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Dissertations |
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CAROLINA NASCIMENTO PASCHOAL BADARÓ
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CONCEPTUAL METAPHORS IN THE LAW OF EDUCATION GUIDELINES AND BASES BRAZILIAN AND THE LAW OF REFORM OF MIDDLE SCHOOL: A PERSPECTIVE IDEOLOGICAL
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Advisor : IVO DE JESUS RAMOS
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COMMITTEE MEMBERS :
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ALEXANDRE DA SILVA FERRY
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IVO DE JESUS RAMOS
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LEILA SADDI ORTEGA
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Data: Feb 14, 2019
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This research aims to identify and analyze the conceptual metaphors in the laws of the guidelines and bases of Brazilian education, highlighting the law that reforms high school and chapters of the law related to professional education. The certain novelty is due to considering the relevant topic for the political-economic and sociocultural moment for Brazilian Education and opportune for the possibilities of dialogues between the areas of Education and Studies of Language (-ens) in the academic environment. For this, the theoreticalmethodological orientation is based on the Conceptual Metaphor Theory proposed by Lakoff and Johnson (1980) and in the Systematic Analysis of Metaphors proposed by Schimitt (2017). It is also based on questions about Discourse Analysis in Pêcheux (1988, 1990), Orlandi (2008, 2013), among others. In order to understand the effects of meaning and the possible ideological representations, it is based on Marx and Engels' theory of ideology (1998). The corpus includes: Law Nº. 9.394 of December 20, 1996 and Law Nº. 13.415 of February 16, 2017. The interest in carrying out this study is to attest to the importance of metaphorical processing in the construction of sentences and in the understanding of the dimension policy of the use of language and the functionality of discourse under analysis as a strategy of action and social intervention. The hypothesis is that the reality of each culture, in which the subject plays a role and acts socially, is defined by the way of conceptualizing a term.
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2
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Guilherme Alcântara Gonçalves
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COURSE OF DELEGATION OF FIELD OFFICIALS OF MILITAR MINAS GERAIS FIRE FIGHTERS: A CURRICULAR ANALYSIS
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Advisor : SABINA MAURA SILVA
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COMMITTEE MEMBERS :
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MARIA ADELIA DA COSTA
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SABINA MAURA SILVA
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EDUARDO DE PAULA LIMA
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Data: Feb 18, 2019
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GONÇALVES, G. A. Officers Qualification Course of the Military Fire and Rescue Department of the State of Minas Gerais:a curricular analysis. 2019. 109 f. (Master in Technological Education) – Post-Graduation Program in Technological Education, Federal Center of Technological Education of Minas Gerais, Belo Horizonte, 2019.
This study analyses from the perspective of curriculum theory the professional training of junior officers (lieutenants) coming from the Officers Qualification Course (CHO) of the Military Fire and Rescue Department of the State of Minas Gerais (CBMMG). The theoretical framework that has underpinned the data analysis comes from Marxian and Gramscian notes on professional education centered on critical, personal and professional development, culminating in a dialogue among critical, post-critical and traditional curriculum theory, by means of studies such as Sacristán (2000; 2013), Arroyo (1999; 2013), Silva (1999; 2013), Lopes e Macedo (2011), Teitelbaum e Apple (2001), Kuenzer (1999), Kliebard (2011), Apple (2006), Freire (1987), as well as normative documents that form the basis of the CHO´s curriculum (the curricular matrix and the political-pedagogical project). In addition, we have looked for the profile of officers coming from the CHO in the Project of Professiograhic Analysis and Skills Mapping (2016), which contains a scientific study of the rank of lieutenant in the CBMMG. This study has attempted to make use of the methods and techniques of social research, taking as the main reference the precepts of qualitative research, which was also supported by quantitative techniques as a contribution to the qualitative method. The main technique used for data collection was the application of semistructured questionnaires to teachers and lieutenants coming from the CHO. 130 lieutenants and 30 instructors responded to questionnaires, corresponding to 81.8% and 100% of the respective populations. Questionnaires had the objective of extracting from subjects their conceptions of the relationships between the course curriculum and their work activities (in the case of lieutenants) and their perceptions of the formative activities that were developed during the course (in the case of instructors) to understand how they evaluate the educational actions that were developed. The research worked on three categories of analysis: relation between professional and human formation, relationship between the course taken and the professional practice and curriculum components. From the analysis, it can be said that the professional formation of lieutenants coming from the CHO, while promoting a citizen formation and directing them as subjects of their own formation, does not respect dialogically their action. Military behavior builds, in a certain sense, the identity of these lieutenants and this fact leads us to believe that military ideology influences the formation of firefighters in their critical, professional and personal development. In its curricular dimension, it was verified that the formative process in the CHO should be directed towards administrative activities since in practice the vast majority of CHO graduates currently work in this area. It can be concluded, in short, that military firefighter act, to some extent, as producers and reproducers of the military ideology to which they were subjected in their formative process. However, it cannot be said, on the basis of this study, that militarism per se is in opposed to the critical formation of firefighter.
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3
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Gissele Quirino Herculano Xavier
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THE SEXUAL DIVISION OF WORK IN PROFESSIONAL EDUCATION: ACADEMIC-PROFESSIONAL TRAJECTORIES OF EGRESSES OF CURSOTECHNICS IN BUILDINGS
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Advisor : MARIA ADELIA DA COSTA
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COMMITTEE MEMBERS :
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MARIA ADELIA DA COSTA
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RAQUEL QUIRINO
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JULICE MARIA RESENDE MACHADO
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Data: Feb 27, 2019
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In the "Line II: Formative processes in Technological Education" of the PostGraduation Program in Technological Education of CEFET-MG, which focuses on studies in the area of work and education, in the economic, social, political and cultural contexts, this study seeks to unveil and to analyze the professional academic trajectories of the graduates of the 1996 Technical Course in Buildings of the then Federal Technical School of Ouro Preto, in order to understand the influences of the sexual division of labor in their academic and professional choices, as well as the challenges, difficulties and resistance strategies to enter and ascend professionally in the technical and technological areas. For the accomplishment of this work we resorted to the theoretical bases of the Sociology of the French Work, of materialistic base that comprise the Social Relationships of Sex derived from the Sexual Division of the Work. Empirical research was carried out with the graduates and the core of the research was categorized into three assumptions: (i) the influence of the Sexual Division of Labor on the academic and professional trajectories of these graduates, (ii) productive and reproductive work, (iii) the limits, strategies of resistance, challenges and possibilities of professional ascension. Through the dialogue between these assumptions and the proposed theory, the results of the data analysis pointed to the understanding of the limits of the sexual division of labor, confrontations and barriers of these women, but, in the long run, revealed that these women transgressed the status quo imposed on women. them by the society that carries great patriarchal clues. The graduates, subjects of the research, are examples of women who with much claw have advanced in the search of their space in the world of the work.
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4
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Bruna de Oliveira Gonçalves
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SYMBOLIC GENDER VIOLENCE IN ENGINEERING: case study at CEFET-MG
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Advisor : RAQUEL QUIRINO
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COMMITTEE MEMBERS :
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MARIA ROSA LOMBARDI
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RAQUEL DE CASTRO SALOMAO CHAGAS
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RAQUEL QUIRINO
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Data: Feb 28, 2019
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The present research is inserted at “Line II: Processes of Formative Technological Education”, of Technological Education Post-Graduation Program of CEFET-MG. Studies on this area are focus on work-education issues in socioeconomic and political-cultural contexts, highlighting historical and cultural processes, the relation between societal changes, education and world of work. From the theories of the Work Sexual Division and Gender Symbolic Violence, this assignment has as its research objetive to be unveiled the gender symbolic violence in the CEFET-MG’ Mechanical Engineering course by the female students' perspective; in order to be comprehend the motivations, strategies of resistance, the challenges and difficulties faced by women to maintain theirselves in the chosen course. For this, it was carried semi-structured interviews with the female students of Mechanical Engineering of CEFET-MG at Belo Horizonte and supported by the studies of the French's Work Sociology, beyond the symbolic violence studies, research subject’s speech excerpts were utilizes, approaching, in this way, the study’ categories to the analyse’ object. This research highlighted the symbolic violence happens in different ways, including through “self-violence”, and it is another way to reestablish what is already set, that is, the status quo. However, facing the sutil, invisible and insidious violence, the female students shown to mobilize many resistance strategies, which aim Work Sexual Division displacement and transgressions. Theses students featured their own history and make dialectics of what is set with the antithesis wich their lives represent.
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5
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Normando Martins Leite Filho
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POLITIQUES ÉDUCATIVES ET COURS DE HAUTE TECHNOLOGIE DU CEFET-MG
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Advisor : ANTONIO DE PADUA NUNES TOMASI
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COMMITTEE MEMBERS :
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ANTONIO DE PADUA NUNES TOMASI
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SALUSTIANO ALVARES GOMEZ
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WANDER MOREIRA DA COSTA
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Data: Mar 12, 2019
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POLITIQUES ÉDUCATIVES ET COURS DE HAUTE TECHNOLOGIE DU CEFET-MG
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6
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Mara Fernandes Costa
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USING THE NEW MEDIA IN THE THEATER AND ITS CONTRIBUTIONS FOR PROFESSIONAL AND TECHNOLOGICAL EDUCATION
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Advisor : DEBORA PAZETTO FERREIRA
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COMMITTEE MEMBERS :
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DEBORA PAZETTO FERREIRA
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LUIZ HENRIQUE DE LACERDA ABRAHAO
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CLAUDIA GOMES FRANCA
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Data: Mar 22, 2019
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This research aimed to perform an analysis of the use of new media in the theater, having as main bibliographic basis the book Digital Performance: the history of new media in theater, dance, performance art and installation, authored by Steven Dixon. The research also supported other contemporary theorists who developed conceptions about the use of new media in this artistic modality, such as Izabela Pluta (2016) and Julia Goray Zambonni (2013). Based on the work of the authors previously mentioned, with the aid of the bibliographical research methodology, the aim was to trace out a course of analysis and comprehension that mainly involved the historical aspects and practical examples related to the new media, so that it was possible to elaborate dialogues with the Professional and Technological Education (EPT) in CEFET-MG. This way, by relating the practical experiences to theory we provide a more interdisciplinary learning process to students, highlighting the extension project from CEFET-MG, Trincabotz: extension project linked to the Open Laboratory of Science, Technology, Education and Art (LACTEA), with the goal of building robots for combat. To perform the research in Trincabotz, we chose the documentary research method, supported by the bibliography of Antonio Carlos Gil (2008). Therefore, the use of the new media as an object of study allowed, according to the definition of Dixon (2007), to think of the intersection of theater and technology, bringing visibility to the interdisciplinarity that permeate EPT.
