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1
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DEYTIVAN OLIVEIRA CARDOSO
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Teacher Education in Special Education in perspective of Inclusive Education: Visual Deficiency at the heart of the issue
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Leader : SILVIA MARIA LEITE DE ALMEIDA
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MEMBRES DE LA BANQUE :
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ALESSANDRA SANTOS DE ASSIS
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SILVIA MARIA LEITE DE ALMEIDA
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GIOVANA CRISTINA ZEN
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EULER MORAES PENHA
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Data: 23 févr. 2018
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Afficher le Résumé
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This Intervention Project-PI focuses on the contributions of the study on continuing education of teachers in special education from the perspective of inclusive education in the area of visual impairment, addressing the importance of professional preparation "in loco" and its implications in the teaching and learning process of students with visual impairment. The research had the character of a qualitative approach and consisted in analyzing if the teachers of the Elementary School - Final Years of the Municipal School Odete Nunes DouradoEMOND, located in the municipality of Irecê, in the state of Bahia, are prepared / trained to teach students with visual impairment (blind) in the regular classroom and how a teacher training, with visual impairment at the heart of the issue, contributes to the promotion of a more inclusive school. For that, a field research was carried out, whose methodological strategy consisted of a case study, in which I used semistructured questionnaires as instruments, which were answered by 09 teachers of the 6th grade in the afternoon, and a Google Forms form answered by 18 teachers from EMOND. In this context, it was possible to perceive through these questionnaires printed and electronic the real needs of professors of profession and as their knowledge about continued education, inclusion, visual impairment, Braille System, Assistive Technology, had repercussions in the school experiences with blind students. With regard to the theoretical reference, this PI has the support of authors such as Nóvoa (1992, 2009, 2015) in defending a formation within the profession, in which teachers play important roles in the formation of their colleagues and in their own formation; Tardif (2014) and the question of teacher knowledge, Miranda; Galvão Filho et al. (2012) discussing teacher and inclusive education; besides the discussion of the elementary devices of a teacher formation. Regarding the legal grounds, the study was based on documents and legislation, such as LDB 9394/96, the National Policy on Special Education in the Perspective of Inclusive Education (2008), among others. For the composition of this Project of Intervention and characterization of the locus of the research, I made use of a bibliographical survey, documentary analysis of the Curriculum Proposal of the Municipal Education Network of Irecê (2013) and the Political Educational Project of EMOND. The intervention research pointed out the need to propose a continuous training plan in the perspective of inclusive education, whose theoretical / methodological assumptions make it possible to reflect on the challenges and possibilities faced by students with visual impairment at Odete College Irecê/Bahia
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2
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KALINE CASTRO CAMPOS NEVES MORAIS
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THE READING IN THE 5TH YEAR OF FUNDAMENTAL TEACHING INITIAL YEARS: A CONTRIBUTION FOR THE DEVELOPMENT OF READING COMPETENCE IN THE MUNICIPAL NETWORK OF TEACHING OF LAPÃO / BA
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Leader : IRACY MARIA DE AZEVEDO ALVES
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MEMBRES DE LA BANQUE :
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ANA KATIA ALVES DOS SANTOS
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IRACY MARIA DE AZEVEDO ALVES
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SILVANNE RIBEIRO VELAZQUEZ
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Data: 24 févr. 2018
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Afficher le Résumé
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This paper presents as a title, Reading in the 5th year of Elementary School: a contribution to the development of reading competence in the Lapão / Bahia Municipal Teaching Network. The text contemplates discussions about the reading practice of the students of the Network, problematized in the question: what has caused the low reading performance of students in the complementary cycle of literacy? In order to carry out the research that guided the intervention project, it was adopted as a general objective: to analyze the level of reading competence of the fifth year students of the Primary School of the Lapão Municipal Teaching Network and, as an objective of the intervention project: institute a policy of training of readers, especially for the professionals who attend the classes of the 4th and 5th year, in municipal schools. The research process began with the trajectory of the researcher as a teacher of the network in the training course of the professional master's degree from February 2015 to February 2018, especially in the schools Antonio Matos Filho and Vital da Silva Dourado, located in the district of Aguada Nova, municipality of Lapão / Bahia. This research process was carried out by 14 teachers graduated in pedagogy of the educational network who were willing to participate in an active and collaborative way as research subjects. The methodology is based on phenomenology-hermeneutics and from it, the descriptive qualitative research was chosen. With inspiration in the focus group as a method of qualitative approach, it was defined that the research data would be obtained through "dialog groups" that represented a powerful tool for obtaining data. This device was applied since the information was brought through interactions between the participants. To provoke reflections on reading practices and dialogue with teachers, four propositions guided the dialogues. In addition to the dialog groups, systematic observations were made involving visits at the locus of the research, from which it was possible to identify and analyze some decisive factors on how the reading has been worked in the schools studied. It was then identified that the difference between levels of reading competence in the two schools surveyed may be associated with factors such as lack of monitoring of reading results, fragmented pedagogical time, restricted literary content, lack of specific space for reading activities, participation restricted family, teaching and learning process delimited around the National Literacy Program in the Right Age - PNAIC, in addition to the absence of specific studies for teacher-training readers. Thus, at the end of the study we present a proposal for intervention, with some guidelines that can contribute positively to the development of reading competence in the Teaching Network of the City of Lapão.
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3
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NOELMA SOUZA ROCHA
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Challenges and possibilities of pedagogical intervention for the consolidation of the literacy process in 4th and 5th grade classes in schools in the city of Ibititá – Bahia
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Leader : SILVIA MARIA LEITE DE ALMEIDA
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MEMBRES DE LA BANQUE :
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ANA KATIA ALVES DOS SANTOS
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GIOVANA CRISTINA ZEN
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IRANICE CARVALHO DA SILVA
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SILVIA MARIA LEITE DE ALMEIDA
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Data: 24 févr. 2018
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Afficher le Résumé
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This Intervention Project investigates the pedagogical practice of 4th and 5th grade teachers in four schools in the city of Ibititá, aiming to understand the work developed with a view to specific support for children entering the 4th and 5th year without access to full literacy . It is a qualitative research and is delineated with elements of ethnography. The instruments used were observation in the research environment, the questionnaire with open questions, the interview that was done with students. It was also organized a meeting with the research subjects for a dialogue about the problem researched. The theoretical study was based on the conceptions of Soares (2013, 2014), Ferreiro and Teberosky (1985),2003, Mortatti (2006, 2014) Freire (2015, 2009, 2010), Imbernòn (2009), Nóvoa (1992), Perrenoud ) among others that subsidized research in relation to literacy, literacy teacher training. We discuss the laws that govern education in Brazil with a focus on articles that ensure quality education. It was found through research that despite the investments, the implementation of literacy programs, we still have 4th and 5th grade students who do not have their literacy. The result of the research makes clear the need for an intervention for the network, with a view to the non literate students. Thus, an intervention project was proposed aiming specific support to children who did not have their literacy consolidated. The intervention proposal is organized into four strands: Teacher training, pedagogical reorganization, extraclass support and collaboration of the parents of students, in a collaborative network. Thus this intervention project suggests the movement of the actors who are in the schools, teachers, coordinators, parents and the education secretary, in the construction of methodologies that bring an improvement to the children's learning.
