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Disertaciones |
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1
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JULIANA GUÉRIOS
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Dialogues between PIBID and Pedagogical Residency: impacts on initial teacher training
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Líder : ALEXANDRE VANZUITA
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MIEMBROS DE LA BANCA :
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ALEXANDRE VANZUITA
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IDORLENE DA SILVA HOEPERS
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TÂNIA REGINA RAITZ
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Data: 19-may-2021
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Resumen Espectáculo
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This study is part of the line of research: Formative Processes and Educational Policies, of the Graduate Program in Education, from the Federal Catarinense Institute - Camboriú Campus. This research aims to understand how the experiences of ID fellows / residents participating in the PIBID and Pedagogical Residency Programs of IFC impact on initial teacher training. The study has a qualitative approach, from an analytical-descriptive perspective, with an interpretive characteristic. The object of study is the PIBID and RP ID Programs. The participating subjects are one hundred (100) students of the IFC Degree courses, ID scholarship holders / residents of the PIBID and RP Programs. In this context, the following research instruments were used: the semi-structured questionnaire and the focus group. As a data analysis procedure, the Content Analysis technique was used (BARDIN, 2011). The theoretical discussion is based on bibliographic and documentary research, and on authors such as Tardif (2012); Nóvoa (1995; 2009); Marcelo Garcia (1999); Gatti (2014; 2016); Demo (2005; 2006; 2015). The profile of the participants in the ID programs they are young, single and live with their family. They are largely students in the PIBID group. The majority of RP residents are young workers. Five categories of analysis were created, based on the data collected in the focus groups. With regard to the category: Insertion in the Public School: approximation with the teaching practices of the daily school life, it was evidenced that the experiences within the school environment provided by the PIBID and RP programs are presented as qualified training spaces and develop a praxis from the insertion of the students. ID scholarship holders / public school residents. In relation to the category: Articulation Theory and Practice: experiences in the R&D programs, we identified that the pedagogical practices developed in the R&D Programs enable activities such as planning, creating, elaborating, executing and reflecting, becoming significant actions during the initial formative process, expanding the dialogue between the theoretical knowledge learned in higher education courses and the pedagogical practices developed in R&D programs. In the category: Construction of Knowledge: Collective actions / Use of technologies and production of materials / Research as a scientific and training principle, collective and supervised actions are related to the feeling of security, in addition to causing teamwork, through research and reflection providing opportunities for the elaboration of activities; The use of technological resources and the creation of alternative materials are also exposed as moments related to the use of new methods and methodologies, developing skills such as: research, creation and personal development; From the data analyzed, it was found that the research presents itself as a scientific and formative principle in the elaboration of the teaching practices carried out in the R&D programs. In category: Experiences, possibilities and dilemmas of being / feeling a teacher, it was evident that for most ID / resident scholarship holders, the PIBID and RP programs contribute to the construction of professional identity, positively influencing the choice of teaching career. In the last category analyzed: Insurgencies: other dialogues about R&D programs, it was inferred that the inclusion of BNCC in the PIBID and RP programs was used for reading and reasoning, in order to guide and not reduce the pedagogical practices related to the programs of ID; as for mandatory hours, some residents stated that they were able to reconcile well with their routines, however, it was not a consensual statement, especially for the 'working students', who observe a somewhat tiring routine and cannot dedicate themselves with quality to the program. And in relation to the internship, it is concluded that the IFC seeks to provide integration in relation to the supervised curricular internship and the teaching reality, despite some limitations. In comparison to the internship, the residents understand the PR as an option that allows the use of more significant methodologies, as it brings together Higher Education and Basic Education, causing experiences that suggest providing more security in the teaching work. It was also inferred, from the data analyzed, that the RP develops more activities based on research as a scientific and training principle than the internships, by stimulating teaching actions, resulting in more significant experiences, which become theoretical-practical framework for their future profession. We consider, based on the data analyzed, that the R&D programs are linked to the IFC's formative curriculum promoting the partnership between Higher Education - Basic Education, aimed at teacher training based on research, emancipation and autonomy. The Programs cultivate authorship, self-elaboration and reconstructive questioning when they promote experiences of insertion in the school by developing teaching actions that link theory and practice.
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2
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THIAGO RIBEIRO ALVES
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EDUCATIONAL PROCESSES OF LITERACY IN DIGITAL GAMES: ANALYSIS OF AN APPLICATION FOR MOBILE DEVICES FROM THE PERSPECTIVE OF INCLUSION
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Líder : CHRIS ROYES SCHARDOSIM
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MIEMBROS DE LA BANCA :
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AIRTON ZANCANARO
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CHRIS ROYES SCHARDOSIM
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LIDIOMAR JOSÉ MASCARELLO
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Data: 24-may-2021
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Resumen Espectáculo
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This study of literacy educational processes in digital games is part of Research Line 2: Processos Educativos e Inclusão, of the Programa do Pós-Graduação em Educação of the Instituto Federal de Educação Ciência e Tecnologia Catarinense - IFC Campus Camboriú. The objective of this research is to analyze an application for mobile devices from the perspective of inclusion. The theoretical framework is based on the concept of integral literacy (SCLIAR-CABRAL, 2012), which has as a central feature the immanent link between biological and cultural. By locating historically the research, it became evident that literacy is re-signified over time, suffering the impact of the treatment given by different societies, and their respective technologies, to the acts of reading and writing. This research understands literacy as the teaching and learning of the Alphabetic Writing System, recognizing the implications and interferences of literacy education processes in a graphocentric society. This conception of literacy is employed in the conceptual definition of Digital Literacy Games (DLA), which are a specific part of a larger category, games. JDA are, therefore, games that use the digital medium, developed with the intention of teaching literacy. The methodological characterization of the research was supported by the authors Demo (1985, 1995), Triviños (1987), Gil (2008), Prodanov and Freitas (2013), which allow characterizing the research as a study of basic and theoretical nature; of exploratory objectives; with bibliographic and documental methodological procedures with qualitative analysis. The object of study selected was the JDA Graphogame Brasil, from the definition of some criteria. The research discussed JDAs as important catalysts for social inclusion because they comprise two of the necessary ingredients for social inclusion: the development of literacy and access to the digital environment. It brings as results the finding that the JDA Graphogame Brazil partially meets four of the five principles of integral literacy. It is possible to state that the observance of the principles of integral literacy is not exclusively based on the JDA, indicating that it is the mediating action of the literacy teacher the determining factor in the identification of a theoretical methodological stance in the literacy educational process. In addition, it is observed in the JDA Graphogame Brasil, the great hardship of all educational games: the difficulty in balancing the playful and educational dimensions.