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7
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CAMILA GONCALVES GUIMARAES
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EDUCATION OR COMPUTING? TRADES OF WOMEN MASTERS OF CEFET-MG IN HUMAN AND TECHNOLOGICAL AREAS
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Advisor : RAQUEL QUIRINO
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COMMITTEE MEMBERS :
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MARIA ADELIA DA COSTA
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RAQUEL DE CASTRO SALOMAO CHAGAS
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RAQUEL QUIRINO
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Data: Apr 2, 2019
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The research aims to analyze the academic-professional trajectories of women graduated as Masters in Technological Education and Computational Mathematical Modeling in the Federal Center of Technological Education - CEFET-MG, from 2005 to 2016, in order to reveal the difficulties, sexism, the gender stereotypes and markers present in their academic and professional choices, as well as the resistance strategies developed. Reflections on the permanent cleavage between the sexes in the areas of knowledge and work considered "human and social" and others of a "scientific and technological" character are discussed on the theoretical basis of "the guiding principles of the sexual division of labor" proposed by Hirata and Kérgoat (2007), in which there are works destined to women and works destined for men, and that the work of the man, in all the known societies until the present day, has a greater social and economic value than the one of the woman. The sexual division of labor, as the form of social division of labor resulting from social relations of sex, modeled historically and socially, starts from the assumption that the place of man is in the productive space and that of woman, in the reproductive or domestic space. Thus, despite the advances made by women in the academic and professional fields, their insertion and promotion in the areas of Science and Technology (S & T) still face many obstacles. It is evident that the technology is conjugated in the masculine and to the women are destined areas of action that appear like extensions of the domestic activities, like the area of education. The academic trajectories of the graduates of both masters in the period between 2005 and 2016, as well as their experiences and evolutions in the labor market, are examined. We present a survey of data and the profile of the Masters, performing the exegesis of excerpts from semi-structured interviews. The findings suggest that the trajectories of the women who participated in the interviews were marked by difficulties and resistance strategies, so that these women reached a high rise in their careers due to the commitment and dedication in order to obtain a breakthrough towards a higher professional qualification, overcoming prejudices, difficulties to study due to triple paid work, household chores, childcare, family and studies. In the face of this reality, these women corroborate the literature that preaches "horizontal segregation" (OLINTO, 2009) and the phenomenon of the "crystal maze" (LIMA, 2013), concepts used to describe the barriers faced by women to succeed in being certain areas of knowledge and work, segmented by sexism and gender stereotypes.
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8
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Camila Macedo Chamon
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HYBRID EDUCATION: analysis of educational potential in a private school network teaching
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Advisor : MARCIA GORETT RIBEIRO GROSSI
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COMMITTEE MEMBERS :
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GUSTAVO ALCANTARA ELIAS
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IVO DE JESUS RAMOS
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MARCIA GORETT RIBEIRO GROSSI
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Data: Apr 11, 2019
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In a context of constant technological evolution, children and young people are born and grown submerged in a digital environment, marked by the search for immediate information, and constantly demanding new technologies. In education, Internet Generation (GI) students have forced an intense resignification in teaching and learning processes. From these considerations, Hybrid Teaching, or Blended Learning, emerges as a potent alternative to (re) creating teaching and learning relationships by valuing the convergence between Digital Information and Communication Technologies (TDIC) and traditional school education. Since the students' thoughts already arrives at the classroom structured for technology handling, the search for new teaching methodologies that make themselves desired has become an imperative. In this sense, this master's dissertation sought to understand Hybrid Teaching more deeply as a new educational methodology. Therefore, this research aimed to analyze the educational potential of Hybrid Teaching as a new educational modality in a private school in the city of Belo Horizonte - Minas Gerais. To achieve this goal, a qualitative, descriptive and exploratory research methodology was used through bibliographic, documentary and case study research. The research was carried out in three stages: in the first stage, the bibliographical survey of the theme followed. In the second stage, it was made a research about the history of the school, analyzing the Pedagogical Proposal and documents that deal with the structure of the Hybrid Teaching in the researched institution. In the third stage, the observations were made through the monitoring of the selected classes, identifying the harmonious presence of digital technologies in convergence with the traditional teaching, in addition to paying attention to which hybrid practices are performed in the classroom and, subsequently, analyzing the data collected during the observations. The research allowed the identification and analysis of the theoretical and practical aspects of Hybrid Teaching as a new teaching methodology. The results led to the conclusion that when talking about hybrid education, it means assuming there isn’t just one way of learning and, consequently, not just one way of teaching. It was observed that digital technologies are not only a prop of the educational dimension, but an enhancer of new connections and knowledge. In this perspective, even without the possibility of having the presence of technological equipment, transforming Education into Hybrid Education is connected to the construction of meaningful learning. It is also emphasized that teachers need to be aware to the reconfiguration of their role as mediator of the process of knowledge construction, and no longer as the sole holder of the content to be deposited with students. Also noteworthy is the personalization of the education, which allowed the elaboration of activities of different levels, working the difficulties presented in certain points and retaking other points not yet consolidated by the students. Finally, it was concluded that Hybrid Education emerges as a potent methodology, that is able to respond to the educational needs of an increasingly technological society
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9
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Andreia Carvalho de Souza
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SCHOOL COURSES, PROFESSIONALS AND FUTURE PROJECTS YOUNG BLACK POPULAR LAYERS
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Advisor : SILVANI DOS SANTOS VALENTIM
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COMMITTEE MEMBERS :
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SILVANI DOS SANTOS VALENTIM
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JOSE EUSTAQUIO DE BRITO
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JULIANA BATISTA DOS REIS
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Data: Apr 30, 2019
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The present research addresses the educational and professional trajectories of young black women workers, living in Belo Horizonte and Contagem – MG (Brazil), who have taken part in a training course for a job offered by an NGO in Belo Horizonte. The problem of this study arose from the observation that young black persons face inequalities in educational and professional contexts, which get worse when it comes to young black women. Moreover, reviewing the literature about the topic, it came out that there are some gaps in the field of youth studies and its intersection with gender and race, especially in researches that address the life paths and projects of young black women. Therefore, this study aimed to understand how young black women experience their educational and professional pathways, intersecting it with race and gender issues, and how they project their professional and personal future. For this purpose, narrative interviews have been conducted, revealing significant aspects of their paths. Based on the narratives about their experiences with respect to racial and gender issues and their perceptions about them in family, school and professional environment, it turned out that these women went through racial discrimination situations, especially in school, and have perceived and been attentive to processes that generate gender inequalities from an early age. With regard to the world of work, the training course has been fundamental for them to reach opportunities of protected job that could favour the formative dimension. As to future projects, they are, generally, related to further education and the desire to enter into the world of the work to exercise chosen professions. It has also been observed that the identity-building process of these young women is influenced by their relationships with work and corporal aesthetics, highlighting the body and hair. This kind of studies can therefore contribute to a better understanding of the fields of youth, race and gender in professional and educational environments. We consider necessary to propagate the voices of young people, that are not considered most of the time, but that reveal important issues about the reality of young black women in Brazil.
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10
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Vinícius Campos de Oliveira
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TEACHING OF THE AIM FUNCTION FOR EDUCATION STUDENTS MEDIA PROFESSIONAL PROFESSIONAL WITH THE USE OF GEOGEBRA SOFTWARE
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Advisor : IVO DE JESUS RAMOS
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COMMITTEE MEMBERS :
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IVO DE JESUS RAMOS
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JOSE GERALDO PEDROSA
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GILMER JACINTO PERES
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Data: May 20, 2019
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This study aims to investigate a way to use GeoGebra software in teaching and learning process of Linear Function with the participation of the students from Technical Professional High School Degree Education from an institution of Public State Education Network of Minas Gerais in order to promote teaching. The research was initiated through the bibliographic study that delimits presented proposals of the conceptions of teaching and learning process and David Ausubel’s fundamentals of Significant Learning Theory. A study was conducted to explore educational software in the teaching of Linear Function, distinctively GeoGebra software. In this aspect, we tried to apply a significant didactic sequence of Linear Function through the use of this program and, thus, to understand if the teaching of Linear Function by this tool allows evolution in students’ learning. The choice of GeoGebra software was preponderant because it presented favorable characteristics to teaching of functions, according to the literature. The program provides the learners actions development such as: manipulate, observe, visualize, experiment, infer and verify. Finally, a report was made about the experience of a group of students from the first module of the Technical Administration Course from a State Public Education School of Minas Gerais, who were submitted to the application of a didactic sequence of Linear Function by GeoGebra software. The conducted study and the analysis of data related to classroom research allowed the verification of the feasibility of GeoGebra software use as a didactic resource in the Linear Function teaching
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11
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KELLY DE SOUZA RESENDE
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WOMEN IN MALE PROFESSIONS: DIVISION TRANSGRESSION SEXUAL JOB? - CASE STUDY WITH FUEL STATION FRENTERS -
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Advisor : RAQUEL QUIRINO
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COMMITTEE MEMBERS :
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LUDIMILA CORREA BASTOS
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RAQUEL QUIRINO
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YUMI GARCIA DOS SANTOS
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Data: May 23, 2019
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The sexual division of labor is characterized by the performance of men in so-called male
professions, exercised in public spaces, and the assignment of women to housework, in the private space, or in wage-earning activities in which such an extension predominates. However, in the contemporary world, women are increasingly entering areas and professions that challenge this logic imposed by society historically. Thus, the present research reveals the existence of a “transgression” in this organizing principle of the sexual division of labor, from the analysis of the social relations of gender / gender present in the social practice of women who work as gas station attendants in the city of Belo Horizonte - MG. Starting from a bibliographical review, document analysis and an exegesis of reports of these women, we discuss the paths taken by them to enter this profession, the challenges experienced, professional training, the double workday performed in the productive and domestic environment, in addition to sexual harassment and gender-based violence with which they live daily. The data gathered and the results obtained reveal that such women are making their career choices due to their low qualifications, economic need and taking advantage of the opportunities that the market offers them. Such analysis raises reflections about the vicissitudes of the world of work, contemporary sex / gender relations and the new forms that the sexual division of labor has presented in the face of a cultural and economic scenario that determine women's professional choices.