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4
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JEFFERSON MACIEL TEIXEIRA
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Information and communication technologies as structuring of pedagogical practices in Elementary School II of Irecê Municipal Education Network
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Leader : MARIA HELENA SILVEIRA BONILLA
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MEMBRES DE LA BANQUE :
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LYNN ROSALINA GAMA ALVES
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MARIA HELENA SILVEIRA BONILLA
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SALETE DE FATIMA NORO CORDEIRO
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Data: 24 févr. 2018
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Afficher le Résumé
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The present work, requested for the conclusion of the Professional Master's Course (UFBA / FACED), presents a study on the pedagogical practices developed with ICT in Primary Education II of the Municipal Education Network of Irecê, proposing an Intervention Project that intends to contribute with reflections / actions with the intention of propagating the use of ICT in a structuring perspective of pedagogical practices that are not limited to the transmission or availability of information, but which promote possibilities of pedagogical practices aimed at collaboration, creation and authorship. For this, it was necessary to conduct an exploratory research with a qualitative approach of phenomenological nature with the participation of teachers and pedagogical coordinators. In order to do this, we adopted postures of implication, sensitive listening and textual analysis of the speeches, produced through interviews, application of online questionnaire and analysis of the Political Pedagogical Project of each school. This research brought knowledge of reality and thus fostered constructive processes and possibilities of innovative pedagogical practices. The research showed some difficulties of the teachers regarding the quality of the connection, the infrastructure of the schools, the insufficient quantity and precarious conditions of use of the technological devices. On the other hand, the results showed that some teachers use more often the technological devices available at school and in some cases with an innovative bias. It is inferred from this information that those who use these possibilities believe that they can contribute with their pedagogical practices and when using promote innovation along with the students.
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5
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PATRÍCIA ARES AZEVEDO DOURADO VILELA
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READING AS A SIGNIFICANT PRACTICE FOR STUDENTS OF THE 5th YEAR OF FUNDAMENTAL EDUCATION: A CONTRIBUTION TO STUDENT LEARNING IN THE NETWORK OF TEACHING OF LAPAN / BA
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Leader : IRACY MARIA DE AZEVEDO ALVES
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MEMBRES DE LA BANQUE :
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ANA KATIA ALVES DOS SANTOS
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IRACY MARIA DE AZEVEDO ALVES
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SILVANNE RIBEIRO VELAZQUEZ
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Data: 24 févr. 2018
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Afficher le Résumé
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This work was carried out in partnership with the author Kaline Morais and, as well as his work entitled "Reading in the 5th year of elementary school: a contribution to the development of reading competence in the Municipal Network of Teaching of Lapão / BA", contemplates discussions about the practice of reading the students of the municipal network of Lapão, problematized in the question: what has caused the poor reading performance of students in the complementary cycle of literacy? In order to carry out the research that guided the intervention project, it was adopted as a general objective: to analyze the level of reading competence of the students of the fifth year of Elementary School of the Lapão Municipal Teaching Network and, as an objective of the intervention project: to institute a policy of training of readers, especially for the professionals that attend the classes of the 4º and 5º year, in the municipal schools. The research process started with the trajectory of the researchers in the context of working as teachers of the network in the training course of the professional master's degree from February 2015 to February 2018, especially in the schools Antônio Matos Filho and Vital da Silva Dourado, located in the district of Aguada Nova, municipality of Lapão / Bahia. This research process was carried out by 14 teachers graduated in pedagogy of the educational network who were willing to participate in an active and collaborative way as research subjects.The methodology is based on phenomenologyhermeneutics and from it, the descriptive qualitative research was chosen. Inspired by the focus group as a method of qualitative approach, it was defined that the research data would be obtained through "dialog groups" that represented a powerful tool. This device was applied since the information was brought through interactions between the participants. To provoke reflections on reading practices and dialogue with teachers, four propositions guided the dialogues. In addition to the dialog groups, systematic observations were made involving visits at the locus of the research, from which it was possible to identify and analyze some decisive factors on how the reading has been worked in the schools studied. It was then identified that the difference between levels of reading competence in the two schools studied may be associated to factors such as lack of monitoring of reading results, fragmented pedagogical time, restricted literary content, lack of specific space for reading activities, participation restricted family, teaching and learning process delimited around the National Literacy Program in the Right Age - PNAIC, in addition to the absence of specific studies for teacher- training readers. Thus, at the end of the study we present a proposal for intervention, with some implied guidelines that can contribute positively to the development of reading competence in the Teaching Network of the city of Lapão.
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6
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JUCILEIDE PEREIRA NUNES LIMA
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School Spaces, Learning Spaces: Another look at pedagogical action planning.
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Leader : MARIA ROSELI GOMES BRITO DE SA
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MEMBRES DE LA BANQUE :
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ANA KATIA ALVES DOS SANTOS
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EMANUELA OLIVEIRA CARVALHO DOURADO
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MARIA ROSELI GOMES BRITO DE SA
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Data: 25 avr. 2018
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Afficher le Résumé
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This study deals with the planning of educational activities to foster such as school spaces can become spaces learners at school José Francisco Nunes, populated by Itapicuru, Municipality of Irecê- Bahia. The study was conducted for twelve months and aimed to investigate how teachers perceive the school spaces, and the relationship that make the planning of educational activities. To carry out the investigation an inquiry region was created in order to grasp the phenomenon, which was addressed in methodological terms, through observations, conversations with teachers - involving interviews and memory reports - and two more collective activities received the installation name and the unconference / in Everyday School in order to raise, with teachers of municipal networks in the territory of Irecê, elements that could feed the interpretations and subsequent action on the subject under study. The work permeates the qualitative approach, with fundamentals in phenomenology. With the intervention project, which is the product of professional master's research is desired to provide conditions for school professionals realize that even in the face of many challenges you can turn the school space, with the sum of individual and collective knowledge to intervene so that they can (re) interpret, (re) create, (re) invent, innovate school spaces, softening the fragmentation of the curriculum and enable learning through the articulation of knowledge and spaces intended to be learners spaces.
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7
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DEISE PIMENTEL AMARAL MAGALHÃES
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Pathways to the Implementation of the Curricular Proposal in the Human Education Cycle in the Irecê Municipal Education Network
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Leader : GILVANICE BARBOSA DA SILVA MUSIAL
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MEMBRES DE LA BANQUE :
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ANDREA ROSANA FETZNER
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ANDRIO ALVES GATINHO
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GILVANICE BARBOSA DA SILVA MUSIAL
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ISAURA SANTANA FONTES
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SILVIA MARIA LEITE DE ALMEIDA
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Data: 3 juil. 2018
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Afficher le Résumé
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This intervention project aims to learn the challenges of implementing the Curriculum Proposal of Irecê organized in the Human Training Cycle at the pilot school Lieutenant Wilson in the year 2017 and to point out possible ways to implement this proposal in all schools of the Municipal Network of Education of Irecê. As a result of a phenomenological research carried out at the Municipal School Tenente Marques Moitinho, this work enabled us to apprehend the main challenges for the implementation of the Curricular Proposal in Human Formation Cycles built in 2011 by the first Specialized Group in School Curriculum given by the Federal University of Bahia - UFBA. We organize the work in three parts: In the first part we talk about the history of Irecê Education making a historical cut from Avante to UFBA, in the second part we identified the paths that led the Municipal Network to opt for a proposal of Training Cycle and in the third part we present the research space, its actors and the dynamics of curriculum making on the school floor, and these specificities are inspiring for the development of the Proposals for the construction of the Interventions supported by the established dialogues and the contributions of Arroyo (1999, 2000 and 2012), Aguiar (2009), Burnham (1993), Mainardes (2006), Gallo (1999) and other authors of the subject under discussion. Methodologically we opted for the phenomenological qualitative approach with research and analysis of data organized and systematized as follows: 1. Documentary research that involved the analysis of Irecê's Curricular Proposals, the CFH Proposal Implementation Plan and the historical documents that portray Irecê's Education beyond of the decrees, school indexes and legislation and 2. Subjective research where we make observations, interviews, conversations without pre-defined script and teachers' testimonies from the Conversation Wheel with semi-structured interview script.