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3
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MARIANA SILVEIRA DOS SANTOS ROSA
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Right to early childhood education and sexual division of labor: situation of working women in the capitalist society
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Líder : IDORLENE DA SILVA HOEPERS
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MIEMBROS DE LA BANCA :
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IDORLENE DA SILVA HOEPERS
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MARILÉIA MARIA DA SILVA
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ROSELI NAZARIO
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Data: 27-may-2021
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Resumen Espectáculo
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This dissertation discusses the relationship between the right to early childhood education and the work situation of women responsible for young children. It is the result of a master's research developed in the Graduate Program in Education of the Federal Institute of Santa Catarina, in the line of research Educational Processes and Inclusion. Through the materialistic-historical approach, this study had as main objective to analyze public policies related to the access of working class children to public and free early childhood education and their impact on the work situation of women responsible for children enrolled in three municipal public units of Florianópolis (SC) from data collected in the school year 2020. The bibliographic research was carried out from a Marxist epistemic basis, which allowed us to understand the totality and materiality of the question presented, and the data were collected through semi-structured questionnaires. Starting from work as a category of analysis, this research discusses the situation of the working class, the condition of women in society divided into classes and the sexual division of labor. The research shows the role fulfilled by the State as an instrument of class domination through the elaboration of educational policies for early childhood education, legitimizing the exclusion of part of working class children and acting as an instrument of oppression against women. Due to the section of vacancies in public institutions of the municipal network of early childhood education of Florianópolis, working-class women undergo situations of duplicity and precariousness of work, dividing their daily activities between productive work and the reproduction of their families' workforce. With this research I was able to identify that the scarcity of vacancies available by the State in public day care centers contributes to the precarization of work, unemployment and the lowering of wages, which mainly affect women. It was also possible to understand that the public policies of the bourgeois State related to early childhood education, which prevent the access of all working class children to public and free early childhood education, act in order to reproduce exploitation in the capitalist system.
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4
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REGIANI FRANCEZ NOVAK
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INSTITUTIONALIZATION OF CHILDHOOD: AN ANALYSIS OF CHILDREN'S NARRATIVES FROM EXPERIENCES IN EARLY CHILDHOOD EDUCATION AND FAMILY
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Líder : ROSELI NAZARIO
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MIEMBROS DE LA BANCA :
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ANDRÉA SIMÕES RIVERO
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ROSELI NAZARIO
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SOLANGE APARECIDA DE OLIVEIRA HOELLER
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Data: 18-jun-2021
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Resumen Espectáculo
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This dissertation is the result of a master's degree research carried out with the Postgraduate Program in Education of the Instituto Federal Catarinense, in the line of research on Fo rmative processes and educational policies. The research is inscribed in the field of education in dialogue with / between the sociology of childhood, sociology, philosophy, anthropology and, the unfolding of this interdisciplinary path, helped to broaden the understanding of concepts to study, such as: child, childhood, children's narratives, institutionalization of childhood, woven in the molds of an ethnographic craftsmanship. We started from these theoretical conceptual prerogatives to outline the objec t of interest in this research, which bypasses the institutionalization of childhood in the school space from the questions of the subjects who inhabit it: children. From this understanding, the central question of this study arises: from the children's na rratives, what are the perspectives on the institutionalization process of childhood in the school space? To address this issue, ethnography was used, with a view to attentive observation and sensitive listening to the narratives of children in a group, ca lled preschoolers from 5 to 6 years old, of early childhood education installed in an elementary school in the municipality of Blumenau SC. This proposition attributes centrality to subjects who, historically, have been marginalized and in a position of human potential and not as subjects in the present. The children's narratives bring us closer to their different ways of experiencing such institutionalization, giving a view to secondary adjustments, that is, their escapes from the order instituted by adu lts. With this ethnographic research with children and not about them, it is possible to realize that, even though an institutionalized place for childhood has been demarcated, children, narrators of their experiences, lead us to think about a new institut ionalization, committed to respecting their multiple ways of thinking, feeling and expressing, with the experience of childhood.