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12
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Jackson Almeida Leal
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Continuing Training and Ethnic-Racial Diversity in the Network COUNCIL EDUCATION COUNCIL / MG (2012-2016): repercussions on the pedagogical practices of teachers of Basic Education
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Advisor : SILVANI DOS SANTOS VALENTIM
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COMMITTEE MEMBERS :
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SANTUZA AMORIM DA SILVA
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SILVANI DOS SANTOS VALENTIM
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VITÓRIA RÉGIA IZAÚ
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Data: Jun 18, 2019
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The present study aimed to analyze the repercussions of the continuing education course for ethnic-racial diversity, "Working Groups Education for Ethnic-Racial Relations" (GTERER) in the pedagogical practices of the teachers of the Municipal Counseling Education Network in the period from 2012 to 2016. This course was proposed by the Municipal Secretary of Education of Counting (SEDUC) in the modality of work groups to support the proposal and elaboration of activities and intervention projects in the ethno-racial subject in the school units of Contagem. The questions that led to this study were: How did this continuing training course for ethnic-racial diversity organized in the form of working groups contribute to the formative process of teachers? Do the conceptions and proposals of activities provoked by the GTERER course still make sense for teachers? How did the teachers who participated in the GTERER course develop their pedagogical practices currently in the classroom? The research had with methodological reference the qualitative approach and as methodological strategy the case study. The instruments used for data collection were: documentary analysis, questionnaire, semi-structured interviews and non-participant observation. The data were analyzed based on the principles of the Content Analysis of Bardin (20110. The obtained results showed the relevance of the GTERER course for the interlocutors teachers of this study, since the format of work groups made possible the interaction, a network of exchange of information, knowledge and experiences, allowing them to redefine knowledge that resulted in pedagogical practices. in the ethnic-racial theme. Another important element that the study reveals is that even in the face of some difficulties in dealing with the ethnic-racial theme in school units, the training process contributed to the participants' teacher education, providing personal and professional development, and the knowledge built in the course. GTERER enabled teachers to reflect upon their context and school reality, as they are currently developing anti-racial pedagogical practices in the classroom.
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13
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ALDO GERALDO SIMOES
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PROJECT OF A FUTURE OF YOUNG PEOPLE OF TECHNICAL PROFESSIONAL EDUCATION OF MEDIUM LEVEL OF THE FEDERAL NETWORK OF PROFESSIONAL EDUCATION SCIENTIFIC AND TECHNOLOGICAL ACTIVITIES ATTENDED BY LAW No. 12.711 / 2012 (LAW OF QUOTES)
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Advisor : JOSE GERALDO PEDROSA
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COMMITTEE MEMBERS :
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JOSE GERALDO PEDROSA
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MARIA ADELIA DA COSTA
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MARCIA HELENA BATISTA CORREA COSTA
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Data: Jun 26, 2019
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This dissertation is dedicated, in the realm of public policies of social inclusion, to the theme of the reserve of positions in the education, regulated by the Law number 12.711/2012 to the admission to the federal teaching institutions that belong to the Federal Network of Scientific and Technological Professional Education (RFEPCT), a subject that has gained prominence mainly after the normalization by the Brazilian State. It deals specifically with the analysis of the project for the future (Gilberto Velho) of the young people who are benefitted by this Law and attend, in an integrated way, the Technical and Professional Education at the High School level (EPTNM). The purpose was to understand the relationship between the possibilities and the experiences these young people live since their admission to the EPTNM and the projects for the future and expectations at the horizon (Reinhart Koselleck), considering their admission to the RFEPCT as a new field of possibilities. To do so, semi-structured interviews with 9 teenagers who study in one of the units of the RFEPCT, which is located in the interior of MG, were conducted to gather qualitative data. Concerning the investigation subject, it was defined as the young students who fitted all the established criteria to have the right to the reserve of positions, and who were admitted to the institution in the year of 2016 and, therefore, were close to the end of their course at the EPTNM. At the end of the investigative process, it was concluded that the students who were benefitted by the law of reserve of positions already arrive to the RFEPCT with projects and perspectives of long lasting school life. However, such projects are enhanced even more through their experience at the EPTNM. To corroborate this, there are the statements of these young students of overcoming some factors which are common to their development and continuation of their practices in the medium and long term. Among those factors, it can be highlighted the academic level, the professional qualification, and even subjective ones such as confidence, autonomy and responsibility. One of the conclusions of this study is that the young students who are admitted to the RFEPCT through the reserve of positions are deserving of those, and that the elementary public schools, for many reasons, have shown that they are falling short of their capacities and interests. It was noticed that, even when they are inserted in unfavorable environments and social conditions, the young people who are attended to by the reserve of positions recognize the school and the good quality of the education as a window of opportunity. Even though the reserve of positions is only a palliative policy, it has shown effective, in face of the incapacity to guarantee the access to an elementary education of excellent quality, to promote to its admitted students reasonable conditions to compete in other areas and fields of possibilities. Thus, the actions that have been taken towards broadening the young students’ horizons have shown to be important in the development, among others, of the character, critical thinking and full exercise of citizenship.
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14
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José Teixeira Horta Júnior
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RICHARD STALLMAN'S FREE SOFTWARE PHILOSOPHY: technical, ethical and pedagogical aspects
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Advisor : LUIZ HENRIQUE DE LACERDA ABRAHAO
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COMMITTEE MEMBERS :
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JOSE GERALDO PEDROSA
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LUIZ HENRIQUE DE LACERDA ABRAHAO
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MARCO ANTÔNIO SOUSA ALVES
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Data: Jun 27, 2019
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With the development of computing technologies and the popularization of computers since late 1990s, several sectors of society were influenced by it and started to make use of them in their activities. Education, for example, is increasingly making use of technological devices, as students and teachers are highly impacted by them. Consequently, the increase in the use of technologies in schools that, as opposed to nourishing intellectual development and creativity, submit the individual to an automation process which makes it necessary to rethink the use of certain technologies in detriment of others. Therefore, this dissertation proposed a study on how technologies can be beneficial to the educational environment, aiming at an education that is emancipating and leads to individual freedom of thought as well as to the development of a sense of community. In order to understand the theses of Richard Stallman, (founder of the GNU Project and the Free Software Foundation), books, articles, lectures, and content analysis method were analyzed focusing on the philosophy of free software and relating it to professional and technological education. It was also sought to verify whether the free software represents a philosophy which believes that freedom of distribution and the use of software are crucial for the development and freedom of a human being. Furthermore, we investigated whether the use of proprietary software in education could limit students to fulfill their potential and transmit values that may harm society. Technology can contribute to the improvement of education and to the promotion of individual emancipation. However, technologies that cause dependencies must be avoided in such environment. This research led to the realization that the use of free software in education can add to a good development in this area as well as grant individual freedom, creating ways in which a human being can become independent but also cultivates civic education and collective knowledge.
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15
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ADRIANO BOAVENTURA CRUZ
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THE CRITICAL TRAINING OF THE JOURNALIST: AN ANALYSIS OF THE EDUCATIONAL AND UFMG and PUC-MG curricula
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Advisor : SABINA MAURA SILVA
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COMMITTEE MEMBERS :
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AILTON VITOR GUIMARAES
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SABINA MAURA SILVA
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LEOVEGILDO PEREIRA LEAL
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Data: Jun 28, 2019
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The present work is the result of research performed in the Post Graduation Program in Educational Technology, from the Technological Educational Center of Minas Gerais (CEFET-MG), within the line of Formative Processes in Technological Education. It aims to analyze pedagogical and curricular projects from the journalism courses of PUC-MG and UFMG. It sought to analyze how they organized themselves based on the National Curricular Directives (DCN), as per established by the CNE-CES 1/2013 Resolucion, providing a journalists’ formation, both in the technical and pedagogical sense, as determined by the aforementioned document. The theoretical instrumentation that supported this investigation were the curriculum theories, more precisely the critical theories, to which we have observed if the pedagogical and curricular components of the aforementioned courses avail the required formation of UFMG and PUC-MG journalism students. Of a qualitative nature, the methodological proceedings used for the development of this study were the bibliographical research, the documental research and the making of semi-structured interviews. The treatment of data came through the analysis of their contents. By the end of this research, one concludes that, in accordance to the DCN fixed in the CNE-CES 1/2013 Resolution, the pedagogical and curricular projects of UFMG and PUC-MG avail, considering the technical formation necessary for the office of journalism, a critical formation, offering students a mesh of disciplines that problematize the social relations within the reality to which they are inserted, within the capitalist society, enabling graduates of the journalism courses to fixate criteria for the critical exercise of their profession.