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8
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JANAINA DE SOUZA NOGUEIRA
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Human Education Cycles: A possible curricular proposal for the Schools of the Municipal Education Network of Irecê
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Leader : GILVANICE BARBOSA DA SILVA MUSIAL
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MEMBRES DE LA BANQUE :
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ANDREA ROSANA FETZNER
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ANDRIO ALVES GATINHO
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GILVANICE BARBOSA DA SILVA MUSIAL
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SILVIA MARIA LEITE DE ALMEIDA
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Data: 3 juil. 2018
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Afficher le Résumé
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This project aims to learn the challenges of implementing the curriculum proposal of Irecê based on Human Cycle Training (CFH) project started in three pilot schools in the year 2017 and indicate the possible ways to implement this proposal in all schools of the Municipal Education Network of Irecê. As a result of a phenomenological research carried out at the Municipal School Tenente Marques Moitinho, this work enabled us to apprehend the main challenges for the implementation of the Curricular Proposal in Human Training Cycles built in 2011 by the first Specialized Group in School Curriculum given by the Federal University of Bahia - UFBA. We organize the work in three parts: In the first part we talk about the history of Irecê Education making a historical cut from Avante to UFBA, in the second part we identify the paths that led to the municipal network to opt for a proposal of Training Cycle and in the third part we present the research space, its actors and the dynamics of curriculum making on the school floor. These specific characteristics are the inspiration for the development of the Proposals for the construction of the Interventions supported by the established dialogues and the contributions of Arroyo (1999, 2000 and 2012), Aguiar (2009), Burnham (1993), Mainardes (2006), Gallo (1999) and other authors of the subject under discussion. Methodologically we chose the ethnographic qualitative approach with research and analysis of data organized and systematized as follows: 1. Documentary research involving the analysis of Irecê's Curricular Proposals, the CFH Proposal Implementation Plan and the historical documents that portray Irecê's education beyond of the decrees, school indexes and legislation and 2. Subjective research where we make observations, interviews, conversations without pre-defined script and testimonials of the teachers from the Wheel of conversations with script of semi-structured interview.
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9
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ADRIANA VALÉRIA GOMES CORIOLANO DE MEDEIROS
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Water dripping day by day wears the hardest rock away: strategy of coping with school dropout at the IF Campus Ouricuri - PE.
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Leader : PENILDON SILVA FILHO
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MEMBRES DE LA BANQUE :
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MARIA ROSELI GOMES BRITO DE SA
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PENILDON SILVA FILHO
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SILVIA MARIA LEITE DE ALMEIDA
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UILMA RODRIGUES DE MATOS
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Data: 27 août 2018
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Afficher le Résumé
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This intervention project presents the study of the phenomenon of evasion in three courses of Integrated Higher Education - farming, Buildings and Informatics - offered in the Instituto Federal de Educação, Ciência e Tecnologia do Sertão Pernambucano - campus Ouricuri - PE in the year 2013, being this is a case study. In that same year, I joined this campus as a social worker and followed, through the Student Assistance Policy, the growing number of incoming students in that year wholeft the course, being this motivation and concern for this intervention project. The investigative study was based on Etnomethodology, a sociological current that emerged in California (USA) in the late 1960s, with Harold Garfinkel as its greatest exponent. The methodology used – Analysis of Ethnomethodological Conversation – privileged the various aspects that involve the daily life of the social subjects directly or indirectly linked to the IF campus Ouricuri - PE, as well as the impressions of the evaded students, from the perspective of analysis of the categories present in the student's life that influence their decision to stay in school or not. It is a qualitative research, whose presentation of quantitative data is justified by the need to verify the problematic researched with the adoption of a simplified form of analysis. The theoretical support essential to the methodological trails that resulted in the construction of this intervention project was based on the lines built by Bourdieu (1983, 1998), Coulon (2008, 2017), Dore & Lüscher (2011), Dore (2014), Freire (1993,1996,2014), (Frigotto, 1989), Kuenzer (2000, 2006, 2007), Machado (1989, 2010), and others, whose expressive contributions allowed qualifying the discussions-reflections raised in each track-part of this work. Based on the factual reality of the early break down of the link between the student and the school, this intervention project, as a propositive and contributory instrument to reduce evasion in the Ouricuri campus - IF, was anchored mainly in the protagonism of the subjects of this space that pointed out motivating elements of school abandonment related to the functioning of the institution, the curriculum, theteaching-learning process, the interpersonal relationships within the school, the subjectivity and specificity of each subject. These were the elements that rose in the dialectical process of clearing the tracks traveled to reach this intervention project.
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10
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ROSÁLIA GOIS DE SOUZA
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Youth and Adult Education: daily practices and possibilities of interventions of / in the training spaces of the Marcionílio Rosa Municipal School.
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Leader : MARIA ROSELI GOMES BRITO DE SA
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MEMBRES DE LA BANQUE :
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MARIA ROSELI GOMES BRITO DE SA
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VERONICA DOMINGUES ALMEIDA
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GILVANICE BARBOSA DA SILVA MUSIAL
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IDALINA SOUZA MASCARENHAS BORGHI
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Data: 30 août 2018
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Afficher le Résumé
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The present work is presented in the form of an Intervention Project, according to the direction of the Professional Master in Education: Curriculum, Languages and Pedagogical Innovations, Faculty of Education, Federal University of Bahia. It is a text in which the findings and discussions of the research result in concrete proposals for intervention actions in the Education of young people and adults in the school researched, where also the author works. The general objective of the study was to propose intervention actions for the Education of young people and adults in the Municipal School Marcionílio Rosa from the survey, through observations and statements of teachers and students, emerging problems in the daily dynamics of the school. As methodological path the option was for research with ethnographic inspiration, made through observations, bibliographical and documentary research and interviews. The "findings" of the observations were intermixed with the theoretical and documentary referential and the statements of teachers and students of the EJA, showing the daily life of the school and the emerging actions to be proposed. In the EJA scenario at school, four basic themes were emphasized to compose the dynamics of EJA in school: rejuvenation in the educational space of the EJA; the use of school spaces; the pedagogical practice and the relation of the school to the world of work. From there came the proposals for the revitalization of spaces, the continuous training of teachers, with the participation of students in planning, the emphasis on reading projects and the strengthening of relations between the EJA and the world of work.