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5
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LUCIANE HINTERHOLZ
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TRAINING PROCESSES AND PROFESSIONAL SOCIALIZATION OF GRADUATES FROM THE PEDAGOGY COURSE OF THE INSTITUTE FEDERAL CATARINENSE - CAMPUS CAMBORIÚ E VIDEIRA (2010-2016)
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Líder : MARILANDES MOL RIBEIRO DE MELO
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MIEMBROS DE LA BANCA :
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MARILANDES MOL RIBEIRO DE MELO
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IDORLENE DA SILVA HOEPERS
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IONE RIBEIRO VALLE
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Data: 05-jul-2021
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Resumen Espectáculo
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Under development in the research line “Formative Processes and Educational Policies”, of the Postgraduate Program in Education, of the Instituto Federal Catarinense - Campus Camboriú, the study entitled “Formation Processes and Professional Socialization of Graduates of the Pedagogy Course of the Instituto Federal Catarinense - Campus Camboriú e Videira (2010-2016) aims to analyze the training processes and the professional socialization of graduates of the Pedagogy Courses of the Instituto Federal Catarinense - Campus Camboriú and Videira in the cut period. This institution has been offering degrees since its creation, which took place through the enactment of Law No. 11,892, of December 29, 2008. Thus, this study is at the heart of the Pedagogy Course and, even more specifically, the training processes and professional socialization of graduates of this course at IFC on the mentioned campuses. Researching graduates is an important practice in the current Brazilian scenario, as it provides knowledge about the course itself and the access of recent graduates to the world of work. Through these studies, contributions to the construction of policies for undergraduate courses can still be obtained. It is based on the qualitative research approach and as for its objectives it is explanatory, considering that it seeks to identify the aspects that determine or cooperate so that the phenomena related to the training processes and the professional socialization of graduates of the Pedagogy Course can be interpreted and explained, having in view that allow to search the knowledge about this specific reality. As for technical procedures, it also performs a bibliographic review, as it (re) visits studies, scientific articles, books, dissertations and theses, without pretending to be a bibliographic search. We used the questionnaire as a technical instrument for data collection, as we developed an instrument that consists of an ordered list of questions, which are being answered in writing and digitally, without the researcher being present. The questionnaire contains open, closed and semi-structured questions; all this in order to understand the object of study in question. The structure of the study is presented as follows: in the introduction, we highlight the theme; the justification that presents the personal, social and scientific relevance of the study; the general and specific objectives; the methodology; aspects of the theoretical contribution; the division of the text and nuances of the conclusion. In chapter 2, we venture into paths that historically address the Pedagogy Course in Brazil, as well as debating its role in forming bachelors or graduates when it was created. The third chapter discusses teacher training in Santa Catarina, considering education in this state in the first half of the twentieth century, through an overview and also teacher training, especially in Pedagogy courses at the Federal University of Santa Catarina (UFSC ) and the State University of Santa Catarina (UDESC). The purpose of the fourth chapter is to deal with the Federal Institute of Santa Catarina, the Pedagogy Course and the profile of the graduate. We activated aspects of the constitution of this institution, as well as elements of the creation of the Pedagogy Course and we also deal with questions about the curriculum of this course on the Camboriú and Videira campuses, so that we can “draw” the profile of the egress through personal data. In the fifth chapter, in order to understand the training processes and professional socialization of graduates, we used the category of school trajectory and the training received at the institution in the areas of teaching, research and extension in each campus. In the final considerations, the main results of the research are highlighted, as well as we suggest new possibilities of studies on the object on which we analyze the training processes and professional socialization, which constitutes an effective contribution to the construction of the field of the history of education in Santa Catarina and Brazilian and favoring the consolidation of IFC as a teacher training institution, through the offer of the Pedagogy Course.
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6
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MARIANA DE SOUZA CAETANO
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Experiences and subjectivities in the absence of a sense of hearing – from gesture to orality
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Líder : ROGERIO SOUSA PIRES
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MIEMBROS DE LA BANCA :
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MAGALI DIAS DE SOUZA
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MARIA INÊS BACELLAR MONTEIRO
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ROGERIO SOUSA PIRES
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Data: 10-ago-2021
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Resumen Espectáculo
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The knowledge produced about people with deafness, the different professional practices aimed at them resulted in binary classifications such as: deaf vs. hearing impaired; different x deficient, theoretical and social representations from which discussions, contradictions and tensions emerge in the way of understanding and conceiving deafness. In this sense, this study intends to give visibility to the differences that make up this deaf universe, especially regarding the linguistic issue. These differences are intrinsically related to how the person with deafness means their bodily condition through the experiences lived in the social world. From the subjective perspective of these people, the intention was to transcend the theoretical arguments that start in defense of a model to be followed, or of a determined place to be occupied, without sustaining a colonizing vision, but rather the existence, the singular constitution of the deaf person as a being in the world. In order to open space for the multiple and enhance the voice of the deaf subject, this study aimed to describe and understand the social experiences of three subjects with profound deafness, consisting of different linguistic modalities between them (oralized, signed and bimodal). This is a qualitative approach research, with the case study method based on life history (ANDRÉ, 2012), where we used semistructured interviews to collect data, which were analyzed under the theoretical perspective of Discursive Textual Analysis (ATD). To dialogue with the results of the data collected, the theoretical perspective of the French philosopher Maurice MerleauPonty (1908-1961) and his interpreters is used as a basis, who will lead our look at the subjectivities expressed through the meanings attributed to the experiences of the lived body in the absence of the sense of hearing, we still seek to approach the contributions of the studies of Lev Vygotski (1896-1934) regarding education and disability, considering that the person with deafness does not start from the conception of incompleteness or incapacity, but rather of a potential human being to develop. The different educational paths of access to the language followed by the research protagonists did not prevent them from becoming speaking subjects. The speech, both oral and signed, allowed them to constitute an intersubjective knowledge. We understand that the body expresses the experiences of deafness through the world experienced and experienced, it is in the barriers and potential found by the body during its trajectory that the condition of being deaf comes to mean. Given the linguistic heterogeneity and the different senses and meanings about deafness found in this study, we affirm that it is not possible to make generalizations around an ideal or universal condition of being deaf.
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7
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DANIEL FACHINI
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TEACHER TRAINING FOR RELIGIOUS EDUCATION: secularity of the State and diversity of religious expressions (Santa Catarina, 1997-2018)
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Líder : SOLANGE APARECIDA DE OLIVEIRA HOELLER
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MIEMBROS DE LA BANCA :
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SOLANGE APARECIDA DE OLIVEIRA HOELLER
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MARILANDES MOL RIBEIRO DE MELO
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MARIA DAS DORES DAROS
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Data: 30-ago-2021
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Resumen Espectáculo
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Brazilian society is characterized by the miscegenation of races, cultures and beliefs. The diversity of religious expressions in the country, in particular, resulted from the colonization process, which provided, even unintentionally, the coexistence of different traditions, indigenous, black and European, in common environments. The school, today, is a space where these differences become noticeable, especially at times when human issues related to spirituality and the transcendent are discussed. The state of Santa Catarina is one of the pioneers in teacher education in this proposal for Religious Education from the perspective of Religious Sciences. In this context, it is assumed that the formation of teachers for Religious Education in undergraduate courses in Sciences of Religion and Religious Education in / in the state of Santa Catarina constitutes a great challenge, considering the secularity of the State and the diversity of religious expressions. The following problem-question is presented: How to understand the constitution of the teacher education curriculum for Religious Education in undergraduate courses in Sciences of Religion and Religious Education of / in the state of Santa Catarina, considering the secularity of the State and diversity of religious expressions? In order to understand this issue, the main objective is to investigate the formation of teachers for Religious Education in undergraduate courses in Sciences of Religion and Religious Education in / in the state of Santa Catarina, considering the secularity of the State and the diversity of religious expressions. Institutions offering training in Sciences of Religion or Religious Education were investigated, in the degree modality. The researched institutions were elected according to registration in the e-MEC System, whose data were extracted on December 16, 2019, with a record of 6 undergraduate courses in Sciences of Religion / Religious Education started and with an “active” situation in the state. The coordinators of these courses were contacted, via e-mail, by letter presenting the research intentions and requesting the Pedagogical Political Project of the courses and other related and relevant documents. With these documents, the curricula of the courses offered, in this territory, are being perfunctory analyzed, submitted to a content analysis, from the perspective of the diversity and secular categories. The dissertation will be structured in three chapters: the first, reports on teachers for Religious Education, from proselytism to Sciences of Religion. The second, discusses the conceptions about secularism and religious diversity: a look at the principles and guidelines of the pedagogical projects of undergraduate courses in Sciences of Religion and Religious Education in / in the state of Santa Catarina. The third, deals with the challenge of the approach of secularism and religious diversity in the curricular matrices and in the curriculum of the courses in Sciences of Religion and Religious Education in / in the state of Santa Catarina: proselytism x science.