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16
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Priscila Brito de Farias
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BLACK AND POOR STUDENTS: FROM THE EXPERIENCES TO ACCESS TO MEDICAL COURSE OF THE FEDERAL UNIVERSITY OF MINAS GERAIS
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Advisor : SILVANI DOS SANTOS VALENTIM
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COMMITTEE MEMBERS :
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SILVANI DOS SANTOS VALENTIM
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ANA AMÉLIA DE PAULA LABORNE
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ECIO ANTONIO PORTES
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Data: Jul 4, 2019
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View Dissertation/Thesis
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Show Abstract
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This research aimed to investigate, describe and analyze the school trajectories of four black and poor students until the access to the Medicine Course of the Federal University of Minas Gerais (UFMG). Taking into account the social, racial and gender origins of the study's protagonists, the elements that enabled the construction of these routes were investigated, once the Brazilian population to which the surveys belong is recognized for the time or no tradition in the school system, especially when we consider access to a highly selective and socially overvalued course, such as medicine. The problematic established here was based on the following question: What elements, present in the school and social trajectories of the investigated, favored in the construction of routes different from those produced by the great majority of black, poor and peripheral women? In order to answer the question presented, according to the theoretical-methodological orientations of the field of study, the biographical reconstruction attempt was used, based on data collected in the questionnaires and semistructured interviews. The analysis of the material privileged: a) the cultural and economic conditions of the families that propitiated the trajectories; b) forms of personal, parental, support and / or parental mobilization in the constitution of school itineraries. c) Expectations for the future. In order to define the above mentioned indicators, the work already produced in the field of study was again looked at, in the direction of the specificities of this research, that is to say, the condition of the black, poor and peripheral woman, who has been occupying spaces historically directed towards white men and women. In the present work the results obtained in the analysis of the results obtained in the study of the results obtained in the study, the quotas policies in the universities, the reference person and, above all, the personal effort were analyzed. Without them, there would probably be little opportunity for the protagonists to resist the oppressions and, consequently, sufferings from the stigmas related to their social, racial and gender status, which have pierced and still traversed the lives of all interviewed.
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17
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HELTON LUIZ DIAS FERREIRA
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Structural Analysis of Analogies in Chemistry Textbooks of the 1990s and Contemporary
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Advisor : ALEXANDRE DA SILVA FERRY
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COMMITTEE MEMBERS :
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ALEXANDRE DA SILVA FERRY
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IVINA PAULA DE SOUZA
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IVO DE JESUS RAMOS
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LEILA SADDI ORTEGA
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Data: Aug 13, 2019
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View Dissertation/Thesis
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Show Abstract
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The present research, inserted among the studies on the use of analogies in Science Education, deals with comparisons taken, at first, as analogies in teaching Chemistry, used by authors of new and former textbooks. These comparisons were taken from the Chemistry textbooks approved by the Brazilian National Program of Didactic Books (PNLD) for the period from 2018 to 2020, and from books analyzed by Monteiro and Justi in their research (2000). In this context, the research was developed from the following question: how do the comparisons used by authors of contemporary Chemistry textbooks, taken at first as analogies to teach scientific concepts, differ from comparisons used in older textbooks for the same purpose? This questioning is in line with our research line, "Educational Practices in Science and Technology", in which we understand that textbooks play a fundamental role in the construction and dissemination of scientific knowledge to the student. For analysis of potentially analogical comparisons, the research was based on the Structure Mapping Theory, by Gentner (1983) and Gentner and Markman (1997), and the Multiconstraint Theory, by Holyoak and Thagard (1989). As a methodological reference, the research was based on the works of Ferry (2016, 2017 and 2018) on structural analysis of analogies in Science Education. Our analysis revealed: (i) to which subtopics the content of Chemical Kinetics the use of analogies has been more common; (ii) which have been the most frequent base and target domains in the establishment of comparisons in the context of Chemical Kinetics; iii) for what purposes these comparisons have been employed; (iv) how authors of Chemistry textbooks use comparisons as a means of mediation; (v) the main contributions or recommendations given by researchers dedicated to investigating how analogies are used in Science textbooks; (vi) how the use of analogies in more recent textbooks differs from the way in which this didactic resource is approached in older books. In summary, our analysis allowed us to understand how the authors present their comparisons, how they discuss their limitations and, with the aid of structure mapping, we identified whether the proposed comparisons are analogies or not.
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18
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NIVEA MARIA TEIXEIRA RAMOS
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INDUSTRIAL EDUCATION THINKERS IN BRAZIL: Francisco's performance and ideas Montojos in the period from 1927 to 1949.
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Advisor : JOSE GERALDO PEDROSA
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COMMITTEE MEMBERS :
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JOSE GERALDO PEDROSA
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IRLEN ANTONIO GONCALVES
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FLAVIO RAIMUNDO GIAROLA
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Data: Aug 19, 2019
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View Dissertation/Thesis
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Show Abstract
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This dissertation is the result of a research inserted in the elaborations of the history of professional and technological education, in a particular way, of the history of industrial education and, even more, of the history of industrial education thinkers in Brazil. It focuses on the intellectual Francisco Montojos (1900-1981) as a thinker of industrial education, his performance and ideas in the period from 1927 to 1949, marked by significant events in general education, professional education and industrial education. These events include intense disputes involving different interest groups and projects around the conception, structuring and expansion of national education system. Montojos was an engineer and educator who joined the Federal Government in 1927 in Professional and Technical Education and in 1934 he began to work directly in Industrial Education. He was Director of Industrial Education and also superintendent of the Brazilian-American Committee of Industrial Education (CBAI), having served in these organs for two mandates, being in both of them the first to hold the position and the one that remained in it for the longest time. One of Montojos's concerns was the defense of a national education system. The general objective of the research was to elaborate the trajectory of the intellectual Francisco Montojos, situating his performance and his ideas regarding professional education and, in a particular way, the Brazilian industrial education in the period of his exercise. Four specific objectives were pursued: (1) to focus Francisco Montojos as a thinker of industrial education by identifying his itinerary, his generation and the spaces in which he transited; (2) situate his position in relation to the Anglo-American ideas that circulated in Brazil; (3) identify his ideas about the relationship between regular education and technical-professional education; (4) identify his participation and position in disputes between industrial entrepremeurs, intellectuals and men of the government in relation to the constitution and institution of the new industrial education. As a method, the documentary and bibliographical research was conducted in terms of the history of intellectuals. Through the analysis of the documents, which were an essential source of study for this research, it can be considered that Montojos, by political action and by the set of his writings, is an intellectual thinker of professional education that was important in the constitution and institution of national systems in the period in question. His ideas were related to the causes that he defended, to the integral formation of man, to the civic worker or the citizen worker and to the formation of teachers.
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19
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RAÍSA DE ABREU NEVES NOVAES SALABERT
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Metaphorical representations in environmental education: analysis of construction of environmental concepts in Biology textbooks
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Advisor : ALEXANDRE DA SILVA FERRY
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COMMITTEE MEMBERS :
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ALEXANDRE DA SILVA FERRY
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FABIANA DA CONCEICAO PEREIRA TIAGO
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FERNANDA CARLA WASNER VASCONCELOS
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IVO DE JESUS RAMOS
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RONALDO LUIZ NAGEM
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Data: Aug 20, 2019
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Show Abstract
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This research proposes the identification and analysis of conceptual metaphors in content on sustainable development in Biology textbooks approved in PNLD 2018. The survey results reaffirm the importance of studies on conceptual metaphors in education. Furthermore, they look to the importance of an environmental education aimed at building thinking critical and emancipatory, contemplating the complex and multidimensional understanding of the human-environment relationship. It is expected to contribute to a better understanding of the role of metaphors in the construction of conceptions environmental.
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20
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POLIANA BELMON DE CARVALHO FELIX
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Environmental knowledge of senior students in engineering courses Environmental in two federal institutions of
Minas Gerais
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Advisor : JOSE GERALDO PEDROSA
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COMMITTEE MEMBERS :
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JOSE GERALDO PEDROSA
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IVO DE JESUS RAMOS
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CRISTIANE CARVALHO GUIMARAES
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Data: Aug 21, 2019
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View Dissertation/Thesis
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Show Abstract
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This master degree thesis is the result of a research realised within the scope of the Master in Technological Education, from the Federal Center of Technological Education of Minas Gerais (CEFET-MG) and bound to the research line "Science, Technology and Work: philosophical, historical and sociological approaches". The subject is related to the role of knowledge in the environmental education, in the instruction of future environmental engineers in two federal colleges in the Minas Gerais state. This thesis presents Environmental Education as a knowledge to overcome the crisis and as a possible reflection for the construction of environmental knowledge in the environmental engineer education. The work used the literature review within the themes engineering education, environmental knowledge and engineering teaching. The empirical research was constructed through semistructured
interviews with eight students from the referred courses, four from each college. The aim of the research was to clarify the relationship between Engineering Education and Environmental Education from the environmental knowledge reported by the last year students from the Environmental Engineering degrees. The notion of environmental knowledge cames from Enrique Leff's researches which consists in the construction of a critical, reflective and complex thinking about the natural, social, political and cultural order, without an standardised idea but valuing the multiplicity that integrates the society. In the environmental engineer formation, this knowledge pretends to promote a holistic and complex approach about the environmental issues. As the most relevant evidence, we emphasis the distancing of some students from the principles and values of the environmental education knowledges, once the answers were built on conservative aspects of the environment notion.