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11
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TEOFILÂNDIA RODRIGUES DE LIMA
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TEST BRAZIL AS A CONDUCTOR OF PEDAGOGICAL PRACTICE: EDUCATIONAL ACTIVITIES OF SUCCESS OF LEARNING COMMUNITIES
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Leader : SILVIA MARIA LEITE DE ALMEIDA
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MEMBRES DE LA BANQUE :
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IRANICE CARVALHO DA SILVA
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PENILDON SILVA FILHO
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SILVIA MARIA LEITE DE ALMEIDA
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Data: 5 sept. 2018
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Afficher le Résumé
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This intervention project intends to discuss how the evidence Brazil can become a valuable tool guiding pedagogical practice, focusing on the successful educational activities of learning communities, for the quality of education. Based on the results of one of the external evaluations - Prova Brasil, we analyzed the Portuguese and Mathematics proficiency of the 5th and 9th grade students of the Municipal Education Network of Lapão-BA, seeking to understand the current context of the results of learning process and to initially discuss the Legal Framework and the theoretical assumptions about the Right to Education and the Democratization of Education, extending to the concepts of Efficacy, Equity and External Evaluation, with emphasis on reading proficiency. After this theoretical discussion, the paper presents the Municipality of Lapão and its geographical characteristics and the educational situation with data of disapproval, age / grade distortion and reading proficiency of the students of the municipal network. This research work brings as main theoretical the German philosopher and sociologist Jürgen Habermas and his theory of communicative action to support the proposal of pedagogical intervention, which can be developed in the municipal network of education in Lapão. The survey of the pedagogical situation was done through a diagnosis carried out in the network and with the municipal network, from specific meetings in the eight territories of the municipality, which enabled the dialogue with the educational community to better understand the results of the external evaluation, Prova Brasil , and its relation with the internal evaluation of the school. Considering that the research signals a change in the methodology of teachers, the proposal of pedagogical intervention is based on the successful educational activities of the Learning Communities, to intervene and change the reality of learning / performance in the network and in the pedagogical practice of teachers, with the objective of stimulating the teachers of the municipal network to understand and transform the elements of external evaluation - Brazil Test, in guiding its pedagogical practice, to improve the quality of education.
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12
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LUZINEIDE RIBEIRO DA SILVA
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Reassigning Local Culture Through Dialogue and Experience in the Municipal College of Antonio Vieira in the Context Presented by the Quilombola Communities
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Leader : ROSANE MEIRE VIEIRA DE JESUS
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MEMBRES DE LA BANQUE :
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IRIS VERENA SANTOS DE OLIVEIRA
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MARIA INEZ DA SILVA DE SOUZA CARVALHO
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ROSANE MEIRE VIEIRA DE JESUS
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Data: 6 sept. 2018
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Afficher le Résumé
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The proposal has as structuring principles: the rescue of local history; the inclusion of the oral tradition of knowledge in the school curriculum and equal dialogue between school and community. Brings in principle the proposal of the teachers of the Municipal College Antonio Vieira Marculino facilitate meetings and studies between the school and the community certified as maroon. In the process, however, aims also enter all schools receiving students arising from the certified communities in the Municipality of Lapp cultural perception of the remaining communities. They are presented in this paper the reasons why the project was directed. You are grounded in authors example of Stuart Hall (2003) suggests that the perception of racial identity in Gadamer (2011) with the effectual history, Griô pedagogy that proposes to enhance the oral culture (PACHECO, 2006). However, do not just theorize, but it is essential to know the real that the site of the research shows. A research of collaborative approach (DESGAGNÉ, 2007) that is based on establishing dialogue and interlocution therefore, to propose the intervention project was conducted case study interviews with teachers through focus groups, interviews with people of quilombo community in which students of Marculino are inserted: Gaudêncio Lagoon. In order to understand the complexity that the school has analyzed the reasons and circumstances of the school's foundation as well as the contexts of New Aguada community and the realities put the two primary schools of the mentioned community: College Marculino and Educational Center Antonio Matos Filho. As the focus of the research is the College Marculino whose audience comes from Gaudêncio Lagoon, it was made necessary a study of this community in its cultural aspects. The intervention project is a possibility of perception and cultural redefinition within the school dynamics through field class, biographical construction, interviews with people in the communities, old photos analysis, production of documentaries about people in the community, local history research between others.
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13
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OTAVIANA MARIA TABOSA ARAUJO LEAL
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CONTRIBUTION OF FOOD AND NUTRITIONAL EDUCATION IN THE PROMOTION OF FOOD SAFETY: a study in the semi-arid region of Pernambuco.
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Leader : ROSILEIA OLIVEIRA DE ALMEIDA
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MEMBRES DE LA BANQUE :
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DENISE MOURA DE JESUS GUERRA
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ROSILEIA OLIVEIRA DE ALMEIDA
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RYZIA DE CASSIA VIEIRA CARDOSO
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Data: 24 sept. 2018
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Afficher le Résumé
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This Intervention Project, as a final product of the Professional Master in Education: Curriculum, Language and Pedagogical Innovations was constructed from the apprehensions of the research carried out with students of the subsequent course of Agropecuária of the Federal Institute of Education, Science and Technology of the Pernambuco- Ouricuri and Floresta campus, through oral narratives and the application of a questionnaire to survey cultivation practices, habits and food taboos. It is divided into three parts: Part I - Bread for Life in the Sertão: Science for Survival brings the theoretical revision about the promotion of Food and Nutrition Security (SAN) from Food and Nutrition Critical Education in addition to Social Technologies (TS), Science, Technology, Society and Environment approach and Contextualized Curriculum in the Semiarid. Part II - When the head does not think the body suffers: speech as an instrument of citizenship deals with oral narratives, which has speech as transforming element of a people and contextualizes the region that was carried out the research and that is intended to implement the project from the perceptions and apprehensions that followed the investigative act of the object of this study. Part III - The Walk is moving forward, presents the intervention proposal that aims to develop TS that contemplate the needs and desires of the sertanejo (a) and provide the viable and necessary means to promote SAN from access to adequate food and healthy to the commercialization of products essential for the health and well-being of the farmer, as well as of the whole community. To do so, the proposal consists of several actions that vary according to the location of each campus. For the campus located in Sertão Pernambucano we will develop: 1) Palma, (Opuntia ficus-indica) its values and flavors! and 2) In addition to wheat, sorghum! (Sorghum bicolor) and for the campus located in the Sertão Francisco Pernambucano we will have: 1) Seedlings that change lives in the Sertão and 2) Seeds of life! The activities will take place according to the actions: Cycle of lectures; Food and Nutrition Education; IF at the fair and Rodas de Conversa. Thus, this proposal for intervention is methodologically and pedagogically an activity of extension of the course of Agriculture, as it establishes a process of dialogue between local knowledge and scientific and technological knowledge, through food and nutrition education, as well as the application of this knowledge in agriculture and food practices.
