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Historicamente a quest?o ind?gena esteve interligada a projetos coloniais que utilizando, da f? crist? e educa??o, contribu?ram para o genoc?dio, subalterniza??o, exclus?o e discrimina??o da cultura ind?gena em todos os seus aspectos. Diante do colonialismo e colonialidade implementadas, construiu-se representa??es negativas e estereotipadas sobre os povos primeiros, que permeia at? os dias atuais. Assim, a partir desse pressuposto, a referente pesquisa realizada no per?odo de 2018-2019 teve por base a seguinte quest?o problematizadora: O curso de forma??o de professores (Pedagogia) possibilita aos acad?micos a aquisi??o de conhecimentos acad?micos e cient?ficos suficientes sobre a quest?o ind?gena, que possam prepar?-los para o exerc?cio da profiss?o docente? Para responder esta inquieta??o construiu-se o seguinte objetivo geral: Analisar a contribui??o acad?mica-cient?fica do Curso de Pedagogia do IEAA-UFAM quanto ? quest?o ind?gena e ao preparo dos futuros docentes para o exerc?cio da profiss?o docente. Como aporte te?rico-metodol?gico, utilizou-se a teoria da representa??o social, com abordagem cr?tica dial?tica, realizando-se pesquisas bibliogr?fica, documental e de campo. Os instrumentos de coleta de dados utilizados foram: a entrevista semiestruturada e a aplica??o do teste de evoca??o que faz parte da t?cnica de associa??o livre de palavras (TALP). Participaram da pesquisa de campo 14 acad?micos de Pedagogia do IEAA-UFAM, campus Humait?-AM, que tinham conclu?do pelo menos 80% do curso. Com rela??o ? averigua??o da quest?o ind?gena no curso de Pedagogia, a an?lise do PPC do curso revelou que o atual projeto curricular n?o tem se demonstrado favor?vel tanto ? quest?o ind?gena como ? diversidade cultural. No que concerne ? aplica??o da entrevista e teste de evoca??o, a representa??o dos acad?micos est? pautada em tr?s dimens?es sobre o ind?gena: caracteriza??o ou estere?tipo ind?gena, cultura e escola. Pode-se afirmar que o n?cleo central da representa??o dos participantes est? atrelado ainda a uma vis?o estigmatizada e estereotipada do ind?gena, por?m, em virtude do ensino e do contato com disciplinas de cultura ind?gena na universidade, isso v?m se modificando aos poucos. Entende-se, portanto, que, para contribuir com a constru??o de uma representa??o positiva sobre as popula??es ind?genas, ? necess?rio que o PPC do curso de Pedagogia passe por uma reformula??o, implementando disciplinas sobre diversidade cultural como componentes obrigat?rios ? forma??o docente, o que implica em um curr?culo cr?tico, p?s-cr?tico e intercultural, que propicie a forma??o emancipada dos professores em rela??o ?s diversas culturas.

Historically, the indigenous question has been linked to colonial projects that, using Christian faith and education, contributed to genocide, subordination, exclusion and discrimination of indigenous culture in all its aspects. Faced with the implemented colonialism and coloniality, negative and stereotyped representations were built about the first peoples,…

Advisors/Committee Members: Nogueira, Eulina Maria Leite, http://lattes.cnpq.br/7518673342621764, Fran?a, Ros?ngela de F?tima Cavalcante, http://lattes.cnpq.br/1329287561873949, Alves, Maria Isabel Alonso, http://lattes.cnpq.br/1157608326062043.