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21
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WILBERT VIANA BARBOSA
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ANALYSIS OF ANALOGY SYSTEM IN CONTEXTS OF EDUCATION AND RESEARCH IN SCIENCE EDUCATION
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Advisor : ALEXANDRE DA SILVA FERRY
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COMMITTEE MEMBERS :
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ALEXANDRE DA SILVA FERRY
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GILMAR PEREIRA DE SOUZA
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HELDER DE FIQUEIRÊDO E PAULA
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MARIANA DE LOURDES ALMEIDA VIEIRA
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Data: Aug 22, 2019
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View Dissertation/Thesis
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Show Abstract
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This essay is the result of a Master's degree research in Technological Education conducted in the field of studies on the role of analogies in Science Education, in the context of a research line on Educational Practices in Science and Technology. Its research object is the systematicity of analogies as a structural constraint related to the way the sets of relations mapped in each domain are similarly interconnected, so that knowledge about a familiar domain can be inferentially projected onto a unknown or little known domain. The systematicity, therefore, manifests itself in analogies through a matching system of relations mutually connected between the two domains. In this context, this research was oriented from the following research question: how the systematicity of an analogy can be characterized in order to allow us to use it as a parameter of analysis of its suitability in teaching and research contexts in Sciences Education? Given this, according to Structure-mapping Theory (SMT), analogies can be understood as comparisons between two domains, the base domain (the familiar) and the target domain (the domain to be explained/understood), in which they prefer the relations between elements and their attributes, and the higher order relations, in order to confer structural consistency, relational focus and systematicity to the analogies. Thus, the methodological path of this work unfolded in two parallel and complementary sequences: (i) the theoretical one, conducted around the meanings attributed to the concept of systematicity in the context of the SMT, which allowed the development of an algorithm capable of estimating systematicity factors for each correspondence to be mapped in the structural analyzes, which was incorporated into a web system called Structure-mapping System for Analogies (MAPES System), conceived in this research from a set of methodological orientations and symbolic notations for the representation of correspondences during the structural mapping of analogies; and (ii) the empirical one, which, after the development of the algorithm, culminated in the structural analysis of five comparisons taken as analogies for teaching the dynamics of reactions in chemical balance, and in the content analysis of the discussion transcripts promoted in two focus groups consisting of teachers of Chemistry, which allowed us to raise their opinions, ideas and perceptions about the use of analogies generally in science teaching, and, in particular, about the five comparisons for teaching Chemical Balance. The results of the investigation allowed the characterization of systematicity as a structural constraint capable of influencing teachers' choices by rich and comprehensive analogies to be explored in teaching situations, as well as an analysis parameter for investigations on the implications of the use of analogies in Science Education.
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22
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Cintia de Oliveira Teixeira Sousa
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WHEN BODIES GO TO SCHOOL: CONTRIBUTION OF MERLEAU-PONTY PHILOSOPHY TO RETHINK BODY IN TECHNOLOGICAL EDUCATION
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Advisor : DEBORA PAZETTO FERREIRA
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COMMITTEE MEMBERS :
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DEBORA PAZETTO FERREIRA
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LUIZ HENRIQUE DE LACERDA ABRAHAO
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OLGA VALESKA SOARES COELHO
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Data: Aug 23, 2019
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View Dissertation/Thesis
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Show Abstract
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The present work is based on the phenomenology perspective of Maurice Merleau- Ponty to rethink the sense of body within technology education, thus indicating signs
for new reflection on educational models. The objective is to investigate the idea of body under a new perspective, distinct from the dualistic understanding of the Cartesian heritage. We started from Merleau-Ponty’s criticism of Descartes’ philosophy, especially regarding the difference between the substances – res cogitans and res extensa – incorporated into modern thought with the aim of making clear that
the body is understood as instrumental and objectified. On the perspective of Merleau-
Ponty’s philosophy, the body is neither a thing nor an abstract idea, it is a perceptive
subject, inserted in the world. Named in the merleau-pontyan phylosophy as own body, we present its main dimensions emphasizing the motility and spatiality that evidences that there is a bodily knowledge that dismantles the idea of an automated learning by the body. This new understanding of the body as sentient, moving, intentional creates possibilities to consider its relationship with technology in the sense of a systemic formation of perception. In order to do so, the theoretical contribution of Don Ihde will be used, particularly his concept of embodiment. In that sense, we have understood that the concept of own body allows us to rethink bodies within schools, presenting new possibilities to consider pedagogical practices on technology education.
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23
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MARCELA DE LIMA MAGALHÃES
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The occupational safety engineer: knowledge in action for the health and safety of workers
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Advisor : ADRIANA MARIA TONINI
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COMMITTEE MEMBERS :
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ADRIANA MARIA TONINI
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ALEXANDRE DA SILVA FERRY
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DANILO FERREIRA PINTO
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JOAO BOSCO LAUDARES
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Data: Aug 23, 2019
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View Dissertation/Thesis
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Show Abstract
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It is object of this dissertation the analysis of the inherent knowledge to the profession of the Occupational Safety Engineer (OSE), in his work for the health and safety of workers. To understand the built knowledge, necessary and required in the practice of this professional, a qualitative field research was conducted through semi-structured interviews with five professionals, research subjects of this work, who work in the market, and were selected randomly and based on availability of time to answer questions related to the topic. The theoretical references used in this research concern education, vocational training and work, addressing work as an educational principle, and the relationship between education and work as a process of production and reproduction of knowledge, which goes beyond the school environment and involves work environment. Since the beginning of formal engineering education, changes have occurred in the form of education, performance and legal regulation for the training of engineers, including what regards the Occupational Safety Engineer. After identifying the implications of changes in the legislation that regulates the Occupational Safety Engineer's profession and training course, were identified the knowledge required for the OSE to perform their duties as well as the relationship between knowledge and the performance of these professionals. In addition to addressing the theoretical knowledge and those built in professional practice, the knowledge required and necessary for the professional to be hired and to perform his function was also analyzed, and this knowledge was extracted from the descriptive of sixty job vacancies. It is observed that knowledge is built throughout life, in a socio-historical-cultural and temporal perspective. Thus, the knowledge acquired in professional practice is fundamental, contributing to add skills that enable professionals to mobilize this knowledge, when unforeseen situations occur that require workers' actions to correct or improve their skills or ongoing activities.
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24
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ELTON BASILIO DE SOUZA
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EXPERIENCED TRAINING OF POLICE RESEARCHER: study on professional practice and training within the Civil Police of Minas Gerais
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Advisor : JOSE GERALDO PEDROSA
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COMMITTEE MEMBERS :
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ANTONIO DE PADUA NUNES TOMASI
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DIOGO LUNA MOUREIRA
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JOSE GERALDO PEDROSA
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Data: Aug 26, 2019
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View Dissertation/Thesis
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Show Abstract
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The present dissertation has as main question the process of professional training of the police investigator linked to the Civil Police of Minas Gerais. It is assumed that the understanding of the police officer's training is naively entrenched in the understanding of a given police culture. Based on this assumption, the concept of experiential formation was adopted as theoretical reference of this dissertation, in the perspective proposed by the Portuguese educator Carmen Cavaco. This work was guided by the following specific objectives: to analyze the police culture installed within the scope of the Civil Police of Minas Gerais; to identify the formal, non-formal and informal knowledge mobilized by the police subject in their professional practice and to point out the experiences of the police officer in the course of police training. Using as a research strategy the case study, a semi-structured interview was conducted with a civilian police officer at a homicide station in the metropolitan area of Belo Horizonte / MG. The analysis of the empirical data collected showed that the professional training of the police officer is much more complex and broad than the training received at the police academy. More than providing better training or training, a true police education project requires that the public security professional be treated with the same dignity that is required of him in the exercise of his activity. Respect for the dignity of the police also permeates the recognition and legitimation of their experiential knowledge.
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25
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ANA ISABEL SILVA LEMOS
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THE STUDENT ORGANIZATION IN FACING MACHISM AND SEXISM: HOW FEMINIST AND LGBT COLLECTIVES QUESTION INSTITUTIONAL CULTURE AT CEFET-MG
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Advisor : DEBORA PAZETTO FERREIRA
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COMMITTEE MEMBERS :
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DEBORA PAZETTO FERREIRA
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MARIA ADELIA DA COSTA
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CAROLINA RIENTE DE ANDRADE PAULA
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Data: Aug 26, 2019
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View Dissertation/Thesis
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Show Abstract
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The present research aims to demonstrate how machismo and sexism are institutionalized in the division of courses and knowledge by analyzing the creation of feminist and LGBT groups in the Centro Federal de Educação Tecnológica de Minas Gerais (Cefet-MG). Cefet-MG was chosen as the locus of the research because it is a centenary federal institution of technical education for high school level, traditionally directed to courses registered as masculine in the sexual division of labor. The school institution was analyzed as an ideological apparatus of the state and as a place to disciplinate bodies in order to produce and reproduce patterns and gender stereotypes and control of sexuality. To link the two different agendas of groups organized by students of the institution, a post-structuralist view of gender was taken as the historical-social construction of femininities and masculinities and the intentional hierarchization of this differentiation. To expand the theoretical scope, the separating of the areas of knowledge and jobs were analyzed based on the theory of the Sexual Division of Labor and the construction of technology as a predominantly male area. Therefore, semi-structured interviews were conducted with former students who actively participated in the creation of collective Cefet das Mina and LGBTIA, in the Belo Horizonte campi of Cefet-MG. The findings indicate that students, even though they were mostly teenagers, perceived a direct correlation between the hierarchization and valuation of certain careers, the division of courses and how this differentiation was artificially produced to maintain the hegemony of white, cisgender and heterosexual men in professions of higher social status and greater social value added. Despite being used as a space for surveillance of the norm and of gender relations, the school is also a space of fight against oppression and in favor of equity and, therefore, a field of dispute and resistance. The collectives analyzed in this research are presented as one of the sides of the resistance that has as protagonists young people who faced macho and sexist cultural norms and caused real changes in the institutional making.