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8
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ELIANE COSTA KRETZER
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The use of Digital Technological Resources in psychopedagogical intervention to improve reading fluency among Basic Education students the perspective of inclusive educational processes.
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Líder : CHRIS ROYES SCHARDOSIM
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MIEMBROS DE LA BANCA :
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CHRIS ROYES SCHARDOSIM
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CYNTIA BAILER
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IDORLENE DA SILVA HOEPERS
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Data: 21-sep-2021
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Resumen Espectáculo
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It’s presented the Master's Degree in Education research carried out in the Education Stricto Sensu Post-Graduate Program (PPGE), from the Federal Institute of Education, Science and Technology of Santa Catarina (IFC). The present study was developed within the Educational Processes and Inclusion research line, whose theme is part of the use of Digital Technological Resources (DTR) in Psychopedagogical Intervention Sessions (PpIS) to improve reading fluency among basic education students who have Learning Difficulties (LD) considering the perspective of inclusive educational processes (FREIRE, 1998; 2002; 2011; MITTLER, 2003; GLAT; PLETSCH; FONTES, 2007; PACHECO; EGGERTSDÓTTIR; MARINÓSSON, 2007; CUNHA, 2011). The theme and the object of study were discussed from the perspective of needing to find psychopedagogical intervention alternatives (WEISS, 2004; FERNÁNDEZ, 1991; 2001; PAÍN, 1992; CAIERÃO, 2013; CAIERÃO; HICKEL; KORTMANN, 2016; LEAL , 2017) that can help students with LD to develop the cognitive processes that involve learning to read (SCLIAR-CABRAL, 2003a; 2003b; 2004; 2019; 2020; DEHAENE, 2012; SNOWLING; HULME, 2013) and as a consequence, the improvement in reading fluency (LEFFA, 1996; SOLÉ, 1998; KLEIMAN, 2002; CAPOVILLA; CAPOVILLA, 2004; ZORZI, 2008; 2010; SCHARDOSIM, 2010; 2015), seeking above all, the historical, social and active constitution of the subjects, since the DTR (SANCHO, 2006; KENSKI, 2010; 2012; MORAN, 2013; MARTINO, 2015; KRETZER; VIEIRA, 2019) can break physical, attitudinal and cultural barriers promoting autonomy and inclusion. Methodologically, the study permeated the characteristics of experimental research (GIL, 2008a; 2008b; PRODANOV; FREITAS, 2013), with an Experimental Group (EG) and Control (CG) composed by students with LD who were submitted to psychopedagogical interventions, since only in the EG the interventions were mediated by DTR. Psychopedagogical tests of word reading (TLP) and text (TLT) were applied based on Kretzer and Vieira (2019). Our study presented discreet but positive results in improving reading fluency in texts regarding to reading speed and decoding in EG participants, who received intervention mediated by DTR, as indicated in the TLT results. The results of the present research also pointed towards psychopedagogical practices in the perspective of inclusive and innovative educational processes with the use of DTR in the reading learning processes.
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9
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RICARDO FLORENCIO DOS PASSOS
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EDUCATION, INCLUSION AND POPULATION AGING: REPRESENTATIONS OF PARTICIPANTS OF UNIVERSITY FOR SENIORS (UATI/UFSC)
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Líder : IDORLENE DA SILVA HOEPERS
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MIEMBROS DE LA BANCA :
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IDORLENE DA SILVA HOEPERS
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OLIVIA MORAIS DE MEDEIROS NETA
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SONIA REGINA DE SOUZA FERNANDES
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Data: 20-oct-2021
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Resumen Espectáculo
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This research addresses the theme of Open Universities for the Elderly, which fall within the field of Educational Law, according to the assumptions of non-formal education, based on the representations of the elderly, who participate in the Center for Studies on the Elderly of the Federal University of Santa Catarina (NETI/UFSC), considering the physical, social and psychological aspects. Education is understood as integral training, with a humanizing and personalized proposal (TRILLA, 1987; GOHN, 2006; HOZ, 2018; DOLL, 2008), highlighting three central aspects: the perspective of the course of life observed in gerontology (CACHIONI, 1998; 2006; QUADAGNO, 2014), critical understanding - applied to education (MÉSZÁROS, 2005; VIGOTSKI, 2011; FREIRE, 1996) and to the labor market and international organizations (LEHR, 2016; SPRING, 2018; ANTUNES; ALVES , 2004) - and the importance of welcoming, assisting and valuing the elderly, in order to break the marginalization and exclusion (ARGENTIN, 2019; SAVIANI, 1991, 1994; BOSI, 1994) and to guarantee equality before the law and inclusion social, is understood as a social process that involves the dimensions of education and aging (CARVALHO, 2013). The objective of the research is to analyze the representations of the elderly participating in the NETI/UFSC, in view of the debate on quality of life, non-formal education, inclusion as a social process and aging. The specific objectives are: (1) To discuss academic production based on the state of knowledge of educational research regarding the concept of the elderly, social roles, life trajectory, social inclusion and non-formal education; (2) Critically reflect on the historical aspects involving old age, the social processes of inclusion and exclusion and educational policies in the world and in Brazil; (3) Characterize the object of study, involving the history of UATIs and focusing on the Center for the Study of the Elderly at UFSC (NETI/UFSC); (4) Problematize the data collected in the context of non-formal education and the representation of NETI participants about quality of life and inclusion. The research is characterized as a qualitative, reflective and descriptive approach, belonging to the Educational Processes and Inclusion Research Line of the Academic Master's Degree in Education at the Federal Institute of Santa Catarina (IFC). As a starting point, a bibliographic survey and academic publications related to the studied topic was carried out, in the form of the state of knowledge (BRIZOLA; FANTIN, 2016; MOROSINI, 2015). Then, analysis categories were mapped, based on the critical perspective, contrary to "human objectification", and on the literature that emphasizes the centrality of human dignity in the educational process, in order to emphasize the importance of critical and scrutinizing training of the teaching. The outbreak of the COVID-19 pandemic led to an adaptation of the methodology and, in order to capture the social representation of the elderly (CHARTIER, 1995), we opted for the collective virtual interview and the use of an electronic questionnaire sent to WhatsApp groups in that NETI participants received the material during this period of online activities. In data analysis, the analytical-interpretative perspective is assumed (ROSENTHAL, 2014), divided into two distinct moments, in line with the aforementioned attributes of a qualitative, reflective and descriptive approach. First, there was the tabulation of the first questionnaire, which served as a parameter for the elaboration of the script used in the press conference. The quality of life, as well as the individual perception of age, was analyzed as a subjective aspect – as elements that, in the final analysis, form social representations – in relation to objective issues – physical, psychological and social (NERI, 1995; 2006; INOUYE , K. et al, 2018). As results achieved, the importance of education to the group of elderly participants of NETI is indicated as a promoter of quality of life, through the mobilization of their own self-educational resources, knowledge sharing and teaching guidance. Regarding the social representation of the participants, quality of life was indicated as a result of physical, mental and social well-being, stimulated through the institution's educational activities. From non-formal education and inclusion as a social process, the particularity of Elderly Education consists of not sticking to training and/or improvement for the labor market, emphasizing, above all, the teaching of contents that take into account individual characteristics and the socialization of knowledge, in addition to the process of cultural extension beyond the university walls, in which school institutions “educate” society and society “educates” these school institutions.
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10
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VIVIANE PAULA SALINI MIRANDOLA
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Accessibility and inclusion conditions for people with disabilities in the libraries of the Instituto Federal Catarinense - IFC
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Líder : IDORLENE DA SILVA HOEPERS
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MIEMBROS DE LA BANCA :
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IDORLENE DA SILVA HOEPERS
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MARCO ANTÔNIO MELO FRANCO
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ROGERIO SOUSA PIRES
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Data: 27-oct-2021
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Resumen Espectáculo
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Recent researches on accessibility carried out in sensu stricto ostgraduate programs have shown that, in libraries, accessibility, in its various dimensions, for people with disabilities is still an issue that has been little addressed. Therefore, this research aims to analyze how the set of libraries of the Federal Institute of Santa Catarina (IFC) has been organized to offer conditions of accessibility and inclusion for people with disabilities. The research field consisted of 17 libraries that make up the IFC Integrated Library System (SIBI - IFC). The methodological approach is characterized as qualitative and quantitative, including descriptive, interpretive, bibliographic and documental elements. As data collection instruments, two questionnaires were used, answered virtually through the Google Forms tool. Questionnaire 1 was sent to 62 professionals working in IFC libraries and questionnaire 2 was sent to the institutional e-mail address of each library, to be answered by the person in charge of the unit. The theoretical basis that support this study is organized as follows: when we approach culture, seeking to conceptualize it in order to understand its influence on the construction of social institutions such as libraries, the authors on which we seek foundation are Cuche (1999), Geertz (2008) and Canclini (2008); while authors such as Milanesi (1985), Martins (2002), Maroto (2012), Barbier (2018) and Brayner (2018) base the discussion on the history and social function of libraries. To support the text that deals with how people with disabilities are conceived by society throughout history, we rely on Vigotski (2011), Mazzotta (2011), Bianchetti and Freire (2012), Jannuzzi (2012), among others, while Sassaki (2005), Skliar (2006), Diniz (2012), Fabris and Lopes (2013) and Mantoan (2015) are among those who reference the discussion about accessibility and inclusion of people with disabilities. Mazzoni (2001), Pupo (2010) and Stroparo (2018) are some of the authors who deal with accessibility more specifically at the library locus. In addition, documents such as the Brazilian law No. 10.098/2000, No. 13.146/2015 and NBR 9050/2020 support the analysis around accessibility and inclusion of people with disabilities in IFC libraries. Data analysis was performed through content analysis, which can be assessed in full in Franco (2008) and Bardin (2011). As a result of the research, we evidenced that, both in the “voices” of the participants, and in the results of the quantitative data that reflect the accessibility criteria met or not by the IFC libraries, precarious accessibility conditions are explained in all dimensions. The data reveal that the most deficient dimension of accessibility is the instrumental, followed by communicational accessibility. Attitudinal accessibility, on the other hand, is the most present and results from the empathy of professionals working in libraries. The evidence of demand for training in the area of accessibility on the part of the research participants stands out, a fact that may be related to the lack of knowledge of issues related to accessibility and the invisibility of people with disabilities on the part of these participants. Despite the reality revealed, libraries have, especially since the year 2019, some moves made to promote accessibility and inclusion of people with disabilities in their services. Thus, this research concludes that accessibility for people with disabilities in IFC libraries is deficient, which negatively interferes in the processes of inclusion of people with disabilities in the institutional scope.