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A abordagem do uso das tecnologias associada � forma��o continuada dos professores para uma pr�tica pedag�gica inovadora, din�mica, significativa e qualitativa � fator constantemente pesquisado e discutido no campo institucional educativo devido a globaliza��o e a difus�o do conhecimento com as TICs, diante deste enfoque � preciso avan�ar a investiga��o quanto a utiliza��o das TICs em sala de aula, a necessidade de forma��o continuada dos professores para a aplica��o das mesmas na pr�tica educativa. Nesse sentido, a presente pesquisa � o resultado final da disserta��o apresentada a Escola Superior de Educa��o Almeida Garrett - ESEAG no curso de Mestrado em Ci�ncias da Educa��o com �nfase em Administra��o Escolar. A preocupa��o central deste estudo foi investigar o uso que os professores do ensino fundamental II, fazem das TICs e a necessidade de forma��o continuada que revelam para sua aplica��o na pr�tica pedag�gica no �mbito do ensino e aprendizagem das disciplinas de L�ngua Portuguesa, Matem�tica e Ci�ncias em uma escola p�blica da rede municipal, na Cidade de Tacaratu ? PE. Desse modo, as categorias eleitas foram: TICs, forma��o docente e pr�tica pedag�gica. Ele foi realizado com 8 (oito) docentes e 169 estudantes dos anos finais do ensino fundamental, sendo aplicado os instrumentos da entrevista e do question�rio para coleta de dados, assim realizamos o estudo te�rico-medol�gico misto com a abordagem quali-quanti.Os resultados da investiga��o apontam v�rios fatores que est�o diretamente relacionados com a pr�tica pedag�gica e a qualidade do ensino e aprendizagem. Diante do exposto conclu�-se que mesmo estando na era digital a tecnologia n�o � uma ferramenta acess�vel a todos os estudantes e docentes aumentando a disparidade entre as pessoas inclu�das digitalmente e os exclu�dos na era digital contribuindo para a reflex�o dos desafios enfrentados pelos professores e alunos no processo de ensino e aprendizagem.

The approach of the use of technologies associated with a continuous formation of teachers for an innovative, dynamic, significant and qualitative pedagogical practice is a constantly researched and discussed factor in the educational institutional field, due to globalization and the diffusion of the knowledge from ICTs. Before this approach, it is necessary to advance on the use of ICTs in classrooms and the need for a continuing teacher training for the application of ICT in educational practice. In this sense, the present research is the final result of the dissertation presented at the Almeida Garrett Higher Education School - ESEAG - for the Master's Degree in Educational Sciences with emphasis on School Administration. The main concern of this study was to investigate the use of ICTs by teachers of elementary education II and the need of continuous training. This reveals much of their application in the pedagogical practice in the scope of teaching and learning of Portuguese Language, Mathematics and Sciences courses in a public school of the municipal network in Tacaratu town - PE. Thus, the…

Advisors/Committee Members: Pires, Maria Eduarda Margarido, orient..

▼ Career success depends not only on adequate use of knowledge, procedures and values, but also on the sense of power (security) displayed in relation to professional skills and performances. The goal of this research is to recognize and analyze graduating students perceptions about management capabilities acquired during the Accounting course offered by High Education Institutes in S??o Paulo. Limitations and abilities that can impact on the development and on the performance of the students out on the job market were identified. For that, an exploratory and quantitative research was conducted. The data was obtained by a in loco questionnaire consisting of structured and free questions. Results show a student knowledge level of above 70% in social, technical, professional and management skills. Taken into account were skills aimed towards entrepreneurship such as creativity and innovation and value aggregation . Other professional competences were considered such as systemic view , planning , problem solving capacities and user services focus . As for social and technical-professional skills, there is an evident need for theoretical-practical knowledge and abilities in management activities such as ïnformation exchange\", \"crises management\", öral and written communication\", \"knowledge application , training and professional developmentänd \"technical competence\". Thus, it is the responsibility of administration and management related teachers to create learning situations and varied scenarios that provide students know-hows that help them increase the professional knowledge and the necessary practical skills, so that future counters can use these understandings to enhance professional performance, adapting to the ever-competitive job market with up-to-date social expertise. It was concluded that the undergraduate courses in Accountancy play a central role in the development and enhancement of management skills of future accountants beyond technical dimensions and, thus, bringing them closer to the business world. Advisors/Committee Members: Slomski, Vilma Geni (advisor), CPF:55203418934 (advisor), http://lattes.cnpq.br/4037547425398159 (advisor), Silva, Aldy Fernandes da (advisor), CPF:81684444691 (advisor), http://lattes.cnpq.br/0190161812948354 (advisor).