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26
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Natália Luize Pereira da Conceição
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PROFESSIONAL EDUCATION IN WRITING ALMEIDA WRITING: A study on “Public Instruction in Brazil (1500-1889): History and Legislation”, from 1889
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Advisor : CARLA SIMONE CHAMON
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COMMITTEE MEMBERS :
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CARLA SIMONE CHAMON
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JOSE GERALDO PEDROSA
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CARLOS EDUARDO VIEIRA
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Data: Aug 26, 2019
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View Dissertation/Thesis
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Show Abstract
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The main objective of this dissertation was to discuss professional education in the writings of José Ricardo Pires de Almeida, at the end of the Empire of Brazil. This intellectual graduated Medical, worked as a medical hygienist, a vaccination commissioner at the Court, an adjunct of the Hygiene General Inspectorate and a doctor on the Paraguayan War. He also worked as an archivist for the Municipal Chamber of Rio de Janeiro and as an archivist and librarian for the Hygiene General Inspectorate of the Court. He also participated in the commission responsible for choosing the new capital of Minas Gerais. In addition to his significant professional contribution, he was also a member of important association, such as the Brazilian Historic and Geographic Institute (IHGB). From 1870 on, the doctor-historian not only produced written works, but also discussed the teaching of professions on Rio’s newspapers. Some notable ones include the French newspaper in Rio “L’Estafette du Brésil: Journal Politique, Littéraire et Commercial” (1874) for which he was editor-in-chief, the written works “Officina na escola” (1886), “Instrução Pública no Brasil (1500-1889): História e Legislação” (1889), “Agricultura e Indústrias no Brasil” (1889), the last two being written in French. For this dissertation, the work “Instrução pública no Brasil (1500-1889) História e Legislação” was analyzed, which was to be presented in the Congress that took place in the 1889 Paris Universal Exposition. Dedicated to the Count of Eu, this work seeked to present the imperial efforts in favor of public instruction from Independence to the current days of 1889, including professional education. At the time Pires de Almeida wrote it, the country was experiencing social, economical and political transformations and a strong intellectual effervescence, as Alonso shows, and both education and professional education were a theme in the political debate. The aim was to understand in which way the author, upon writing “Instrução Pública no Brasil (1500-1889): História e Legislação”, inserts himself in this public debate, demonstrating his arguments in favor of professional teaching.
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27
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RENATA RODRIGUES FERNANDES
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LEARNING IN COURSE STUDENT FINANCIAL MATHEMATICS TECHNICIAN IN ADMINISTRATION OF A STATE
PUBLIC SCHOOL BY MEANS A CONTEXTUALIZED EDUCATION
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Advisor : IVO DE JESUS RAMOS
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COMMITTEE MEMBERS :
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IVO DE JESUS RAMOS
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JOAO BOSCO LAUDARES
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LEILA SADDI ORTEGA
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RONALDO LUIZ NAGEM
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Data: Aug 26, 2019
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View Dissertation/Thesis
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Show Abstract
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The object of study of this research is the learning of Financial Mathematics by students of a Business Administration technical course in a public school through contextualized learning. From the moment when the educator brings to the classroom situations with which learners identify, she/he accomplishes one of the fundamental conditions for learning to take place: contextualization. This is the starting point to analyze how the contextualized teaching of Financial Mathematics contributes to the learning of the students. The research begins with a bibliographical study which outlines proposals of how the contextualization of teaching takes place in the school environment. After that, data was collected through questionnaires and activities based on the Relating, Experiencing, Applying, Cooperating and Transferring methodology (REACT). This methodology presents five teaching strategies that characterize how close teaching can get to the students‟ reality. Supported by some theories of the Psychology of Learning, the main theory considered is Ausubel‟s Meaningful Learning Theory. The author understands that in order to effective learning to take place, it is instrumental that students have previous knowledge, besides preparation and disposition of strategies provided by the teacher in order to mediate the teaching and learning process. This study allowed us to analyze the contribution of the contextualized learning to the learning of Financial Mathematics, presenting possibilities and limitations.
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28
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Eduardo de Araujo Luiz
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THE INSTITUTIONALIZATION OF RAILWAY EDUCATION IN SOLO MINING: 1937-1946
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Advisor : IRLEN ANTONIO GONCALVES
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COMMITTEE MEMBERS :
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IRLEN ANTONIO GONCALVES
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JAMES WILLIAM GOODWIN JUNIOR
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JOSE GERALDO PEDROSA
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Data: Aug 27, 2019
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View Dissertation/Thesis
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Show Abstract
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The objective of this dissertation was to explain the creation a high school institutionalization of railway schools installed in the state of Minas Gerais between 1939 and 1946. For that, the conditions created by the Vargas government that gave origin to those schools were reassembled and favored the organization of the teaching that anchored vocational training. The notions, representations and expectations that were created about the professional schools came to be instruct, qualify and train the technician for the railway industry were presented. With the intention of historicizing and remounting the emergence of a set of schools that formed workers for the railroad, this work was referenced in the History of Educational Institutions. Methodologically, we opted for an interpretation of the content of newspapers of the 1940s to unveil the significance of the decrees-law produced by the State bureaucracy, in order to impose its professional training proposal. In the analysis and interpretation of the sources emerged a school installed in the neighborhood of the repair workshops, in which the spaces established for the learning kept traces of similarity with the industrial work environment. It was verified that in the institutions dedicated to the formation of the worker, a teaching related to the technical specificities of several trades was offered. Based on the notion of institution formulated by Weber, in the reading of the documents it was possible to identify the bureaucracy's performance as an active actor in the formulation of a public policy focused on the professional training of the railroad. With the notion of institution, a characterization of the bureaucracy as an instrument of the Vargas government was established, with the aid of a basic legislation, to institute a control and state dominion over the formation of the railway worker. Finally, this research was anchored in documents available in the National Library newspaper, in the pages of the National Executive and Legislative and in an extensive bibliography.
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29
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ELISANGELA GONCALVES BARBIERI
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Technological Education: a concept in question in the Master in Technological Education of CEFET-MG.
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Advisor : ANTONIO DE PADUA NUNES TOMASI
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COMMITTEE MEMBERS :
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ANTONIO DE PADUA NUNES TOMASI
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IVO DE JESUS RAMOS
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WANDER MOREIRA DA COSTA
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Data: Aug 27, 2019
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View Dissertation/Thesis
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Show Abstract
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The increasingly intensive implementation of science and technology has brought about major changes in jobs, work processes and, especially, the workforce. Thus, in view of the consolidation of this technological industry and with it of technological education, this research aims to describe, analyze and compare the concepts of technological education presented in the dissertations defended in line 2: Formative Process in Technological Education, of PPGET of CEFET-MG, defended and approved form 2007 to 2017, in order to understand the concept of Technological Education and to identify a possible evolution on change of direction in the concept, according to research in this area of knowledge, as well as to identify which are the main theorists. Used by these researchers to conceptualize Technological Education. During the period, a total of 289 dissertations were defended and approved, of which 91 presented to line 2 chosen for analysis in this study. To answer, what is technological education? A documentary research is carried out, in which the object of the research is the dissertations of the program. To understand the concept in question, a bibliographic survey on education, technique and technology was conducted, exposing the conceptual clash around education and technology, seeking to understand technological education. However, it was observed that conceptualizing technological education is not an easy task. The results have pointed to a concept of technological education based on scientific researches which provide basis aiming at the education of the individual inserted into the culture and into the society of its time, and on the changes, it is collectively believed to be reached. The technological education keeps a strict relationship with the education and with technology, but, not only with those, it is an interdisciplinary and multidisciplinary subject which aims at the education of the individual with traffic on the several sectors of the society.
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30
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MARCELA PEREIRA FREITAS LEMOS
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HISTORY OF THE LAVRAS AGRICULTURAL SCHOOL: PROTESTANTISM AND FIELD WORKER EDUCATION (1908 -1938).
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Advisor : IRLEN ANTONIO GONCALVES
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COMMITTEE MEMBERS :
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IRLEN ANTONIO GONCALVES
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JOSE GERALDO PEDROSA
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JULIANA CESÁRIO HAMDAN
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Data: Aug 27, 2019
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This thesis has as purpose to present a study about the Lavras Agricultural School history, a private confessional Institution, North American, located in Lavras city, Southern Region of Minas Gerais. The Lavras Agricultural School, object of our work, was founded in 1908 by the North American missionary Samuel Rhea Gammon and directed by the North American agronomist Benjamin Harris Hunnicutt. The Institution had as pretension, evangelize through the school, qualify field individuals for their professions exercise and enable the local society formation. Thus, the objectives of this study are: comprehend how the Lavras Agricultural School was implemented based on the missionaries' initiatives; inventory the knowledge that circulated in the school, emphasizing the proper knowledge of the protestant and American reality; examine how was the spatial and temporal organization of the school; identify the school individuals and analyze the school's trajectory in the selected period, in the aspects of its formality and in the practices experienced by the individuals involved. The period under study comprises the year 1908 until the year 1938. However, we were not restricted only to the chronological period studied. In this work, was significant to demonstrate the project of agricultural education in Minas Gerais, which had as main objective to professionalize the field worker. Thus, deserved prominence the several laws and decrees that were enacted between the years 1906 and 1911, which treat of the creation and regulation of the agricultural education Institutions in the Minas Gerais State. We prized in this study the relevance of the School Institutions History, consequently, to produce this work, we used the sources that were accessed at the Gammon Pro-Memory Institute, at the Bi Moreira Museum and at the Library of UFLA, all located in Lavras city.