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14
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DAYANY VIEIRA BRAGA TEIXEIRA
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Proposal of Curricular Organization for the courses of Integrated High School (EMI) of the IF Sertão-PE - campus Petrolina
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Leader : MARIA ROSELI GOMES BRITO DE SA
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MEMBRES DE LA BANQUE :
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GIOVANA CRISTINA ZEN
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LUCIANA CAVALCANTI DE AZEVEDO
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MARIA LEOPOLDINA VERAS CAMELO
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MARIA ROSELI GOMES BRITO DE SA
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Data: 5 oct. 2018
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This intervention proposal aims to present a structure of curricular organization for the Integrated High School courses of the IF Sertão-PE, Petrolina campus, which allows for effective integration, from the insertion of research and extension in the curricular organization of the courses. The proposal was drawn from the documentary and field research carried out based on the problem formulated for the research: How to insert the research and the extension in the curricular organization of the courses of the campus Petrolina EMI in a way that allows an effective integration? The interview and the questionnaire were used as data collection instruments. The research results pointed out that the curricular organization of the EMI courses is outdated and that there is no effective integration. With regard to research and extension, they pointed out that they are not part of the curriculum adequately and that education professionals find it important to include them in the curriculum of the courses. Based on the results of the research, curriculum design, called Curricular Network, was constructed, with the perspective of inserting research and extension into the curriculum, organized through the nuclei: integrator, polytechnic and common, that enables effective curricular integration. As a conclusion, we present reflections on the proposed changes in the curricular organization of the researched teaching institution, with a view to effective curricular integration based on research and extension, pointing out the possible resistance to changes and actions that can be performed for the institution of the Curricular Network
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15
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ADERLAN GONÇALVES ALMEIDA
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EDUCATION OF YOUTH AND ADULTS AND INTERACTIVE DIGITAL TECHNOLOGY: a libertarian and collaborative action articulated in a network.
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Leader : NELSON DE LUCA PRETTO
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MEMBRES DE LA BANQUE :
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LÍVIA ANDRADE COELHO
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MARIA HELENA SILVEIRA BONILLA
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NELSON DE LUCA PRETTO
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SALETE DE FATIMA NORO CORDEIRO
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Data: 15 oct. 2018
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Afficher le Résumé
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Understanding Youth and Adult Education as a political training field, committed to the education of the grassroots and overcoming the different forms of exclusion and discrimination existing in our society, means to perceive the current moment in Brazil with its challenges to ensure the access and permanence of the student of this modality in the schools and to adapt the pedagogical proposals to the specifics of this public, valuing the repertoire of experiences and knowledge that he brought. Given this, it is urgent to think of ways of working that can contribute to the confrontation of such a challenge. In this sense, in view of the contemporary context, which demands knowledge and skills that go far beyond reading and writing, it is impossible to design a pedagogical proposal for EJA that ignores the contributions of Information and Communication Technologies (ICT) to people learning young and old. The present text is an Intervention Project designed for a school of the Municipal Education Network of the city of Irecê in Bahia, requested as Work of Conclusion of Course of the Professional Master in Education (UFBA), which focuses on the construction of works of this nature. In the light of this, we started to construct an intervention proposal for the EJA, in which the presence of ICT was taken as a structuring of the teaching / learning process and also contributed to the digital inclusion of these students. To do so, based on the contributions of the ethnopesquisa, a collaborative research project (DESGAGNÉ, 2007) was carried out in a municipal school that attends the EJA in that city, to know the levels of access to digital technologies, students and educators (as), as well as their forms of use in the teaching / learning process. Through the construction of the Intervention Project for the EJA, we intend to present a proposal in which the ICTs and the principles of these projects become part of the pedagogical actions in the EJA in the municipality of Irecê, in order to contribute so that students as teachers participate in digital culture, not only as mere recipients of information, but as producers of knowledge and culture.
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16
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VERA LÚCIA MARQUES CAVALCANTE
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Teacher Training: a zoom in the curricular movements of the cycles of human formation
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Leader : MARIA INEZ DA SILVA DE SOUZA CARVALHO
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MEMBRES DE LA BANQUE :
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ANTRIFO RIBEIRO SANCHES NETO
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ESTER MARIA DE FIGUEIREDO SOUZA
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MARCEA ANDRADE SALES
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MARIA INEZ DA SILVA DE SOUZA CARVALHO
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Data: 15 oct. 2018
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Afficher le Résumé
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This text announces an Intervention Project elaborated from the meeting between two researches in the scope of the Professional Masters in Education of the Federal University of Bahia - MPED / UFBA that dealt with authorship, curriculum and teacher training. With the aim of creating spaces of authorship, considering speech and, consequently, the listening to them, as political movements in the curricular field capable of to arouse other other proposals that may bethat in question put the curricula ready and the generalizations present in external evaluations, textbooks and Federal Programs. In this context, we understand that the prescriptions gradually produce the silencing of authorship, the exclusion of local culture and the non-place to listen to the specific needs of each school. Considering the importance of this issue, we take teacher training as an object of study by zooming in on the authorship processes and the curricular movements that they promote. Thus, based on a methodological outline based on observation and interventional participation, the proposal was based on the restructuring of bimonthly pedagogical meetings, taking the teachers as subject-authors whose voices resonatein the plans, in the documents and curricular movements that guide the political-pedagogical doing of the school institutions . Thus, from a set of different actions carried with teachers from public schools of the municipal education network of Irecê - Bahia, carried out in partnership with another MPED / UFBA researcher, we are inspired by the focus group and technique World Café, to realize the Coffee with Prose, a methodology of conversation idealized by J. Brown and D. Isaacs (2007). The data produced were interpreted from the inspiration and dialogue with authors of the analysis of the french discourse and others of the educational field that discuss the subject in question. The investigative process signaled that the in exercise formacion of teachers, organized by cycles of human formation, is an important space-time of teaching authorship, in which, through a process of to say, it can intervene in the educational reality, producing curricula and pedagogical innovations.
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17
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FERNANDA RODRIGUES MARQUES
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Teacher authorship as artifact for curricula with pedagogical innovations.
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Leader : MARIA INEZ DA SILVA DE SOUZA CARVALHO
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MEMBRES DE LA BANQUE :
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ANTRIFO RIBEIRO SANCHES NETO
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ESTER MARIA DE FIGUEIREDO SOUZA
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MARCEA ANDRADE SALES
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MARIA INEZ DA SILVA DE SOUZA CARVALHO
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Data: 15 oct. 2018
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Afficher le Résumé
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This intervention project is the result of research to complete the Professional Masters in Education / UFBA which deals with teaching authorship as artifact to the curricula with educational innovations. According to complex thought, Morin (2002), awareness of our ignorance makes us go in search of answers to assuage the anxieties of no knowledge that emerge as we get off the rail the need to have control of all results. In this search we empty ourselves of our self and we heard the voice as another guy who can contribute to a creative collective in a curriculum that be guided in emergencies men in historical, social and individual interlaced way. These conceptions have an invisible pedagogy, in which the complexity of the human being is an invitation to the pedagogical innovations and difficulties promote authorship in speech acts teachers. This speech reflects the paradigms that underpin their pedagogical practice to rationally reorganize them and then verbalize them in the form of knowledge accumulated by mankind. The talks like artifact is a construct of human intelligence and is articulated to the historical and cultural process of the subjects, as evidenced in the writings and Bakhtin (2003). The language far beyond just being a transmission medium between who sends and who receives the information, constitutes one aspect of the interaction between the subjects of the school context through speech practice actions, that is, to deliver a statement Professor It is simultaneously performing an action, because as Austin (1990) advocates all say is do. In this sense the in-service training of teachers is an important moment for promoting the teaching authored by acts of speech. Stimulating teaching authorship assumes that teachers assume their role of intellectual transformer, able to reconstruct their knowledge according to their practice, as instigated by Lawn (2000) and Goodson (2010). The speech of the teacher as an intellectual has the legitimacy to intervene in the educational reality. By using speech acts as an artifact for authors, teachers add other facts to an existing reality and transform it into a new reality. The creation of space / time will enable the teacher to guide their teaching practice with the political commitment, with the knowledge necessary to man in contemporary society, with complex thinking full of uncertainties as well as seeking solutions for authoring as artifact curricula with educational innovations. Therefore, we propose the restructuring of the bi-monthly educational meetings with space / time for the promotion of acts of speech and systematization of performative utterances written in plans and documents.