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Esta disserta??o teve como finalidade compreender a percep??o da Pr?tica como Componente Curricular (PCC) de professores e alunos no curso de Licenciatura em Ci?ncias Biol?gicas da Universidade Federal do Amazonas (UFAM). Para compreens?o da PCC, analisaram-se documentos oficiais (Resolu??es e Pareceres do Conselho Nacional de Educa??o) e institucionais (Projeto Pedag?gico do Curso de Licenciatura em Ci?ncias Biol?gicas da UFAM) sobre a PCC. Realizaram-se entrevistas com os professores e aplicou-se o question?rio e a t?cnica de grupo focal com os alunos. Para a an?lise dos dados, utilizou-se a An?lise Textual Discursiva (ATD), de Moraes e Galiazzi. Para compreender a percep??o da PCC nos pareceres e resolu??es, recorreu-se a alguns conceitos como teoria-pr?tica, responsabilidade social e pr?tica como componente curricular. Os resultados permitiram compreender que ainda ? incipiente a compreens?o do conceito de PCC na UFAM, e que esta universidade ainda est? distante das discuss?es de outras universidades do pa?s, que j? tiveram mais ajustes depois do Parecer 02/ 2015. Os professores da UFAM percebem a PCC como uma dimens?o pr?tica da teoria, mas existe alguns esfor?os para combater as confus?es de conceito na institui??o. No entanto, a dicotomia entre teoria e pr?tica, a resist?ncia de alguns profissionais, bem como a falta de experiencia de como pode ser feita a PCC, tem representado um entrave na forma??o. Os alunos t?m 3 percep??es da PCC: como momento de aplica??o de ferramentas did?ticas, como momento de constru??o de materiais did?ticos e como momento de inova??o de metodologias de ensino. Conclui-se que a PCC na UFAM, tem potencial para auxiliar na forma??o docente, mas, para isto precisa de alguns ajustes institucionais e profissionais.

This dissertation aimed to understand the perception of Practice as a Component Curriculum (PCC) of teachers and students in the Biological Sciences Degree course from the Federal University of Amazonas (UFAM). To understand the PCC, we analyzed official documents (Resolutions and Opinions of the National Education Council) and institutional (Pedagogical Project of the Degree Course in Biological Sciences of the UFAM) about the CCP. Interviews were conducted with teachers and the questionnaire and focus group technique with students. For data analysis, we used the Discursive Textual Analysis (ATD), by Moraes and Galiazzi. To understand the perception of In the opinions and resolutions, some concepts were used, such as theory-practice, social and practical responsibility as a curricular component. The results allowed understand that the understanding of the concept of CCP at UFAM is still incipient, and that this university is still far from the discussions of other universities in the country, which have already had further adjustments after Opinion 02 / 2015. UFAM professors perceive the PCC as practical dimension of the theory, but there are some efforts to combat the confusion of concept in the institution. However, the dichotomy between…

Advisors/Committee Members: Vasconcelos, Elizandra Rego de, http://lattes.cnpq.br/1550272521787389, Souza, Renato Henriques de, http://lattes.cnpq.br/1108446279263711, Rocha, Iza Marineves Almeida da, http://lattes.cnpq.br/1425265408666803, Mohr, Adriana, http://lattes.cnpq.br/3231406048465358.