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31
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JAQUELINE MARIA DA SILVEIRA E SILVA
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HISTORY OF THE INSTITUTION THAT EDUCATES FOR TRADE: FROM LYCEU MINEIRO (1927)
TO COLÉGIO PADRE CURVELO (1957)
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Advisor : IRLEN ANTONIO GONCALVES
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COMMITTEE MEMBERS :
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IRLEN ANTONIO GONCALVES
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JOSE GERALDO PEDROSA
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VERA LUCIA NOGUEIRA
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Data: Aug 27, 2019
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This dissertation brings a historical research that is inserted in the context of the History of Professional Education, which is a subfield of the History of Education. This is a research report on commercial education, understood as an expression of modernity, whose focus is the history of an educational institution named, in 1927, Lyceu Mineiro, having its name changed in 1957 to Colégio Padre Curvelo. The general objective of the research was to produce the history of the institution that educates for commerce - Lyceu Mineiro, in the period between 1927 and 1957, highlighting permanences and changes that occurred throughout its life cycle, which characterized its development and its historical identity. , from the question: “why a school of commerce for Curvelo, and how was it constituted in that locality?” From the assumptions of historiographical knowledge according to historian Justino de Magalhães, we sought the institutionalization and reinstitutionalization that characterized the cycle of life and development of the institution, producing its historical identity. The research is bibliographic and documentary, and takes place in the public sources of the school archive, in the museum of the Archdiocesan College of Curvelo - FAC and in the newspapers circulating at the time and which are in the Reference Center of the Museum of the School of Humanities of Curvelo - FACIC, as well as iconographic sources found in the environments, having as contour the legislation of the Commercial Education. The historiographical knowledge of the educational institution revealed that the association of the act of educating is “deeply marked by its inscription in the local historical conjuncture”, being linked to the development of the city and the pedagogical and political formation of the subjects that permeate the educational activity. building the memory and uniqueness of the school culture. After all, each school or educational institution is part of a broader whole which is the educational system, but it is constituted as a whole in its own right through the construction of a unique and determinant school culture.
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32
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Juliana Caroline Dias Pereira
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A SCHOOL WITHIN SCHOOL: Analysis of an alternative learning experience of students from CEFET Engineering - MG
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Advisor : ANTONIO DE PADUA NUNES TOMASI
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COMMITTEE MEMBERS :
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ANTONIO DE PADUA NUNES TOMASI
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JOSE GERALDO PEDROSA
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JOSÉ ANTÔNIO ARAVENA REYES
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Data: Aug 27, 2019
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This research aimed to understand an alternative learning experience in the engineering context in order to broaden the debate about education in the sense of overcome the exhaustion of traditional models for the construction of a school that makes sense for the students themselves. In order to do so, this study investigated elements of the CEFET-MG students' learning experience called the CEFAST Formula. It is a team that builds Formula-type cars to compete in annual competitions organized by SAE Brazil. The theoretical basis of this work is based on recent debates about engineering andtechnological education as well as its emergence and its exhaustion. Having as a guiding principle the assumption that students are able to intervene in their own formation, to propose and create innovative situations in the education context, this research demonstrated elements that are capable of making a learning experience meaningful for the students themselves. Such a study may open the door for new theoretical formulations about engineering education in the sense of breaking paradigms of traditional educationmodels.
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33
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ELIZÂNGELA REGINA DE SOUZA
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READING AND TEXT PRODUCTION CLASSES: INCLUSION PRACTICES WITH ICT IN THE LIGHT OF
MULTILETRAMENTS
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Advisor : SABINA MAURA SILVA
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COMMITTEE MEMBERS :
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MARCIA GORETT RIBEIRO GROSSI
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SABINA MAURA SILVA
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VICENTE AGUIMAR PARREIRAS
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Data: Aug 28, 2019
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This study aimed to identify the skills required by the student for a multiliterate development. For this purpose, it was analyzed the concept of multiliteracy with a view to its contribution to the teaching and learning process of Reading and Text Production, from the perspective of the democratization of web usage, as well as the emergence of demands of learner and educator, which admit the transformation in the way of producing and consuming media. This is the result of a descriptive, qualitative research, which involved analysis of dissertative-argumentative written productions of students from the 2nd and 3rd grades of High School, evaluated under the parameters of the Reference Matrix of National High School Standardized Examination (ENEM). The methodology followed the precepts of the action research and was chosen, for the treatment of the data, the content analysis, as proposed by Bardin (2009). In the theoretical framework, it was presented the themes of language, reading, literacy and multiliteracy, presenting conceptual aspects under references such as Ana Elisa Ribeiro, Grupo Nova Londres - GNL; Lucia Santtaela; Pierre Lévy; Roxane Rojo and Paulo Freire. For this research, three categories of analysis were chosen, the ICTs, multimodality, multiliteracy and the inclusion of the student as a consequence of this. The research project was submitted to the Research Ethics Committee of CEFET-MG and approved under CAAE number: 04073518.0.0000.8507, with opinion 3.159.141/2019. Thus, all ethical aspects for human research applicable to the Humanities and Social Sciences addressed by CNS number 466/12 and 510/16 were followed and safeguarded. The bibliographic research carried out literature surveys on multiliteracy, ICTs and other related themes, such as multimodality, reading and text production, VLE, LO and inclusion. It was revealed that the multiliteracies can intensify the development of the individuals’ language skills and enhance the reading and writing learning conditioned to a previous reading ability. The ability to use ICTs is related to certain skills that must be developed in advance by people. From what was analyzed, it can be said that it was found that the digital resource inhibits spontaneous expression in educational discussions, since the ICT resource in the reading and text production class presented a significant decrease in the interaction of the research subjects. After evaluating the final result, this study pointed out, as the main skills required for a multiliterate development, the ability to select, relate, organize and interpret information, facts, opinions and arguments, as well as knowledge of the linguistic mechanisms for message comprehension and general guidelines. In addition, it was found that there is no rupture in the interpretation of information with the use of Learning Objects, although it is not a mere extension of conventional reading, comprehension is conditioned to the previous reading ability that the student presents, so that their level of literacy will be crucial in the use of ICTs
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ALANNA CRISTINA LANDIM SOUZA
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Teacher professional training and the practice of active learning methodologies in professional and technological education
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Advisor : MARIA ADELIA DA COSTA
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COMMITTEE MEMBERS :
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MARIA ADELIA DA COSTA
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EDUARDO HENRIQUE LACERDA COUTINHO
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ANDRÉA LOURDES RIBEIRO
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Data: Nov 27, 2019
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This dissertation is the result of a research linked to Line II - Formative Processes in Technological Education, of the Graduate Program in Technological Education of CEFET-MG. The theme is the professional teacher training and the practice of active learning methodologies in vocational and technological education, which aimed to identify, in the formation of teachers of CEFET-MG, how this training occurred, the contributions or not of the educational institution and the perceptions about pedagogical practices with teaching strategies that provide the protagonism of the student. The research presents a theoretical and historical basis on the themes of teacher education in professional and technological education and on Active Learning Methodologies. The empirical research took place with the interview of a pedagogical coordination representative and three teachers of the technical courses of campus II of Belo Horizonte to meet the specific objectives and, later, there was data analysis through the content analysis method. The interviews presented reflections on the teaching practice, the importance of the pedagogical coordination, the challenges faced for the teachers formation and the professional updating, in the singular context of the professional and technological education. As expressive results, it should be noted that the teachers interviewed, despite not having similar training, understand that professional education itself provides innovative teaching practices. They are similar in relation to the autonomous pursuit of training in their area of expertise and the understanding that professional practice assists classes; agree that active methodologies favor student learning, but there is isolation and lack of integration between campus departments; They believe in the importance and necessity of continuing teacher education, but it needs to be planned differently from what is usually done.
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LUCIANA RODRIGUES DA SILVA
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EDUCATION AND DIVERSITY: AN ANALYSIS OF THE USE OF SOCIAL NAME IN CEFET-MG FROM THE PERSPECTIVE
OF TRANSEXUAL AND TRAVESTIVE SUBJECTS
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Advisor : DEBORA PAZETTO FERREIRA
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COMMITTEE MEMBERS :
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CLÁUDIO EDUARDO RESENDE ALVES
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DEBORA PAZETTO FERREIRA
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MARIA ADELIA DA COSTA
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Data: Dec 12, 2019
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In Brazil, according to data from the National Association of Transvestites and Transsexuals (ANTRA), a transsexual or transvestite person is killed every 48 hours simply because it does not fit the binary gender norm, 99% of this population does not feel safe in a country where violence comes from all walks of life and seems to have been naturalized. Affected by prejudice, this minority group ends up excluded from the social fabric that daily denies them the basic rights such as health, education and the right to life. In view of this scenario, the State proposed, through Decree 8.727 / 2016, the public policy that authorizes the use of the social name in all public agencies in the country, in order to promote access, permanence and inclusion of this population in a more egalitarian. In this sense, the objectives of this research are to analyze the
effectiveness of this policy starting from a bibliographical analysis about the historical- political-social process that produced sexuality and gender in a heterosexual logic and
how these structures have been perpetuating effects that cause exclusion, marginalization of people. transsexuals and transvestites in the academic environment. In addition to analyzing how public policies aimed at the social insertion of this population interfere in this process of exclusion. At the same time, empirically analyze the effectiveness of the social name supported by Decree 8.727 / 16, as a governmental and strategic measure of inclusive education, in relation to the inclusion of this group in the academic community of CEFET-MG. The method used was qualitative research. For data collection, we used documentary research and semi-structured interviews, from which we extracted experienced situations, a sense of belonging to the academic environment and other experiences that the participants wanted to record. The material was submitted to Discourse Analysis which revealed, among many things, the incompleteness and inefficiency of the social name as a tool for recognizing the experienced gender, in addition to subjecting the LGBTTAIQ population to precarious citizenship. It is believed that disclosing the way gender constructive techniques have interfered in the social relationship of transgender and transvestite people, and how this practice has prevented the academic, professional and human formation of this minority, will allow the opening of discussions and actions that emphasize the importance of recognizing the rights of this audience and respecting gender diversity.