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11
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KERÉN TALITA SILVA MIRON
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STATE OF KNOWLEDGE: DISCUSSIONS ABOUT THE DEVELOPMENT OF READING COMPREHENSION IN STUDENTS WITH DISABILITIES IN YOUTH AND ADULT EDUCATION (EJA) FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION
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Líder : CHRIS ROYES SCHARDOSIM
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MIEMBROS DE LA BANCA :
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CHRIS ROYES SCHARDOSIM
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IDORLENE DA SILVA HOEPERS
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SÔNIA MARIA DE OLIVEIRA REIS
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Data: 08-nov-2021
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Resumen Espectáculo
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This dissertation is the result of a Master’s Degree in Education research from the Stricto Sensu Graduate Program in Education (PPGE) of the Federal Institute of Education, Science and Technology of Santa Catarina (IFC). We emphasize that it refers to an investigation of the line of research Education Processes and Inclusion and has as thematic: the development of reading comprehension in students with disabilities in Youth and Adult Education (EJA) from the perspective of Inclusive Education. In besides, has as aim review, through a State of Knowledge, what the discussions of academic productions of dissertations and theses published in the virtual library of the Theses and Dissertations Catalog of the Coordination of Superior Level Staff Improvement (CAPES) reveal about the development of reading comprehension in EJA students with disabilities in perspective of Inclusive Education, in a time record from 2008 to 2019. In the meaning, the analysis, reflections and interpretations of data are based on the assumptions of the quanti-qualitative approach (MINAYO; SANCHES, 1993; SANTOS et al., 2020), using the State of Knowledge method (MOROSINI, 2015) in approximations with Content Analysis (BARDINI, 2011). Therefore, in the introductory section, we aim to contextualize about the thematic, justifications and concernments, problematic and objectives of the investigation. In the second section, we search to indicate the choices of the methods used and the methodological course developed for the construction and analysis of our corpus, which is now composed of 8 (eight) works: 5 (five) dissertations and 3 (three) theses. In relation to third section, we bring our perspective on the reading concepts and strategies present in the process of developing reading comprehension (LEFFA, 1996; KLEIMAN, 2002, 2004; GUEDES; SOUZA, 2011; SCHARDOSIM, 2015; MASCARELLO; PEREIRA, 2015; ROYES SCHARDOSIM; ALVES, 2019); as well as concerning Reading training in students with disabilities at EJA (FREIRE, 1989; HADDAD; DI PIERRO, 2000; PAULA; OLIVEIRA 2011; SILVA, 2018); and this training as a possibility of inclusion of students with disabilities in EJA in the perspective of Inclusive Education (ROPOLI et al., 2010; BARCELOS, 2012; FINATTO; SANT’ANNA, 2020). Finally, in the fourth section we present the results of our investigation, explaining, firstly, in relation to the description of 8 (eight) works analyzed; then, we discuss about the conceptions of Reading, Disability, Special Education, EJA and Inclusive Education present in the analyzed works. Through the results, we considered in the last section, that, despite the relevance of analyzed works, none of them effectively brought discussions about the development of reading comprehension in students with disabilities in EJA. Therefore, we can prove the need for investigations that address this thematic as a way to uncover the gaps and possibilities that involve the reality of the educational field.
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12
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JOSE GALOTTA LUCENA
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Professional / Technical Education in Latin America and the Caribbean: a study of Formative Models
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Líder : SONIA REGINA DE SOUZA FERNANDES
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MIEMBROS DE LA BANCA :
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SONIA REGINA DE SOUZA FERNANDES
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FILOMENA LUCIA GOSSLER RODRIGUES DA SILVA
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DANILO ROMEU STRECK
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Data: 19-nov-2021
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Resumen Espectáculo
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This study (in development) entitled “Professional / Technical Education in Latin America and the Caribbean: a study of Formative Models”, was inserted in the line of investigation “Formative Processes and Educational Policies”, the Education Program in the Education Program at Instituto Federal Catarinense / Campus Camboriú. It has as its main goal to get to know the professional and technological educational system models, from the formative models with views in Comparative Education. The choice by region of Latin American and Caribbean region and its respective justifications have been based on the Ensino Superior World Conference, among others. That specific event took place in Paris in 2009, and it was promoted by UNESCO, which called for all intellectual mobilization in favor of the understanding and production of Latin America. In this case, this study will focus on learning about the Professional / Technical Education (EPT) of the several countries that comprehend the region, with views of the above-mentioned system in order to: - identify such areas of professional education and training; - tagging features with the results of the Comparative Studies in the Field of Comparative Education; - To get to know the legal bases for the EPT of the referenced countries; – describe how the EPT is included in our systems; and at last, – identify the educational concepts (EPT) in each of the countries covered by the region. We characterize the methodological aspects of this research as an exploratory, documentary and descriptive search. Thus, the research clipping for this dissertation was among Brazil, Chile and Cuba, aiming to enable the research by reducing the scope. It is necessary for the implementation of the message to carry out research on governmental websites, highlighting the legislation, becoming aware of the structure of the legislation, seeking results and differences between the different systems of countries (regions) in this area. Regarding the technical procedures for bibliographic revision, based on (re) visits to studies on scientific articles, books, dissertations and theses - towards the current State of Art, and how to embed methodological theory, and to respect analisis. At the beginning, categories and authors that are present in this proposal are: – Professional and Technological Education (SILVA, 2016); Education System (SAVIANI, 2018) – Territory / Space (Latin American and Caribbean); – South / South; (SANTOS, 1997; SANTOS, 2003); Comparative Education (NÓVOA, 2009); Decolonization (STRECK, 2010); among others. Provisionally, the findings out (empirical) indicate that: these issues are also relevant to existing legislation, and the legislation that the EPT structure is, in various situations, disperses the general legislation of Education in specific legislation; up to this point Haiti has had the worst structure, both physical and normative, having to be described through secondary sources. Among the three countries studied, Brazil has had the greatest changes in legislation; Chile with the number of intermediate changes was constituted from the neoliberal perspective, while Cuba, almost had no changes, including economic isolation, focused on a socialist development. It was the Cuban Educational System that suffered the least international influence due to its endogenous development and reduction of subordination to international organizations.