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18
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JOÉCIO CARLOS DA SILVA
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STRUCTURING DIGITAL INCLUSION IN THE EJA: the a-con-weave of another education articulated in a network.
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Leader : MARIA HELENA SILVEIRA BONILLA
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MEMBRES DE LA BANQUE :
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LÍVIA ANDRADE COELHO
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MARIA HELENA SILVEIRA BONILLA
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NELSON DE LUCA PRETTO
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SALETE DE FATIMA NORO CORDEIRO
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Data: 15 oct. 2018
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Afficher le Résumé
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This project followed a research mode called bricolage that incorporates different points of view regarding the same phenomenon. Seen by Kincheloe (2007), as a way of doing science that analyzes and interprets the phenomena from different perspectives on the phenomenon investigated. For it is necessary to listen to several explanations about the object so that the researcher can go through many paths, approach and perhaps reach multiple interpretations. Thus, this author ratifies that the rigor of a research inspired by the bricolage is affirmed in the conscience of the consultation to the diversity of positions. For this, three colleagues of the UFBA's Professional Master's Degree participated, who collaboratively researched, observed and discussed the same search object. However, according to the political and epistemological positioning of each researcher, each one went his own way and individually elaborated his intervention project. This work starts from a structuring vision on the Education of Young and Adults (EJA), starting from the libertarian, humanistic and emancipatory pedagogical conception of the subject before its condition of oppression. It started from the need of an educational process that prepares this subject to transform its reality, with respect, dialogue and the development of its criticality on the put / imposed reality. Thus, an Intervention Project was developed for a school of the Municipal Education Network of the city of Irecê in Bahia, requested as a Course Completion Work of the Professional Master in Education (UFBA). To this end, a proposal for intervention for the EJA was built collaboratively (DESGAGNÉ, 2007), in which the presence of Information and Communication Technologies (ICT) was taken as a structuring of the teaching / learning process and also contributed to the digital inclusion of these students. To do so, based on the contributions of ethnopesquisa, research was done to know the levels of access to digital technologies, learners and educators, as well as their use in the teaching / learning process. It was sought through the research carried out in the Projects: Ciberparque Anísio Teixeira and Tabuleiro Digital Culture Point, to understand how the experiments geared towards digital inclusion and knowledge / culture production through digital technologies could foster actions geared towards work with the digital culture in everyday school, in order to collaborate for an innovative proposal that approximates the specificities of the EJA. A bibliographic research was also carried out in order to dialogue with authors who defend the use of digital technologies as structuring of the teaching / learning process. Through the collaborative construction of the Intervention Project for the EJA, the objective was to present a proposal in which ICTs and the principles of these projects become part of the pedagogical actions in the EJA in the municipality of Irecê, in order to contribute to that both students and teachers participate in digital culture, not only as mere recipients of information, but as producers / co-authors of knowledge, culture and freedom.
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19
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KÁTIA REGINA DA SILVA
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INTERACTIVE DIGITAL TECHNOLOGY IN EJA: A libertarian proposal articulated and collaborative networking.
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Leader : MARIA HELENA SILVEIRA BONILLA
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MEMBRES DE LA BANQUE :
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LÍVIA ANDRADE COELHO
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MARIA HELENA SILVEIRA BONILLA
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NELSON DE LUCA PRETTO
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SALETE DE FATIMA NORO CORDEIRO
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Data: 15 oct. 2018
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Afficher le Résumé
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The Youth and Adult Education (EJA) is a political sector training, and need to be committed to the education of the lower classes and the overcoming of the various forms of exclusion and discrimination existing in our society, However, at the present time in the XXI century,Brazil still has as great challenge to ensure access to and educating the permanence of this sport in schools and adapt the educational proposals to the specificities of this public, valuing the repertoire of experiences and knowledge that he brought. Therefore, it is urgent to think of ways of working that can contribute to coping with such a challenge. In this sense, given the contemporary context, which requires knowledge and skills that go beyond reading and writing, it is impossible to design a pedagogical proposal for EJA to ignore the contributions of Information and Communication Technologies (ICT) for learning people youth and adults. This study, it’s an intervention project designed to a school Municipal Education Network of the city of Irecê Bahia, requested how Work Professional Master Course Completion of Education (UFBA) that focuses on building work of this nature. A project that has the collaborative bias (DESGAGNÉ, 2007).Faced with this, we construct a intervention proposal for EJA, where the presence of ICT be taken as structuring of the teaching/learning process and contribute also to the digital inclusion of students. To this end, based on the contributions of ethno search, it was carried out a research project in a public school that caters to adult education in the city, to know the levels of access to digital technologies, the students (as) and educators (as), and their ways of use in the teaching / learning process. We seek yet also through research conducted in Projects: Culture Point cyber park Teixeira and Digital Board, understanding how focused experiences to digital inclusion and knowledge production / culture through digital technologies could foster actions to work with ICT in everyday school life in order to contribute to an innovative proposal that approaches the specifics of the EJA. We also performed, literature search in order to get acquainted with the authors who advocate the use of digital technologies over into the teaching/learning process. Aim by building the Intervention Project for EJA, submit a proposal in which ICT and the principles of such projects become part of the educational activities in adult education in the city of Irecê, in order to contribute to both students as teachers participate in the digital culture, not only as mere recipients of information, but as producers of knowledge and culture.
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20
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RENATA DOURADO MATOS
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THE SCHOOL AND EXPERIENCE OF CHILOMBOL CULTURE: UNDERSTANDING UNDERSTANDING
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Leader : ROSANE MEIRE VIEIRA DE JESUS
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MEMBRES DE LA BANQUE :
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IRIS VERENA SANTOS DE OLIVEIRA
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MARIA INEZ DA SILVA DE SOUZA CARVALHO
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ROSANE MEIRE VIEIRA DE JESUS
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Data: 16 oct. 2018
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Understanding the place or the place of the Quilombola Culture in the school and / or the place or the place of the school culture in the Quilombo, was translated in the restlessness that mobilized the research and the writing inherent to this work. A movement that led me to think about the senses that are produced and the spaces-times that are constructed when dealing with the knowledge of traditional communities - particularly the quilombolas - and how these knowledge are presented within the school curriculum, paying attention to the implications of these in the context of the school itself and the community. It is a collaborative experience (DESGAGNÉ, 2007) that - not being solitary - occurred in conjunction with the participants subjects (teachers, students and other members of the quilombola community), as well as with other researchers. The chosen field was the Municipal College Antônio Marculino Vieira and the Quilombola Community of Lagoa de Gaudêncio (Aguada Nova / Lapão - BA) and all the itinerancy involved dialogical meetings for story sharing, individual and collective interviews, and studies among members of the school community and of the community certified as quilombola, from which the said college receives students. The objective is to take the chosen field as a cut, since the methodological proposal is a case study - so that, from this study, we can highlight the possibilities of extending the Intervention Project to all the institutions that receive students from quilombola communities certified by the Municipality of Lapão. For this, I prioritize a dialogue with authors whose theory approaches the composite elements of the theme, especially Stuart Hall (2003), who proposes other perceptions about culture and identity; Hans Georg Gadamer (2011) and his contributions on the effective history and production of meanings in education / training; H. Bhabha (2003) and the discussions on the interlacing and the place of culture; all of this, without losing sight of the contributions of studies based on the pedagogy Griô (PACHECO, 2006), with the aim of printing scientific rigor and depth to the case study. The whole proposal of intervention was based on the promotion of space-times of problematization, perception and cultural re-signification in the scope of the quilombola culture in the dynamics of the school curriculum, as well as the reception and valuation of the school culture as a space of cultural belonging and re-signification , through field classes, biographical construction, interviews with people from the communities involved, documentary analysis (photos and old documents), documentary production about the people of the community, local history research and others.
