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Submitted by Leticia Schettini (leticia@ufrrj.br) on 2022-02-11T14:54:33Z No. of bitstreams: 1 (2017) Anali Braga Batista de Carvalho.pdf: 2229840 bytes, checksum: 827ef27608add9b0bf8e999f7e8eaade (MD5) Made available in DSpace on 2022-02-11T14:54:33Z (GMT). No. of bitstreams: 1 (2017) Anali Braga Batista de Carvalho.pdf: 2229840 bytes, checksum: 827ef27608add9b0bf8e999f7e8eaade (MD5) Previous issue date: 2017-12-08 Distance Education has shown great growth in the 21st century. As far as initial teacher training is concerned, this process has been used on a large scale, because this educational modality can offer to the undergraduates a possibility to study in their own time and space. According to the data from the MEC (2016) census, the number of registration in this distance modality continues to grow, reaching almost 1.5 million in 2016, which already represents a participation of 18.6% of total registrations in higher education. Between 2006 and 2016, the number of admission varied positively 22.2% in in-person courses and almost 4 times (297.3%) in distance-learning courses. Therefore, reflect on the process of teacher training in ODL becomes increasingly necessary. The undergraduate has the possibility to integrate his learning with his colleagues, teachers and tutors in a virtual and interactive way, allowing a discussion of critical and intelligible opinion, seeking a quality of teaching. The evaluative tools in Distance Education can be used in the basis of teacher training, emphasizing resources such as: web, forums, chat, VLE - Virtual Learning Environment (platform). UFRRJ, through the CEDERJ/CECIERJ Consortium, offers initial teacher training through the offering of pedagogical disciplines, since 2006, using the Moodle platform as VLE - Virtual Learning Environment and attending undergraduates of the different poles of the State of Rio de Janeiro. The CEDERJ Consortium is a project of the CECIERJ Foundation, part of the Science and Technology Secretariat of the State of Rio de Janeiro, created since 2000, which maintains the agreement between Federal and State universities of Rio de Janeiro, such as UFRRJ, UFF, UNIRIO, UFRJ, UENF, UERJ and CEFET/RJ, and at present has more than 45 thousand students, offering distance learning graduation. It should be emphasized that the research was performed through the application of a mixed questionnaire, tabulated through a statistical base of data called Google Forms, that was sent by e-mail to the tutors of the Pedagogical disciplines, such as Fundamentals of Education I, II, III, IV and Teaching Practice I, II, in order to analyze the experiences observed by these tutors in what concerns the application of the methods available in the ODL. This project is part of the research Methodology of Teaching and Research for Agricultural Education in Education and Management in Agricultural Education. It is worth mentioning that, through this research, an Analytical Matrix of the Teaching-Learning Process Assessment Trends in Teacher Training was used in order to categorize the answers. Thereby, it is intended to offer subsidies for evaluation in the education of learning in distance education, so that it can collect data on the use of ODL tools and the mediation of this process in teacher learning process. A Educa??o a Dist?ncia tem demonstrado grande crescimento no s?culo XXI. No que concerne ? forma??o inicial de professores, este processo vem sendo utilizado em larga escala, pois esta modalidade educacional pode oferecer ao licenciando a possibilidade de estudar no tempo e espa?os pr?prios. Segundo os dados do Censo do MEC (2016), o n?mero de matr?culas na modalidade a dist?ncia continua crescendo, atingindo quase 1,5 milh?o em 2016, o que j? representa uma participa??o de 18,6% do total de matr?culas da educa??o superior. Entre 2006 e 2016, o n?mero de ingressos variou positivamente 22,2% nos cursos de gradua??o presencial e quase 4 vezes (297,3%) nos cursos a dist?ncia. Desta forma, refletir sobre os processos de forma??o de professores na EAD se torna cada vez mais necess?rio. O licenciando tem a possibilidade de interagir o seu aprendizado com os seus colegas, professores