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13
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TAMIRIS POSSAMAI
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GUIDELINES FOR INTEGRATED HIGH SCHOOL FROM/IN THE INSTITUTO FEDERAL CATARINENSE: THE ROADWAY OF CONSTRUCTION AND IMPLEMENTATION, POTENTIALITIES AND CHALLENGES
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Líder : FILOMENA LUCIA GOSSLER RODRIGUES DA SILVA
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MIEMBROS DE LA BANCA :
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FILOMENA LUCIA GOSSLER RODRIGUES DA SILVA
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SOLANGE APARECIDA ZOTTI
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DANTE HENRIQUE MOURA
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Data: 24-nov-2021
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Resumen Espectáculo
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This dissertation is the result of research developed in the Graduate Program in Education of the “Instituto Federal Catarinense” and is linked to the line of research Formative Processes and Educational Policies. This is a study that deals with the path of construction and implementation of Guidelines for Integrated Secondary Education (EMI) of the “Instituto Federal Catarinense” (IFC). The general goal of the research is to analyze the challenges and potentialities for the EMI, offered by the IFC, to constitute an offer of integral human formation in the current historical context. The research was guided by epistemological bases and assumptions of historical and dialectical materialism and used bibliographical, documental and field research procedures, from a qualitative approach. The first section discusses some of the historical determinations of work, its forms of organization under capitalism during the 20th and 21st centuries, providing an overview of educational policies aimed at Vocational Education and High School. The orientations and political and philosophical bases of the EMI proposal with the theoretical support of Brazilian researchers were also known. The second section had as main sources some institutional documents and was articulated in order to discuss the recent path of construction and implementation of the Guidelines for EMI by and at IFC, which had its genesis in 2012 and which corresponds to a collective trajectory never before experienced by the institution in the search for a theoretical-political and methodological alignment in the offer of integrated courses. The path of construction of the Guidelines for the EMI had as a synthesis of the internal disputes the document approved by Resolution No. 016/2019/CONSUPER/IFC, from which its implementation stage was linked. In the third section of this dissertation, the focus was to analyze and problematize the perceptions of IFC workers who participated in some stage of the institutional journey through data produced from field research instruments and procedures. The main results of this research have as potentialities that the IFC movement aimed at EMI, is committed to a conception of integral human training and to the construction of an institutional policy that is not limited to the educational reduction proposed nationally by the Counter-Reform of Education Medium (Law No. 13.415/2017). In addition to the purpose of overcoming the historical duality that marks Brazilian education, the path of construction and implementation of Guidelines for the IFC's EMI also has the potential to involve a group of workers who defend the concept of integral human education that bases the EMI and seek ways to strengthen, in integrated and integrative practices, the EMI. On the other hand, the main challenges for IFC's EMI to constitute a proposal for integral human training are due to the lack of understanding of many IFC workers about the EMI concept, despite the long path of the last nine years ; the lack of continuing education for workers accompanied by conditions for discussion and deepening; the opposition to the institutional proposal and the historical determinations of the work-education relationship arising from the social totality.
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14
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MATEUS RODRIGUES DA CUNHA
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Liquid Learning? The formative processes from the graduates perspective of Information Technology (IT) courses at the Federal Institute Catarinense (IFC-Camboriú)
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Líder : ALEXANDRE VANZUITA
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MIEMBROS DE LA BANCA :
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ALEXANDRE VANZUITA
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IDORLENE DA SILVA HOEPERS
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VERÔNICA GESSER
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Data: 01-dic-2021
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Resumen Espectáculo
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The polish sociologist Zygmunt Bauman (2010) states that today we live in the context of Liquid Modernity. For the author, in this liquid-modern consumerist and individualist social arrangement, the idea of 'education for life' was neglected and dissipated. As for the 'work' theme, the current narrative is that education aims to “prepare” the subject to meet the expectations of the labor market, that is, knowledge is valued according to its usefulness. Based on this hypothesis, this study, which is part of the research line Formative Processes and Educational Policies, in the GEPEFOPPE research group, of the Graduate Program in Education, of the Federal Institute of Catarinense (IFC) - Campus Camboriú, started from the following problem-question: How the do graduates of Information Technology (IT) courses at IFC - Campus Camboriú experience the training processes and the relationship between education and work in the supposed context of Liquid Modernity? From a qualitative approach, from an analytical-descriptive perspective, with an interpretative characteristic, this research had the following specific objectives: a) To characterize the profile of graduates of IT higher education courses at IFC - Campus Camboriú; b) Describe how the process of choosing a higher course by the trainees was carried out; c) Identify the trainees' notes about the curricular organization of the course and their perceptions about the 'good' teacher, the 'good' class and the relationship between theory and practice; and d) Describe the trainees' expectations about 'work' and professional performance. As research instruments, the semi-structured questionnaire and the focus group were used. The data analysis procedure was based on Bardin's (2011) content analysis technique. The theoretical discussion was based, among others, on Bauman (1999, 2001, 2005, 2009, 2010, 2013), Antunes (2007, 2020), Cunha (2010), Demo (2000) and Vanzuita (2017). The results show that, for the most part: trainees believe that the choice of their respective courses was their own decision, without the influence of third parties; that graduation training, by itself, does not have a real alignment with its performance in the labor market; that the curricular organization and the subjects of its courses are, for the most part, little updated for professional practice; that the 'good' teacher is one who has characteristics such as empathy, for example; that the 'good' class is one that develops from professional practices; and that, in relation to professional practice, graduates were more inclined to prefer solid and safe performance.