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21
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HOSANA MARIA NOGUEIRA LEITE
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It was once a Federal Education Training Institution Professional from Sertão Pernambuco ... What is the space of Literature in this History?
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Leader : ROSANE MEIRE VIEIRA DE JESUS
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MEMBRES DE LA BANQUE :
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ROSANE MEIRE VIEIRA DE JESUS
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MARIA INEZ DA SILVA DE SOUZA CARVALHO
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MARIA JUCILENE LIMA FERREIRA
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MARCEA ANDRADE SALES
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Data: 10 déc. 2018
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Afficher le Résumé
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This dissertation, based on a qualitative and quantitative approach, firstly reflects, from the analysis of documents, the curricular proposal of integrated secondary education linked with the technician that is the basis of the professional education of the Federal Institutes. This discussion limits itself to what is conjectured about education integrated to what is practiced at the Federal Institute of Sertão Pernambucano, campus Petrolina. Subsequently, it enters the understanding of the relation between the reading, that comes from a universe genuinely propaedeutic, with a curriculum technicalist. Based on oral and written interviews, the potential reader of the campus is measured, the reader's identification and literary preference, in order to finally discover the role of Literature and other readings in this ambivalent space. Based on this perception, it is possible to delineate strategic intervention possibilities through the implementation of an institutional reading program based on the Reception Theory to the reader, in order to enhance the cognition, creativity and imagination of students on campus besides offering through the readings held, a space of dialogue for institutional community.
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22
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MÁRCIA DO CARMO SILVA MATOS
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The reading comprehension of integrated high school students: an intervention proposal for the Petrolina Rural Area - IF - Sertão - PE campus.
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Leader : ANA KATIA ALVES DOS SANTOS
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MEMBRES DE LA BANQUE :
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ANA KATIA ALVES DOS SANTOS
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CESAR COSTA VITORINO
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SILVIA MARIA LEITE DE ALMEIDA
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Data: 17 déc. 2018
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Afficher le Résumé
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This proposal of Intervention Project presented to the Professional Master in Education, promoted by the Federal University of Bahia, had as main objective to investigate the reading comprehension of the students of Integrated High School in Agropecuária, Campus Petrolina Zona Rural, IF Sertão-PE, and such as the didactic strategies used by the teachers in the formation of these readers, in order to elaborate an Interventive Proposal with didactic-strategic guidelines regarding the reading comprehension. The motivation for this study emerged by accompanying students by exposing their difficulties when confronted with a text, as well as the constant ponderings of fellow teachers , from the other subjects, in sharing their anxieties in relation to the poor student’s reading comprehension. This research also arose due to teaching practice, since many teachers do not know how to teach the reading comprehension skills, in the training of competent readers, because in their training they were not prepared for this work. Based on the above considerations, the need for research on this topic strengthening the need to research this theme, within the scope of this Course, since we understand that this issue pervades all disciplines and that the problem of this delicate ability of many students has disturbed all of us teachers, as described throughout this research. To carry out this research, we adopted the qualitative-quantitative approach, since the quantifiable data were analyzed in a qualitative dimension, and both perspectives are closely related (ANDRÉ, 1995). This is an applied, exploratory and descriptive research, involving the action research methodology, also called intervention research (ANDRÉ, 1995). This proposal is inspired by the steps of action research, outlined by Thiollent (2005), exploratory phase, data collection, analysis and interpretation of data and elaboration of the action plan - intervening proposal. The systematization of this Proposal is made taking into account the theorists mentioned below, the data collected and the propositions from the field work, suggested by the participants, at each stage, throughout this study. It is theoretically based on several scholars, like Fulgencio; Liberato (2000, 2002), kato (2007), Kleiman (2004, 2009), Koch; Elias (2011), Smith (1989), Solé (2003) and Vaz (2008), which will help us deepen about reading, their respective understanding, and reading strategies. Moreover, Bonilla's studies; Oliveira (2011), Fernández (2012), Morin (1997), Lévy (1998) and Primo (2008) for further reflection on the use of Information and Communication Technologies in education. From all that has been said, it is considered that this proposal has a strong social relevance, as well as collaborating effectively for the training of the subjects, in their academic, personal and professional activities; provides a condition of greater engagement in the exercise of their citizenship, in the critical positioning and fulfillment of all their activities as a citizen, with a broader understanding and vision of the world, thus establishing their social insertion. This research also promotes the scientific literature, contributing to a greater visibility of the existing reality regarding the understanding and lack of understanding reading comprehension. In addition, to instigate discussions about the teacher's role, in relation to the problematic presented.
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23
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FRANCISCO DE ASSIS DE LIMA GAMA
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Compasses of a Free Software Community on the Network of the Federal Institute of Education, Science and Technology of Sertão Pernambucano
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Leader : NELSON DE LUCA PRETTO
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MEMBRES DE LA BANQUE :
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NELSON DE LUCA PRETTO
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SALETE DE FATIMA NORO CORDEIRO
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FRANCISCO KELSEN DE OLIVEIRA
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Data: 17 déc. 2018
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Afficher le Résumé
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This dissertation presents an Intervention Proposal with the purpose of develop what actions may lead to the emergence of groups similar to the Free Donkey Software Community-FDSC community. Thus, it was necessary to carry out a research, with the objective of verifying the elements that led to the foundation and functioning of the FDSC during these 5 years (2013/2018) of existence. In this sense, the research sought answers to the following questions: How did the community come about? What motivates your members to participate and share knowledge? How does it work? How was it implemented and by whom is it formed? These information allowed to define possible actions to substantiate the intervention proposal. Data collection instruments were used: participant observation, field diary, questionnaires and interviews. Based on the bibliographic review and analysis of the community reports, it was possible to do a TimeLine of the FDSC, later analyzing the interviews and questionnaires to identify the motivations to participate in the FDSC, motivations to share knowledge, contributions of the FDSC and describe the operation, thus creating 3 intervention actions, which may lead to the emergence of free software communities in the other camps of this Institution. The actions are as follows: Intervention action I: "I Free intercamp software event"; Intervention action II: "Forum of free software of IF Sertão-PE"; Intervention action III: "Working group for policies to expand the free software community for all campuses". Actions that can lead to a path for the emergence of the nuclei of free software communities throughout the IF Sertão-PE network or any other institution.