e tutores, de maneira virtual e interativa, possibilitando uma discuss?o de forma cr?tica e intelig?vel, buscando a qualidade de ensino. As ferramentas avaliativas na Educa??o a Dist?ncia podem ser utilizadas na forma??o inicial de professores, destacando-se recursos como: web, f?runs, chat, AVA - Ambiente Virtual de Aprendizagem (plataforma). A UFRRJ, atrav?s do Cons?rcio CEDERJ/CECIERJ, oferece a forma??o inicial de professores atrav?s da oferta de disciplinas pedag?gicas (Fundamentos da Educa??o e Pr?tica de Ensino), desde 2006, utilizando a plataforma Moodle como AVA ? Ambiente Virtual de Aprendizagem e atendendo a licenciados de diferentes polos do Estado do Rio de Janeiro. O Cons?rcio CEDERJ ? um projeto da Funda??o CECIERJ, pertencente ? Secretaria de Ci?ncia e Tecnologia do Estado do Rio de Janeiro, criado desde 2000, que mant?m o conv?nio entre as Universidades Federais e Estaduais do Rio de Janeiro, como UFRRJ, UFF, UNIRIO, UFRJ, UENF, UERJ e CEFET/RJ e que, atualmente, possui mais de 45 mil alunos, oferecendo ensino de gradua??o a dist?ncia. Ressalta-se que a pesquisa foi realizada por meio da aplica??o de um question?rio misto, tabulado atrav?s de uma base estat?stica de dados chamado Formul?rios Google, que foi enviado por e-mail aos tutores das disciplinas Pedag?gicas como Fundamentos da Educa??o I, II, III, IV e Pr?tica de Ensino I, II, a fim de analisar as experi?ncias observadas por estes tutores no que concerne na aplica??o dos m?todos avaliativos na EAD. Este projeto insere-se na linha de pesquisa Metodologia do Ensino e da Pesquisa para a Educa??o Agr?cola na ?rea da Educa??o e Gest?o no Ensino Agr?cola. Cabe ressaltar que, atrav?s desta pesquisa, se utilizou uma Matriz Anal?tica das Tend?ncias de Avalia??o do Processo Ensino-aprendizagem na Forma??o de Professores no EAD, a fim de categorizar as respostas. Desta forma, pretende-se oferecer subs?dios para a avalia??o na educa??o da aprendizagem na Educa??o a Dist?ncia, de modo que possa levantar dados sobre a utiliza??o de ferramentas de EAD e a media??o deste processo na forma??o de professores.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2020-03-11T17:11:06Z No. of bitstreams: 1 2013 - Isabella Ribeiro de Figueiredo Vieira.pdf: 1422468 bytes, checksum: 917e7ed572e8ef63b32959a51f4ad068 (MD5) Made available in DSpace on 2020-03-11T17:11:07Z (GMT). No. of bitstreams: 1 2013 - Isabella Ribeiro de Figueiredo Vieira.pdf: 1422468 bytes, checksum: 917e7ed572e8ef63b32959a51f4ad068 (MD5) Previous issue date: 2013-07-30 This research was developed at IFMT ? S?o Vicente Campus involving teachers who have taught in 2012 - second semester. The research contextualized the continuing education of teachers and scaled the process of that training. We conducted through qualitative research, whose instrument was a semi-structured questionnaire. The methodology used allowed us to understand how was the process of continuing education of those teachers and how this issue has evolved from the formation of group and responses from analysis and reflection. Due to this research it was possible knowing the continuing education more than any other issue, becomes paramount as the locus of discussion in the current context of education. The relationship created to understand, measure and participate leads to interested teachers, managers and students to a continuous development with sharp reflexes in education. Understanding the dynamics of continuing education brings significant results and increases the importance of this concept as a bond of understanding of what is the career, how occurs the professional development, it enhances the knowledge of the initial training leading to ways to being researcher teacher, guiding ways to the construction of professional identity and competence, contextualizes the policies of education, among others, so the recovery process of continuing education which is characterized wherever arrive, featuring holistically continuity formation scenario. The current word in this new context of education is "dialogue", id est, to intensify relations, to mediate meetings, to give moments opportunities for dialogue and exchange to format more favorable prospects for institucional growing, envolving