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15
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TATIANE APARECIDA MARTINI
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TEACHERS' PERCEPTIONS ABOUT THE IMPLEMENTATION OF THE COUNTER REFORM OF HIGH SCHOOL IN SANTA CATARINA: A STUDY FROM CONTINUOUS TEACHER EDUCATION
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Líder : FILOMENA LUCIA GOSSLER RODRIGUES DA SILVA
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MIEMBROS DE LA BANCA :
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FILOMENA LUCIA GOSSLER RODRIGUES DA SILVA
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MONICA RIBEIRO DA SILVA
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SOLANGE APARECIDA ZOTTI
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Data: 06-dic-2021
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Resumen Espectáculo
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This dissertation, linked to the research line Formative Processes and Educational Policies of the Graduate Program in Education of the Federal Institute of Santa Catarina - Campus Camboriú, has the general objective: To analyze the perceptions of teachers about the implementation of the Counter-Reform of High School in Santa Catarina, focusing on the continuing education of teachers offered by the State Department of Education of Santa Catarina (SED/SC). The specific objectives of this study are: To Historicize Secondary Education in Brazil from the 1930s until the Counter-Reform of Secondary Education instituted by Law No. 13.415/2017, articulating the legislation with the country's political context; b) Analyze Law No. 13.415.2017, the National Curriculum Guidelines for Secondary Education approved in Brazil in 2018 and the impacts of the Common National Curriculum Base for Secondary Education (BNCC) on the comprehensive training of young Brazilians, for work and for teacher training; c) Contextualize the implementation of the Counter-Reform of High School in Santa Catarina; d) Analyze the continuing education events offered by SED/SC through web conferences in order to map the perceptions of teachers about the implementation of the NEM/SC. Methodologically, this study required a qualitative approach that used bibliographic research and document analysis. The data produced were analyzed using Content Analysis (BARDIN, 2016) and related to the theoretical framework of the research. The main theoretical references used were: Aguiar (2018); Andrade and Motta (2020); Araújo (2019); Bazzo and Scheibe (2019); Caetano (2019, 2020); Freitas (2019); Frigotto and Motta (2017); Kuenzer (2011); Moura (2007); Filho, Moura and Silva (2015); Peroni (2003, 2020); Peroni and Scheibe (2017); Pessanha and Silva (2014); Rose (2018); Saviani (2003, 2011, 2013); Scheibe (2008); Silva, F. (2014); Silva M. (2003, 2018a, 2018b); Zotti (2002) et al. As for the results of the study, we highlight: a) the existence of a strong alignment of SED/SC referrals to national regulations regarding the implementation of Law No. 13,415/2017 and its consequences, through the production of a legal-normative apparatus at the state level, represented mainly by the “Guidelines for Implementation of the NEM” and by the “Basic Curriculum for High School in the Territory of Santa Catarina”; b) a strong influence of private institutions in the implementation of the NEM, with emphasis on Instituto Ayrton Senna, Sebrae and Instituto Iungo both in teacher training and in curriculum development; c) The Flexible Part of the curriculum organization through Elective Curriculum Components, Life Project and Deepening Paths, significantly limits and undermines the Basic Education of young students and impacts on the teaching work. d) the massive use of the continuing education of teachers in the virtual format as a strategy of the SED/SC to build the adhesion of these professionals to the implementation of the Counter-Reform of High School; e) there are adhesions and resistances to the reformist discourse among teachers.
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16
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SILVIA RAQUEL SCHREIBER BONIATI
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Special Education Policy: an analysis of the implementation process in the municipal education network in Gaspar/SC
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Líder : LIANE VIZZOTTO
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MIEMBROS DE LA BANCA :
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LIANE VIZZOTTO
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ROGERIO SOUSA PIRES
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ROSALBA MARIA CARDOSO GARCIA
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Data: 07-dic-2021
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Resumen Espectáculo
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This research aims to analyze how the guidelines expressed in the Special Education Policy of the Municipal Education System of Gaspar/SC are implemented by the Special Education Teachers within that network. This is a qualitative, documentary, and bibliographic research based on researchers' publications, documents, and legislation related to public policies, the Special Education public, educational processes and inclusive education. We also used semi-structured interviews with nine Special Education Teachers who were permanent employees of the Municipal Education System in Gaspar/SC. Regarding the theoretical and methodological perspective adopted to investigate the phenomenon involved in this research we considered the approach of the "policy cycle" by Stephen Ball (1992, 2006) to provide subsidies and unveil how the local policy was/is produced, what are the conceptions and effects of the researched policy within the local organization. Studies by authors such as Bueno (2013), Garcia (2005, 2014, 2017), Shiroma (2005, 2011), Peroni (2009), Prieto (2000, 2015), Pletsch (2010), among others contributed to the foundation of this research. In Chapter 1 we highlight the issue of public policies for Special Education in the inclusive perspective, discussing the role of the State in public policies and the influence of international organizations in the formulation of such policies. Chapter 2 characterizes the Municipal Education System of Gaspar the concepts that guide its organization and presents how the Special Education modality is articulated in that context. In chapter 3 we analyze and discuss the Special Education Policy of the Municipal Education System of Gaspar emphasizing the elements collected in the interviews with the Special Education Teachers addressing the challenges and limits in its implementation and trying to understand how it actually happens. In the final considerations we resume the relevant aspects of the research process pointing out as results the understanding that the inclusive perspective announced in the public policies of Special Education as well as in the Municipal System of Gaspar ends up serving the interests of capital maintaining the current order of the economic system and its excluding structure without causing transformations that enable the emancipation of the subjects be they students or teachers. As for the findings about the Special Education teachers' understanding of the local policy we can see that they adopt a critical position but their perceptions indicate that most of their practices are guided by the medical/clinical model which is permeated by the normalization and rehabilitation of the subjects/students. To conclude we raise the limitations and challenges observed in the local context and point out some issues that may be analyzed in further research.
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17
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JUSSEMARA CRISTINA SCARTOM
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FOR A COLLABORATIVE LEARNING OF THE BRAILLE SYSTEM BETWEEN PARENTS AND TEACHERS
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Líder : ROGERIO SOUSA PIRES
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MIEMBROS DE LA BANCA :
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ROGERIO SOUSA PIRES
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MAGALI DIAS DE SOUZA
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MARIA INÊS BACELLAR MONTEIRO
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Data: 17-dic-2021
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Resumen Espectáculo
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The research developed is part of the research line: Educational Processes and Inclusion, of the Postgraduate Program in Education, of the Federal Institute of Catarinense - Campus Camboriú. Its investigative focus was the qualitative analysis of how the educational processes of collaborative learning of the Braille System between family and teachers can contribute to the development of the visually impaired. In this sense, the study also aimed to expand the knowledge of the Braille System, which is essential for the independence and autonomy of the visually impaired. The theoretical framework on the subject was based on Almeida (2002), Bruno (1993), Carvalho (2012), Mazzotta, (1996), Vigotski (1988), in addition to other authors and documents that address the aforementioned theme. In theoreticalmethodological terms, bibliographical research procedures were used to aim at theinterpretation of the investigated phenomenon from its historical-cultural context. Throughdata analysis of the surveys found, it was possible to see that just as the teacher has knowledgeof the Braille System is important for the learning of the visually impaired, the family also needs to be clear about the importance of their actions and that the collaborative work betweenthem is essential for the better learning of the Braille System by the visually impaired.
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