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A tem?tica Educa??o Corporativa, tendo o Tribunal de Justi?a do Amazonas sob perspectiva e sua exist?ncia factual ? o horizonte que serviu de b?ssola e rumo para o qual os passos dados nessa disserta??o foram pautados, visto que o reconhecimento das cont?nuas transforma??es e adapta??es advindas das demandas sociais hodiernas provocam uma nova forma de se perceber o mundo e de se responder positiva e efetivamente ?s expectativas e necessidades dos cidad?os. Dessa forma, objetivou-se evidenciar e analisar as a??es de cunho formativo, educativo e de aperfei?oamento desenvolvidas das mais diversas formas no TJAM por meio de suas duas Escolas: ESMAM e EASTJAM. E, assim, fizeram-se pondera??es real?sticas, frente ?s paisagens vistas e abordagens e/ou atos que embasam e referenciam a forma??o profissional do magistrado julgador e de colaboradores sist?micos do Poder Judici?rio Estadual Amazonense para a melhoria da presta??o jurisdicional com o fortalecimento da Educa??o Corporativa na institui??o, primando-se a excel?ncia. Respaldado pelo m?todo cartogr?fico, este estudo foi dividido em quatro trilhas, desde a primeira andan?a at? o ponto de chegada, onde se observou diversas paisagens e costumes educativos institucionais, apontando-se novas perspectivas relacionadas ao incremento e efetivo desenvolvimento da Educa??o Corporativa dentro do Tribunal de Justi?a do Amazonas consolidando as benesses de uma justi?a mais humana, compromissada e emp?tica, promotora para al?m da solu??o de conflitos, da pacifica??o social provocada em fun??o de suas habilidades e capacidades advindas de suas concep??es did?tico-pedag?gicas.

The theme Corporate Education, having the Amazon Court of Justice in perspective and its factual existence, is the horizon that served as a compass and direction for which the steps taken in this dissertation were guided, as the recognition of the continuous transformations and adaptations resulting from the Today's social demands bring about a new way of perceiving the world and responding positively and effectively to the expectations and needs of citizens. Thus, the objective was to highlight and analyze the actions of formative, educational and improvement developed in various ways in the TJAM through its two schools: ESMAM and EASTJAM. Thus, realistic considerations were made in view of the landscapes seen and the approaches and / or acts that underlie and refer to the professional training of the judging magistrate and systemic collaborators of the Amazonian State Judiciary for the improvement of jurisdictional provision with the strengthening of Education. Corporate in the institution, striving for excellence. Supported by the cartographic method, this study was divided into four tracks, from the first walk to the point of arrival, where we observed several institutional educational landscapes and customs, pointing out new perspectives related to the increment and effective development of Corporate Education within the Court. Justice of Amazonas consolidating the benefits of a more humane,…

Advisors/Committee Members: Thom?, Zeina Rebou?as Corr?a, http://lattes.cnpq.br/1255254917732447, Rebelo, Luiza Maria Bessa, http://lattes.cnpq.br/3741861559208184, Lima, Roceli Pereira, http://lattes.cnpq.br/4785265306445784, Brito, Luiz Carlos Cerquinho de, http://lattes.cnpq.br/7868389442607257.

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Este trabalho teve como objetivo geral analisar a a??o das oficinas de forma??o da Olimp?ada de L?ngua Portuguesa na voz de docentes de L?ngua Portuguesa e, como espec?ficos, averiguar se as oficinas afetam a concep??o docente em rela??o ao ensino da l?ngua e como, investigar se as oficinas interferem na pr?tica do docente de L?ngua Portuguesa e de que forma e apreender o papel das oficinas de forma??o da OLP para o docente de LP. O referencial te?rico abordou quest?es hist?ricas relacionadas ao ensino da L?ngua Materna na educa??o b?sica fundamentados em Brasil (1998; 2002), Freire (2004), Mendon?a (2014) e Soares (2004), a L?ngua Portuguesa no Ensino M?dio alicer?ados em Antunes (2009), Brasil (2002; 2006; 2008; 2017 [1996]), Mendon?a e Bunzen (2006) e Faraco (2008), a produ??o de textos escritos nas aulas de L?ngua Portuguesa apoiado em Bunzen (2006), Geraldi (1997) e Marquesi (2014). Quanto ? Olimp?ada de L?ngua Portuguesa, foi embasada em Dolz (2011), Dolz, Noverraz e Schneuwly (2004); Marcuschi (2010); Rangel e Garcia (2012) e Set?bal (2008). Ancorada nesses aportes te?ricos, a pesquisa baseou-se no paradigma qualitativo (CRESWEEL, 2007; MICHALISZYN; TOMASINI, 2012; SEVERINO, 2007; STRAUSS; CORBIN, 2008), ? luz de um estudo interpretativista (BORTONI-RICARDO, 2008). Foram utilizados para gera??o a de dados a entrevista e dois question?rios, sendo um de perfil e outro investigativo (LAKATOS; MARCONI, 2002; MONTEIRO, 2009). O contexto de realiza??o da pesquisa foram tr?s escolas de Ensino M?dio do Distrito 6 da zona norte de Manaus. Os resultados indicaram que os professores veem a forma??o continuada como um ?curso t?cnico?, de como dar aula, em outras palavras, um aporte que fornece conte?dos para que seja transmitido futuramente por eles nas aulas. Percebeu-se, tamb?m, a constitui??o de uma concep??o absolutamente antag?nica entre a vis?o tradicional e a atualmente em voga sobre o ensino da l?ngua materna, emergindo na fala de um dos professores um certo orgulho em dizer ?eu sou tradicional?, como se isso desse uma legitimidade ou uma qualidade diferenciada no ensino.