teacher, student and especially giving opportunities to understanding that the teacher is the mediator of knowledge, understanding formatter and accelerator of favorable positions to the development of society. So, this research contributes to demonstrate that the process of continuous formation of teachers from the Federal Institute happens internally and externally, being necessary diversification of practices under different aspects and socialization places and discussion inside and outside at IFMT/Campus S?o Vicente. O presente trabalho foi desenvolvido no IFMT - Campus S?o Vicente com docentes que ali lecionaram no segundo semestre de 2012. A pesquisa contextualizou a forma??o continuada desses docentes e dimensionou o processo desta forma??o. Realizou-se atrav?s de pesquisa qualitativa, cujo instrumento utilizado foi o question?rio semiestruturado. A Metodologia escolhida permitiu entender como se deu o processo de forma??o continuada dos docentes, e como vem evoluindo esta tem?tica a partir do agrupamento, an?lise e reflex?o das respostas. Esse estudo permitiu tamb?m entender que a forma??o continuada mais do que qualquer outro tema, torna-se primordial como l?cus de discuss?o no contexto atual da Educa??o. A rela??o que se cria ao compreender, dimensionar e participar de tal forma??o conduz os interessados docentes, gestores e discentes a um cont?nuo desenvolvimento, com reflexos n?tidos na educa??o. Compreender a din?mica da forma??o continuada, trouxe resultados significativos e elevou a import?ncia deste conceito, como elo de entendimento do que ? a carreira, como ocorre o desenvolvimento profissional, intensifica o conhecimento da forma??o inicial, conduz caminhos ao ser professor pesquisador, norteia caminhos ? constru??o da identidade profissional e compet?ncia, contextualiza as pol?ticas da educa??o, dentre outros. Sendo assim, a valoriza??o do processo de forma??o continuada busca saber onde est?; para onde quer chegar, caracterizando holisticamente a continuidade do cen?rio de forma??o. A palavra atual nesse novo contexto de Educa??o ? ?di?logo?, ou seja, intensificar as rela??es, mediar encontros, oportunizar situa??es de conversa e troca, a fim de formatar perspectivas mais favor?veis ao crescimento da Institui??o, do docente e do discente e principalmente oportunizar situa??es de entendimento e continuidade onde o professor ? mediador do conhecimento, formatador do entendimento e acelerador de posturas favor?veis ao desenvolvimento da sociedade. Portanto, o trabalho contribui para demonstrar que o processo de forma??o continuada dos docentes dos Institutos Federais acontece interno e externamente sendo, necess?ria ? diversifica??o de pr?ticas sob aspectos diferenciados bem como locais de socializa??o e discuss?o dentro e fora do IFMT.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-31T13:22:58Z No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) Made available in DSpace on 2017-05-31T13:22:58Z (GMT). No. of bitstreams: 1 2012 - Liz Denize Carvalho Paiva.pdf: 1732314 bytes, checksum: cc1fcb1510f0e4590614ae7222cc4f88 (MD5) Previous issue date: 2012-08-03 Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES The study was characterized by a qualitative research; based on a bibliographical research, documentation, field observation and semi structured interviews. The overall objective was to analyze the process of institutional self-evaluation at the Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. Initial concerns focused on the perspective of policy evaluation of higher education, given the reality of the Federal Institutes. So, we started with a theoretical analysis of the macro area, the conceptual point of view of educational and institutional assessment, to support the internal assessment process, also called self-assessment. Continuing the analysis, we dealt with the regulatory frameworks and historical assessment policies of higher education in Brazil. In order to contextualize the reality, the characteristics and specificities of IFRJ, the search also sought to characterize the socio-educational trajectory, through the institution's official documents and interviews. Below presented the theoretical and methodological reasons that