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24
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ELCIANE LEAL NOVAES FERRAZ FEITOSA
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The permanence of students on integrated high school courses of the Backlands Pernambuco Federal Institute Serra Talhada Campus: Possibilities and Challengers
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Leader : PENILDON SILVA FILHO
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MEMBRES DE LA BANQUE :
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ALESSANDRA SANTOS DE ASSIS
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PENILDON SILVA FILHO
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UILMA RODRIGUES DE MATOS
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Data: 17 déc. 2018
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Afficher le Résumé
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This project of intervention represents a concluding work of professional master’s degree in Education: curriculum, languages and pedagogical innovations, been the results of knowledge built along the way. The project focuses on the permanence of students in integrated high school courses at IF campus Serra Talhada, where the investigating ways were made with a theoretical perspective of Ethnomethodology, in your basics concepts. The qualitative character search covered the universe of meaning and reasons, looking for, with the campus’s student and teacher communities, the factors which are promoter of student’s permanence. Among all instruments used on the research for the survey of information, the semi-structured interview was one of the most important, in addition to the method of talk’s analysis. This research is supported with authors such as Coulon (2008), Bourdieu (1983), Vasconcellos (2002), Freire (2011), Van Haecht (2008), Tardif (2014), Dore (2014) Fazenda (2012), among others. On conceptualization of permanence, research foundations which understands the permanence as an act of lasts in time, but also in another way to exist, being thus considered the elements time and transformation. With regard to the student, I consider that they are important aspects for their permanence, the host and listening, identification, learning, institutional affiliation and their accomplishment of student craft. At last, I present the Project of Intervention, which aims to implant at IF campus Serra Talhada a space of reflection about the professional practices, pedagogical practices experienced in the institution, the established relationships on building knowledge and the student, the relationships built and kept among teachers/students/technicians and community, all this being thought of in the perspective of a welcoming and favorable school of successful student permanence.
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25
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MARIA PATRÍCIA LOURENÇO BARROS
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CHALLENGES IN TEACHING TRAINING FOR INCLUSION OF DEAF IN IF SERTÃO - PE CAMPUS SALGUEIRO
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Leader : MARIA ROSELI GOMES BRITO DE SA
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MEMBRES DE LA BANQUE :
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MARIA ROSELI GOMES BRITO DE SA
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SHEILA DE QUADROS UZEDA
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THERESINHA GUIMARAES MIRANDA
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FRANCISCO KELSEN DE OLIVEIRA
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Data: 18 déc. 2018
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Afficher le Résumé
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The present study deals with the challenges related to teacher training for the inclusion of deaf people in the Sertão - PE Campus Salgueiro. With educational policies and legal documents that seek to guarantee education for all, with the deconstruction of some misconceptions about people with disabilities and specifically deafness, this work proposes a dialogue that encourages reflection on the challenges faced in the process of inclusion of the students. Starting from the dialogical and interventionary discussions, we propose a policy of continuous formation at the end of this work directed to the campus in question, which extends to the other Campuses of IF Sertão - PE. In order to base this work we are based on Miranda (2011), Gatti (2018), Perlin and Strobel (2018), studies that discuss about the teacher training in the inclusive perspective. In addition, we conducted a documentary research from which we observed which public policies exist for the inclusion of deaf students and how they reflect in the educational institutions meeting the specific objectives of this work. In addition, the methodology of research-training was chosen, which was organized in the form of workshops that sought to form more than collect data. In the period of the workshops, we are based on authors such as Gesser (2009), Karin (2008) among others and some laws - such as Law 10,436 / 2002 and Decree No. 5,626 / 2005 - to subsidize the discussions. After the meetings, an online questionnaire was applied to complement the information and support the reflection with the objective of perceiving the interest of the teachers in what concerns the participation in continuous training that focus on discussions on the subject in question. Through these methodological referrals, we realize that it is possible through the methodology used to perceive that it is necessary, and it is pertinent to foster a policy of continuing education, in view of the inclusion of deaf students, mainly because the Campus is constantly receiving deaf students.
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26
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IARA FERRAZ CORNÉLIO
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Pedagogues and Technicians in Educational Affairs: a case study on professional identities in the IF Sertão-PE.
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Leader : ANA KATIA ALVES DOS SANTOS
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MEMBRES DE LA BANQUE :
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ANA KATIA ALVES DOS SANTOS
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LEILA DA FRANCA SOARES
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RONALDO FIGUEIREDO VENAS
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Data: 19 déc. 2018
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Afficher le Résumé
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This work aims to study the roles of Pedagogue and Technician in Educational Affairs within the Instituto Federal de Educação, Ciência e Tecnologia do Sertão Pernambucano (IF Sertão-PE). In this sense, the purpose of this study is to understand how these professionals perceive the limits and possibilities of their actions, taking as reference the formative processes inherent to each position and analyzing the consequences of the similarities in the exercise of their works. It was possible to verify that the similarities in the attributions cause several obstacles in the daily tasks of these positions and end up interfering in the quality of the work. Reflections made on the training policy of these professionals made it possible to attest to the inexistence of specific training for the exercise of positions, either during the admission period or during careers. This was evidenced by the reports that the servants made about the insecurities and lack of guidelines regarding their roles upon joining IF Sertão-PE and that are still perceived daily. For this analysis, a qualitative research was used with Case Study methodological approach and the contributions of Freire (1996), Nóvoa (2009), Libâneo (2010), Canário (2013), Placco e Almeida (2012) e Domingues (2014) were used as a theoretical foundation. The research was developed through documentary analysis, in loco observations, as well as the application of online questionnaires. The text also presents an intervention project, based on a formative perspective, as the main objective of consolidating, strengthening and giving notoriety to the performance of the Pedagogue and the Technician in Educational Affairs from two major focuses, suggesting to be transformed into a public policy of the IF Sertão-PE. The first will be to plan and offer Basic Training for all professionals in the positions in question. The second will resize PedTAE Forum so that it becomes a space for Continuous Training of Pedagogues and Technicians in Educational Affairs that translates into the effective recognition of qualification as an endless process.
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27
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EDNÓLIA CARVALHO DOURADO
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QUALITY OF EDUCATION IN LEARNING COMMUNITIES: ANOTHER LOOK AT THE PROOF BRAZIL
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Leader : SILVIA MARIA LEITE DE ALMEIDA
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MEMBRES DE LA BANQUE :
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SILVIA MARIA LEITE DE ALMEIDA
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PENILDON SILVA FILHO
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IRANICE CARVALHO DA SILVA
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Data: 28 déc. 2018
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This intervention project discusses the quality of education in learning communities, mobilizing, in this collective, another look at the Brazil Proof, questioning: How can Prova Brasil imply in the pedagogical practice, collaborating in the mobilization of successful educational activities in learning communities, for the quality of education? Although there are many criticisms surrounding the external evaluations, the qualitative research that subsidized this project presents the possibilities that the school, as a learning community, can make happen when using the data originated from the Brazil Proof, not from the perspective of ranking, exposing students and schools or hitting goals - wich represent do little to the educational reality - but rather, use the data to make the necessary movements, together with the teachers, in favor of reading proficiency. The research was carried out in the Municipal Network of Teaching of Lapão-BA, based on the results of the external evaluation Prova Brasil, analyzing the proficiency in Portuguese Language and Mathematics of the 5th and 9th students. The objective was to understand how the results of this tool can guide the teaching pedagogical practice and, consequently, improve the quality of education. In order we work on Jürgen Habermas's studies and his theory of Communicative Action, and we interweave legal aspects, conceptual frameworks, guiding principles that govern the external evaluation of the pedagogical routine of Lapão teachers. As a methodological approach, we carried out a diagnosis, by means of a survey of the pedagogical situation of the municipal network, promoting specific meetings in the eight territories of the municipality, which enabled the dialogue with the educational community and the understanding of the results of the Brazil Proof, creating , thus a link between the internal and external evaluation of schools and providing the successful educational activities of the Learning Communities
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