This work had as general objective to analyze the action of the training workshops of the Portuguese Language Olympiad in the voice of Portuguese language teachers and, as specific, to verify if the workshops affect the teaching concept in relation to language teaching and how to investigate if workshops interfere in the practice of the Portuguese language teacher and how and learn the role of PLO training workshops for the LP teacher. The theoretical framework addressed historical issues related to the teaching of the Mother Language in basic education based in Brazil (1998; 2002), Freire (2004), Mendon?a (2014) and Soares (2004), the Portuguese Language in High School based on Antunes (2009) ), Brazil (2002; 2006; 2008; 2017 [1996]), Mendon?a and Bunzen (2006) and Faraco (2008), the production of texts written in Portuguese language classes supported by Bunzen (2006), Geraldi (1997) and Marquesi (2014). As for the Portuguese-speaking…

Advisors/Committee Members: Mendon?a, Fernanda Dias de Los Rios, http://lattes.cnpq.br/7211102809346198, Costa, Leonard Christy Souza, http://lattes.cnpq.br/6253814174927313, Souza, S?rgio Augusto Freire de, http://lattes.cnpq.br/1010905812755398.

▼ Facing the need and interest, of the accounting class, in protecting the quality of rendered service by professionals of the area, the Federal Accounting Board (Conselho Federal de Contabilidade CFC) created a Capacity Exam required to obtain the Public Certification in the Regional Accounting Board (Conselho Regional de Contabilidade CRC). The Federal Accounting Board established the contents requested for the Capacity Exam aiming at the demands of the working market. This research is focused on verifying the adequacy among the syllabuses of universities which offer Accounting courses in the city of S??o Paulo. Tabulating the answers of the questionnaire sent to all the universities which offer Accounting courses in the city of S??o Paulo, it was verified an adequacy among the accounting courses syllabuses and the contents of the Capacity Exam. In this way, the objective of the research was achieved through the contribution which result is the study of this topic. Advisors/Committee Members: Oliveira, Antonio Benedito Silva (advisor), CPF:00378962884 (advisor), http://lattes.cnpq.br/6607115615912231 (advisor).

▼ The current study presents the insertion of the insurance market into the Brazilian economic scene and deals with the lack of qualified professionals to sate that market. The goal was to make an exploratory study in order to identify the current state of what the country"s insurance companies offer. The research of the manager profile of insurance company is based on an investigation made in three insurance organizations, chosen for their significance in the national insurance market. In making the aforementioned study, two courses are being offered for more than one year, are recommended by the insurance market for recycling or specialization of their staff. Although not yet proved, the analysis of the courses led to foreseen conclusions: that insurance companies frequently promote internal training program for their own staff due to the lack of schools offering such programs. As a suggestion to future academic research, the structure of Funda????o Maphre"s graduation course deserves special notice as it may well be the starting point for a new graduation project in insurance. Advisors/Committee Members: Pagnani, Eolo Marques (advisor), http://lattes.cnpq.br/9006230327811110 (advisor).