contributed to this research. From this basis, we sought to examine the experiences and challenges of institutional self-evaluation process at the institution based on legal documents, in interviews and field observations. Finally, results and discussion section, we analyzed the data collected, providing the opportunity to situate the emergence of institutional self-assessment IFRJ the voices of key informants. This group was composed of managers and members of committees of self-assessment that accompanied the transformation of the institution in the Federal Institute, presenting proposals and challenges for the IFRJ. The main contribution of this study was the possibility of socializing experiences in institutional self-assessment IFRJ in federal institutions and other educational institutions. The dive in the subject led to a reflection on the importance of self-assessment in higher education O estudo caracterizou-se por uma pesquisa de natureza qualitativa, partindo de uma investiga??o de fontes bibliogr?ficas, documentais, observa??o de campo e entrevistas semiestruturadas. O objetivo geral foi analisar o processo de autoavalia??o institucional no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio de Janeiro - IFRJ. As preocupa??es iniciais concentraram-se no ponto de vista das pol?ticas de avalia??o da educa??o superior, face ? realidade dos Institutos Federais. Assim, partiu-se de uma an?lise macro dos referenciais te?ricos na ?rea, do ponto de vista conceitual da avalia??o educacional e da avalia??o institucional, para embasar o processo de avalia??o interna, tamb?m denominado de autoavalia??o. Continuando a an?lise, abordou-se os marcos regulat?rios e hist?ricos das pol?ticas de avalia??o da educa??o superior no Brasil. A fim de contextualizar a realidade, as caracter?sticas e as especificidades do IFRJ, a pesquisa buscou tamb?m caracterizar a sua trajet?ria s?cio-educacional, mediante os documentos oficiais da institui??o e das entrevistas. A seguir apresentou-se os referenciais te?rico-metodol?gicos que contribu?ram para fundamentar a presente investiga??o. A partir deste embasamento, buscou-se analisar as experi?ncias e os desafios do processo de autoavalia??o institucional na institui??o com base em documentos legais, nas entrevistas e nas observa??es de campo. Finalmente, na sec??o resultados e discuss?o, foram analisados os dados coletados, oportunizando situar o despontar da autoavalia??o institucional do IFRJ nas vozes dos informantes-chave. Este grupo foi constitu?do por gestores e membros das comiss?es de autoavalia??o que acompanharam a transforma??o da institui??o em Instituto Federal, apresentando proposi??es e desafios para o IFRJ. A contribui??o principal do estudo foi a possibilidade de socializar experi?ncias de autoavalia??o institucional no IFRJ, em institui??es federais e outras institui??es educacionais. O mergulho no tema levou a uma reflex?o sobre a import?ncia da autoavalia??o na educa??o superior.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-04-19T15:02:44Z No. of bitstreams: 1 2012 - Silvana Vanessa Martins da Silva Bonfim.pdf: 2803149 bytes, checksum: aacbc4e2b3bd400be465f8ba61dc0fb1 (MD5) Made available in DSpace on 2017-04-19T15:02:44Z (GMT). No. of bitstreams: 1 2012 - Silvana Vanessa Martins da Silva Bonfim.pdf: 2803149 bytes, checksum: aacbc4e2b3bd400be465f8ba61dc0fb1 (MD5) Previous issue date: 2012-05-22 The present research, characterized as a case study, had as design to analyze the problematic of the evasion in the process of implantation of the National Program of Integration of the Professional Education with the Basic Education in the modality of Young and Adult Education (PROEJA) in the Instituto Federal Baiano Campus Guanambi. The proposal of Decree n? 5.840/06, that regulates the PROEJA, is to create opportunities to the people that not had access to the educational system in the age considered ?adequate? the basic education tied with the professional formation conclusion, as well as the individuals? integral formation. However, it was observed that many of the individuals that entered the Campus Guanambi?s Technical Course in Computer Science (PROEJA) did not obtain to conclude high school, running away itself