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UÉVERSON LUIZ MELATO DE MORAES
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CYBORG CONCEPT POTENTIALITY TO THINK ABOUT THE BODY IN TECHNOLOGICAL EDUCATION
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Advisor : DEBORA PAZETTO FERREIRA
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COMMITTEE MEMBERS :
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DEBORA PAZETTO FERREIRA
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ADMARDO BONIFACIO GOMES JUNIOR
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BRUNO VASCONCELOS DE ALMEIDA
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Data: Dec 13, 2019
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This dissertation deals with the contributions about the cyborg concept, built by Donna in his work the Cyborg Manifesto, for the technological education. Haraway's cyborg is a hybrid of human and machine that represents a technological body in contemporary times. This myth of fiction and social reality incorporates technological artifacts that are capable of transforming the human and his relationship to the world, thus creating a notion of a body that is a symbol of a potentially technological society. From fiction to reality the cyborg is present in social spaces and its existence is marked by activities, previously seen as purely human, through politics, social relations, work, subjectivity, education, etc., becoming the new ontology. The research methodology adopted to answer about the possible contributions of the cyborg to the technological education, was the bibliographical revision through the state of the art, where the researches that took place in Brazil whose central theme was the cyborg of Donna Haraway, and the From there collect information that could be brought from the perspective of technological education. Technological education, in turn, has been observed to re-signify education as it itself brings technology as its principle of study. Thus, it was pointed as a result of this research, analyzes of how the body, seen as cyborgs, represents contemporary society, incorporates technological artifacts, modifying itself, and at the same time provokes questions that impact on education. These changes in bodies lead to the proposal of a remuneration that teaches the concept of cyborg to think about bodies, students and teachers, and that corresponds to a learning Cyborg.
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SERGIO RIBEIRO PEREIRA
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TECHNICAL IMAGES AND PHOTOGRAPHIC GESTURES - AN ANALYSIS FLUSSERIAN OF ASTROPHOTOGRAPHS
OF GEDAI CEFET / MG
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Advisor : DEBORA PAZETTO FERREIRA
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COMMITTEE MEMBERS :
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DEBORA PAZETTO FERREIRA
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LUIZ HENRIQUE DE LACERDA ABRAHAO
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BRUNO VASCONCELOS DE ALMEIDA
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Data: Dec 13, 2019
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This project results from a reflection on astrophotography, considering its intersection
between Art, Science and Technology in astronomical dissemination, from the work of Czech- Brazilian philosopher Vilém Flusser. The main objective of this study was to analyze
astrophotography through Flusserian concepts of technical images and photographic gestures. In this essay, concepts of technical images and photographic gestures are going to be important to analyze the use of astrophotography in astronomical dissemination, as well as technical and methodological aspects used in the production of astrophotographic images – both for coding and transcoding processes involving photographer-device complex, as well as deciphering and interpreting articulated concepts on astrophotography imagery surface from receivers. During the development of this research, astrophotographic image qualities mediation were identified for the transmission of scientific, aesthetic and technological knowledge. Thus, during the performance of this work, it was verified in what ways astrophotography establishes itself as a convergence between art, science and technology for astronomical dissemination, considering its interconnections with technical images and photographic gestures concepts, theorized by Flusser. It is expected to contribute to researches in the Scientific Dissemination area, in connection with Aesthetics and the use of technologies In this perspective, it seeks to collaborate with the expansion of interdisciplinary / transdisciplinary approaches of Astronomy in science public communication processes and to contribute to learning and teaching of Professional and Technological Education (PTE), aiming to extrapolate technical and scientific aspects, fostering debates on the importance of perception and sensitive experiences – aesthetic dimension – for the construction of knowledge. Hence, it is intended to expand the possibilities of reading in astrophotography for various audiences, including those who are not directly involved in these areas.
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LÍCIA FLÁVIA SANTOS GUERRA
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TRANSFORMING PEDAGOGICAL PRACTICES: between curriculum and metamorphism in the daily routine of
Professional Education Medium Level Technician
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Advisor : MARIA ADELIA DA COSTA
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COMMITTEE MEMBERS :
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JOSE GERALDO PEDROSA
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MARIA ADELIA DA COSTA
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MATUSALEM DE BRITO DUARTE
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Data: Dec 16, 2019
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This paper was presented to the Graduate Program in Technological Education of the Federal Center of Technological Education of Minas Gerais (CEFET-MG) and is the result of research linked to Line II: Formative Processes in Technological Education. The dissertation presented has as its central theme the construction of the concept of “Transformative Pedagogical Practices”. To this end, the research locus chosen was the Federal Institute of Minas Gerais (IFMG), Itabirito Advanced Campus. The target audience was students and teachers who work in Technical Vocational Education at Middle Level (EPTNM), in an integrated way, specifically in the Technical Course in Industrial Automation. The guiding objective of this dissertation was to analyze the effectiveness of the integrated curriculum through the actions performed by the teachers, considering the transformative pedagogical practice as a parameter of analysis. At first, a bibliographic survey was made, as well as the conceptual construction of the terminology “Transformative Pedagogical Practice”. The research participants were the teachers and students of the Industrial Automation Technician course. Data collection was performed through online forms. The analyzes were performed from Bardin (2011), specifically regarding the categorization of discourses. Thus, it was found that there is a need to adapt the reality of teaching activities to what is prescribed in the curriculum and the pedagogical project of course, because there was a contradiction between the formal curriculum and the pedagogical practices developed by teachers.
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TAMARA SIMOES SILVA
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CYBERCULTURE AND ITS RELATIONSHIPS WITH KNOWLEDGE SCIENTIFIC: A CASE STUDY IN THE ENGINEERING
COURSE COMPUTER OF CEFET-MG
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Advisor : MARCIA GORETT RIBEIRO GROSSI
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COMMITTEE MEMBERS :
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ADELSON DE PAULA SILVA
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JOSE GERALDO PEDROSA
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MARCIA GORETT RIBEIRO GROSSI
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Data: Dec 16, 2019
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The rapid advancement of tools from the digital world has enabled significant changes in social relations and daily actions. The twentieth century, for that matter, was marked by important events, especially in the third industrial revolution, in which digital was conceived and became increasingly present. In this scenario, the internet was created, standardized and made available worldwide on many different devices. In this regard, digitization and deterritorialization allowed much more information to be transmitted, regardless of the distances previously imposed. So, the internet is part of what Lévy (2010b) calls cyberspace, being more than a worldwide network, but a means of communication in which it’s contained not only the technique, but society, once it uses said techniques, updates it and generates new information. The ways of life practiced in times of cyberspace are also discussed, by the same author, as cyberculture. Practices associated with education have also undergone significant changes with cyberspace, with new techniques been created and been increasingly used, such as Virtual Learning Environments and Learning Management Systems, to support learning within or outside of school environments. It is also noteworthy that these techniques motivated the discussion of other pedagogical modalities, such as Distance Education (DE), Active Learning (AL) and Project Based Learning (PBL). However, it is important to verify how the digital impacts the relations that involve education, even with different ways of practicing it, which aim to provoke the investigative impetus of the students, necessary to society. Thus, this research sought to analyze the implications arising from the use of digital technologies, present in cyberspace, in the learning process of students belonging to the four professional axis of the Computer Engineering course of CEFET-MG. For this purpose, the following methodological course was followed: qualitative evaluation, with exploratory and descriptive researches; Case study as a technical procedure and with the following collection tools: document analysis, involving the Pedagogical Project of the Course (PPC) and institutional hypertexts, available on the World Wide Web; unstructured interviews with teachers from four disciplines, one of each professional axis, duly chosen through their proximity with the proposed theoretical framework; and semi-structured questionnaires with students enrolled in these same four subjects. The results showed that digital tools are used with focus on the learning process, since the teaching practices showed that these tools are chosen for the classes in a planned way, according to the learning objective to be achieved. However, it is noteworthy that the previous knowledge that students have about digital tools, or Digital Information and Communication Technologies (DICT), is assorted, and this should be considered by teachers, considering that previous experiences had by students can influence their learning processes.
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CINTHIA PAOLLA RODRIGUES MENDES
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A AFETIVIDADE NA EDUCAÇÃO: UMA ABORDAGEM NEUROCIENTÍFICA NA FORMAÇÃO DOCENTE
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Advisor : MARIA ADELIA DA COSTA
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COMMITTEE MEMBERS :
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THANIA APARECIDA GOMES DA SILVA BARBOSA
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EDUARDO HENRIQUE LACERDA COUTINHO
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MARIA ADELIA DA COSTA
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Data: Dec 17, 2019
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This dissertation is the result of a research linked to Line II - Formative Processes in Technological Education, of the Postgraduate Program in Technological Education of CEFET-MG. Its general objective is to know, through a neuroscientific approach, how the perception of affective manifestations in the classroom can contribute to the professional development of teachers in formation. This is a qualitative empirical research, associating literature review and field work, being the object of study the students of the CEFET-MG teacher training course. Data collection occurred through the application of questionnaires and focus group. The theoretical basis has been supported by authors who, over the years, contribute to the discussion that approaches the affect of education, namely: Wallon (1971), Piaget (1997), Vygotsky (1991), Relvas (2011), Damásio (2004), Cosenza and Guerra (2011) among others addressed in this study. These authors clarify that educating is not an easy task and that affection is an ally in the learning process. This study showed that for cognitive neuroscience, learning is the key to the progress and development of modern education, which implies the need to effectively guide teachers in their formative process, encouraging them to know the human brain with their interfaces in the teaching-learning process. Thus, studies of affective bases related to the intellectual development of the individual, propose that it is up to teachers to observe the momentary emotions of their students, in order to seek the establishment of a positive affectivity between the subjects, because this favors learning. It is worth mentioning the richness of the experiences narrated by the students (future teachers), leaving no doubt that they recognize the affection established in the teacher - student relationship as quite significant, suggesting that the education system rethinks its methodologies to make them more appealing and challenging, in order to make learners more prepared for future life, which will naturally include living citizenship.
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