▼ This paper aims to study teaching cases reported by a professor of Accounting Sciences. To do so, it carried out an exploratory qualitative approach. The data was collected in interviews with three teachers from public higher education institutions in Southeast Brazil, and was analyzed through content analysis method. The knowledge was identified in the case study "How to facilitate the learning of Cost Accounting for students who did not choose the Accounting career?", in witch is used: active methodologies; professional ethics; knowledge of the specific content and discipline; respect for student opinion; planning and evaluation of learning; reflection on teaching practice; background of contents; and theoretical-practical relation. The knowledge we can identify in the teaching case: "Formative assessment of the student in a constructive perspective" is about: evaluation of learning in the identification of advantages and difficulties of students and it's reflection in teaching practice; ethics and academic honesty; usage of tools and evaluation criteria for learning; new technologies in education; research of teaching practice; encouraging ethics and positive attitudes in students; and the use of reflection on teaching practice. The knowledge identified in the other teaching case called "Evaluation as an opportunity to develop professional ethics", is: use of ethics in teaching; academic honesty; encouragement of positive attitudes in students; and reflection on the teaching practice. We highlight the common knowledge of the three teaching cases: a) confronting ethical dilemmas in teaching; b) reflection on the teaching practice; c) use of evaluation to develop academic honesty, learning the contents and valuing the accounting profession. It is concluded that the identified knowledge comes from the knowledge of the discipline, the classroom practice, the institution of education where the teachers work, the coexistence with the peers and with the students, as well as of the personal, professional and academic trajectory experienced by teachers until then. Advisors/Committee Members: SLOMSKI, Vilma Geni (advisor), http://lattes.cnpq.br/4037547425398159 (advisor).

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Este estudo narrativo centra-se na forma??o de professores nos cursos de licenciatura, e parte dos elementos que caracterizam e significam o processo de reforma curricular do curso de Licenciatura em Ci?ncias Biol?gicas da Universidade Federal do Par?, ocorrido durante o ano de 2000, no bojo das reformas educativas em curso no cen?rio brasileiro. Busco, nesse contexto, pela an?lise reflexiva, investigar para compreender a constru??o de um conjunto de inova??es curriculares na forma??o inicial de professores de Ci?ncias e Biologia que atuar?o na educa??o b?sica do sistema de ensino brasileiro e regional. Tais a??es se consubstanciam na apresenta??o, na discuss?o e no debate de aspectos internos e externos do referido processo, da proposi??o e implementa??o do projeto de reforma para o curso em quest?o, a partir das vozes de um grupo de professoras que dele participaram, das representa??es dos alunos contemplados na reforma, e tamb?m de documentos pertinentes ao momento. Aponto, de modo particular, avan?os significativos no que concerne ?s mudan?as qualitativas empreendidas, as quais s?o observadas na constru??o de saberes docentes por parte dos alunos em processo de forma??o, sendo algo ating?vel na pr?tica de professores formadores, no ?mbito deste curso. Desse modo, o estudo guarda contribui??es relevantes na investiga??o e na reflex?o atual no campo da forma??o inicial de professores de Ci?ncias e Biologia, de modo particular, e da forma??o de professores nas demais licenciaturas, de modo geral.

This narrative study is centered in the formation of teachers in Licenciature courses, and part of the elements that characterize and mean the process of curricular reform of Licenciature course in Biological Sciences of the Universidade Federal do Par?, had occurred during the year 2000, in the context of the educative reforms in course in the Brazilian scenery. In this context, I try by reflexive analysis, to investigate, in order to understand the construction of a set of curricular innovations at the initial formation of Sciences and Biology teachers who will act at the basic education of Brazilian system and regional education. These actions support the presentation, and discuss of internal and external aspects related to the since the proposal and implementation of the reform project for this course. From the voices of a group of teachers who had participated, of it the representations of the students contemplated in the reform, and also pertinent documents to the moment. I highlight in particular way, significant advances in that concern to the undertaken qualitative changes, which are observed in the construction of teachers knowledgements from the part of the students in formation process, being something attainable in practical of teachers formers in the scope of this course. This way, the study keeps excellent contributions in the inquiry and the current reflection in the field of the initial formation of Sciences and Biology teachers, particulary, and the formation of teachers in other Licenciatures, in…

Advisors/Committee Members: Terezinha Valim Oliver Gonçalves.