in elapsing of the course. In this context it was inquired: which the student profile attended for the PROEJA? Which the difficulties that they face to study? The choice of the Technical Course in Computer Science came from young and adult necessity? The teachers have been prepared to deal with this public? Which the reasons that had unleash school evasion? To answer these questions, a research of qualitative matrix was become fulfilled using documentary research, semistructuralized questionnaires applied to the teachers who gave lessons in the first semester of 2011 in the groups of the PROEJA and to the students of the groups 2009, 2010 and 2011 and interviews with the run away ones in these years. The research?s data proved that great part of the PROEJA?s students have high school and that the Technical Course in Computer Science was chosen by the Institution itself. It also noticed that the majority of the teachers had experience with EJA students in the Campus PROEJA?s groups only and that the institution has not offered courses of qualification in this education mode. Among the reasons that had led the school evasion it was perceived that the main ones were difficulties in technical area subjects, unfeasibility in conciliating work and school activities, lack of incentive of the teachers, problems with the transport and fatigue. In this context, it was perceived necessity of the Campus to review offers of the Technical Course in Computer Science, for this it is crucial a study of demand next to the target-public. It was identified that the teaching qualification makes necessary, so that the involved professionals in this process can realize the young and adult specificities and adequate their practical education. The spaces and times organization for courses PROEJA also is something that needs to be rethought because many students have to conciliate work and school and the institution places distant of the urban perimeter, causing problems related to the transport constantly. A presente pesquisa, caracterizada como estudo de caso, teve como des?gnio analisar a problem?tica da evas?o no processo de implanta??o do Programa Nacional de Integra??o da Educa??o Profissional com a Educa??o B?sica na modalidade de Educa??o de Jovens e Adultos (PROEJA) no Instituto Federal Baiano - Campus Guanambi. A proposta do Decreto 5.840/06 que regulamenta o PROEJA ? oportunizar ?s pessoas que n?o tiveram acesso ao sistema educacional na idade considerada ?regular? a conclus?o da educa??o b?sica vinculada ? forma??o profissional, bem como a forma??o integral dos indiv?duos. Entretanto, observouse que muitos dos indiv?duos que ingressavam no curso T?cnico em Inform?tica (PROEJA) do Campus Guanambi n?o conseguiam concluir o ensino m?dio, evadindo-se no decorrer do curso. Neste contexto indagou-se: qual o perfil dos discentes atendidos pelo PROEJA? Quais as dificuldades que eles enfrentam para estudar? A escolha do curso T?cnico em Inform?tica partiu da necessidade dos jovens e adultos? Os professores foram preparados para lidar com esse p?blico? Quais os motivos que desencadearam a evas?o escolar? Para responder tais questionamentos realizou-se uma investiga??o de cunho qualitativo, na qual se utilizou pesquisa documental, question?rios semiestruturados aos docentes que ministraram aulas no primeiro semestre de 2011 nas turmas do PROEJA e aos discentes das turmas 2009, 2010 e 2011 e entrevistas com os evadidos no interst?cio destes anos. Os dados obtidos na pesquisa demonstraram que grande parte dos discentes do PROEJA do Campus Guanambi possui o ensino m?dio e que o curso T?cnico em Inform?tica foi escolhido pela pr?pria institui??o. Notou-se tamb?m que a maioria dos docentes teve experi?ncias com os estudantes da EJA somente nas turmas do PROEJA do Campus e que a institui??o n?o tem ofertado cursos de capacita??o nesta modalidade de ensino. Dentre os motivos que suscitaram a evas?o escolar percebeu-se que os principais foram: dificuldades nas disciplinas da ?rea t?cnica, inviabilidade em conciliar trabalho e escola, falta de incentivo dos professores, problemas com o transporte e cansa?o. Diante dessa realidade, percebeu-se a necessidade do Campus rever a oferta do curso T?cnico em Inform?tica, a partir de um estudo de demanda junto ao p?blico alvo. Constatou-se a necessidade da capacita??o docente para que os profissionais envolvidos nesse processo possam perceber as especificidades dos jovens e adultos e adequar suas pr?ticas educativas. A organiza??o dos tempos e espa?os para os cursos PROEJA tamb?m ? algo que necessita ser repensado pelo fato de muitos discentes terem que conciliar trabalho e escola e pela institui??o situar-se distante do per?metro urbano, ocasionando constantemente, problemas relacionados ao transporte.