMI,47% of the respondents state, 56% of the teachers satated that ProEMI promoted innovative practices in schools, 49,4% of teachers showed that the program increased the diversity of pedagogical practices, 47,3% of interviwees pointed out that ProEMI brought improvements in the physical and material structure os schools. After analyzing the data, it can be stated that the implantation of ProEM in the five schools studied was based on experiences already developed by teaching staff that with the financial resources received could carry out innovative projects. At the same time, we observe that the lack of continuity of public educational policies causes great losses in relation to the advances achieved by Education.
- ItemTransgressão dos limites disciplinares através de comunidades de afeto e redes de conhecimento(Universidade Federal do Espírito Santo, 2013-03-18) Rodriguez, Breno Lima; Carvalho, Janete Magalhães; Ferraço, Carlos Eduardo; Silva, Sandra Aparecida Fraga da; Lopes, Eduardo SimoniniThe discourse erected in education in the hard sciences is still rooted strung on Cartesian method, in which the whole is equal to the sum of its parts. The move echoes caused by this contribution in the educational process favoring practices with quantitative traits in the speech of the place-teacher, based on a molar line, surpasses any voices that might challenge the construction of knowledge enthroned by the academy. In search of other possible that can happen within these practices try using the method of the conversations, systematic and non-systematic, have a glimpse about how students IFES, Victoria campus, build their networks of subjectivity / affectivity in relation learning / knowledge of science. In this journey, the main theoretical, perfazemos an encounter with Deleuze and Guattari in their work apart and together; Latour, in their discussions of the science, and Carvalho in his studies on affection and expansive networks of commonalities in educational processes may enhance the construction of a life ruled an ethical-aesthetic movement. In these slides the students realize that, even with their notions impregnated by the molar speech, they envision plenty of potency in the educational process, its potential for growth, but also consider the ways employed by most teachers make relationships woven with science are away from their life, and, as locus research is a school whose main activity is professional education, theirs speeches feed mainly on the dichotomy applied science x pure science, and, just this last they associate to the classroom, a language that most do not think capable of mastering, and it is reserved for an esoteric caste whose teachers are inserted. Thus, we seek an answer, partial and transient, not in order to establish another dominant discourse, otherwise strength, problematize both science as a language as a place of slipping into a form-changing teacher, who engages in the discourse of students considering the relationship established by them within the scientific discourse, seeking clues to a minor science and teacher.