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2019-06-12T14:14:45Z No. of bitstreams: 1 2011 - M?rcio Luis Bastos da Silva.pdf: 1487885 bytes, checksum: 577a6e4cc8f013c24498fb47998d2ea0 (MD5) Made available in DSpace on 2019-06-12T14:14:45Z (GMT). No. of bitstreams: 1 2011 - M?rcio Luis Bastos da Silva.pdf: 1487885 bytes, checksum: 577a6e4cc8f013c24498fb47998d2ea0 (MD5) Previous issue date: 2011-08-09 This study aimed to investigate the perceptions of active and effective managers and members of the old Agrotechnical Schools Federal da Bahia in relation to the reorganization of federal vocational education, science and technology and the process of implementation of the new institutions created by Law11.892/2008 - the Federal Institutes. Sought, also, identify the major challenges to be faced by the Federal Institute Baiano for implementing a professional and technological education quality. He made a historical review of public policies for professional education in Brazil from the 1990s to the period of this research, in order to give theoretical support to the work, without the worry of a discussion about these policies, introducing some reforms and/or governmental actions implemented for this type of education in the same period. The research took a qualitative approach, being used as a research tool in the questionnaire, that was applied to a sample group composed approximately 1/3 the body of the four old servers Agrotechnical Schools Federal da Bahia as well as their CEOs. It was made a characterization of the new institutional model, created from the transformation of these units at the Federal Institute and discussed aspects related to the concerns that permeated the discussions before and after the creation of institutes. Ultimately, after the systematization of the responses of the group studied, were presented, in view of the sample groups, the greatest challenges to be faced by IF Baiano for consolidation of the new organizational structure. Este trabalho buscou investigar as percep??es de servidores ativos e efetivos bem como dos gestores integrantes das antigas Escolas Agrot?cnicas Federais da Bahia em rela??o ? reorganiza??o da rede federal de educa??o profissional, cient?fica e tecnol?gica e ao processo de implanta??o da nova institucionalidade criada pela Lei 11.892/2008 ? os Institutos Federais. Procurou, tamb?m, identificar os maiores desafios a serem enfrentados pelo Instituto Federal Baiano para implementa??o de uma educa??o profissional e tecnol?gica de qualidade. Fez um resgate hist?rico das pol?ticas p?blicas voltadas para a educa??o profissional no Brasil a partir da d?cada de 1990 at? o per?odo de realiza??o desta pesquisa, visando dar sustenta??o te?rica ao trabalho, sem a preocupa??o de uma discuss?o exaustiva sobre essas pol?ticas, apresentando algumas reformas e/ou a??es governamentais implementadas para essa modalidade de ensino nesse mesmo per?odo. A pesquisa se deu com uma abordagem qualitativa, sendo utilizado como instrumento de pesquisa o question?rio, que foi aplicado a um grupo amostral de aproximadamente 1/3 do corpo de servidores das quatro antigas Escolas Agrot?cnicas Federais da Bahia bem como aos seus diretores gerais. Foi feita uma caracteriza??o do novo modelo institucional, criado a partir da transforma??o dessas unidades em Instituto Federal e discutidos aspectos relacionados ?s inquieta??es que permearam os debates antes e ap?s a cria??o dos Institutos. Por fim, ap?s a sistematiza??o das respostas obtidas do universo pesquisado, foram apresentados, na vis?o dos grupos amostrais, os maiores desafios a serem enfrentados pelo IF Baiano para consolida??o da nova estrutura organizacional.