Dissertations / Theses: 'CE. Literacy'

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Pinheiro, Regina Cláudia. "Leitura de hipertexto: estratégias metacognitivas usadas por leitores proficientes." www.teses.ufc.br, 2005. http://www.repositorio.ufc.br/handle/riufc/8755.

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PINHEIRO, Regina Cláudia. Leitura de hipertexto: estratégias metacognitivas usadas por leitores proficientes. 2005. 144f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2005. Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-19T14:22:40Z No. of bitstreams: 1 2005_dis_rcpinheiro.pdf: 1246477 bytes, checksum: dd0a237af7408b66cf3a3995a36e3724 (MD5) Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-19T16:41:37Z (GMT) No. of bitstreams: 1 2005_dis_rcpinheiro.pdf: 1246477 bytes, checksum: dd0a237af7408b66cf3a3995a36e3724 (MD5) Made available in DSpace on 2014-08-19T16:41:37Z (GMT). No. of bitstreams: 1 2005_dis_rcpinheiro.pdf: 1246477 bytes, checksum: dd0a237af7408b66cf3a3995a36e3724 (MD5) Previous issue date: 2005 This thesis aims to redefine the concept of hypertextual literacy, coined by Bolter (1998), since this does not include the current social practices mediated by hypertext. The theoretical basis supporting this academic enterprise proceeds mainly Bolter (1998), Semali (2001), Soares (2002), Cavalcante Jr. (2003), Street (2003), Martin (2008), Barton (2009), Lemke (2010) and Pinheiro; Araújo (2012). The methodology which made feasible the aforementioned goal was the case study of the online pedagogical materials designed for undergraduate distance learning courses provided by Federal University of Ceará (UFC – Universidade Federal do Ceará) in partnership with Open University of Brazil (UAB – Universidade Aberta do Brasil). The subjects who participated in the research were the professors responsible for the discipline organization and for designing the curricular contents available for access on the Online Learning Environment (AVA – Ambiente Virtual de Aprendizagem) of Virtual UFC Institute, and team of professors, a part of the group responsible for the hypertextualisation process, whose work is to do the didactic transition. The instruments and techniques used to build the data were: (i) semi-structured interviews with the subjects, (ii) observing the development of materials by professors through a software that record all the operations on screen and the surrounding sounds, allowing professors to perform a verbal protocol, and (iii) monitoring the work of the group of didactic transition by means of a journal in which I’ve made notes about this moment. Furthermore, I analyzed the material produced in its three versions: the initial version designed by professors, then the one designed by the group of didactic transition, and the final version available on the online environment. The analysis leads to conclude that literacy practices developed by the subjects can be categorized into traditional, oral, visual, technological, communicational and informational, which are interrelated, and one or the other can stand out. Thus, we define the concept of hypertextual literacy as social practices mediated by hypertext, through which one can identify different types of literacies that jointly create the meaning. Esta tese tem o objetivo de redefinir o conceito de letramento hipertextual, cunhado por Bolter (1998), visto que este não contempla mais as atuais práticas sociais mediadas por hipertexto. A base teórica que sustenta esta investigação acadêmica procede, principalmente, de Bolter (1998), Semali (2001), Soares (2002), Cavalcante Jr. (2003), Street (2003), Martin (2008), Barton (2009), Lemke (2010) e Pinheiro; Araújo (2012). A metodologia que tornou exequível o referido objetivo foi um estudo de caso sobre produção de material didático on-line que se destinava a cursos de graduação a distância da Universidade Federal do Ceará (UFC) em parceria com a Universidade Aberta do Brasil (UAB). Os sujeitos que participaram da pesquisa foram três professores conteudistas, responsáveis pelas disciplinas e pela elaboração do conteúdo didático que fica disponibilizado no Ambiente Virtual de Aprendizagem (AVA) da UFC Virtual, e dois membros equipe de transição didática, uma das responsáveis pela hipertextualização do material. Os instrumentos e técnicas utilizados para construção dos dados foram: (i) entrevista semiestruturada com os sujeitos, (ii) acompanhamento da elaboração por parte dos professores, através da instalação de um programa no computador dos docentes que filma a tela com todos os seus movimentos e permite a gravação de voz, o que possibilitou que o professor realizasse uma espécie de protocolo verbal, e (iii) acompanhamento presencial do trabalho da equipe de transição didática, realizado por meio de um diário de bordo no qual fiz anotações sobre esse momento. Além disso, analisei o material elaborado em suas três versões: a elaboração do professor, a versão da equipe de transição didática e a versão final do material no ambiente web. A análise permite a conclusão de que os letramentos praticados pelos sujeitos da pesquisa podem ser categorizados em centrado na escrita, oral, visual, tecnológico, comunicacional e informacional, os quais se inter-relacionam e um ou outro pode se sobressair. Sendo assim, o conceito de letramento hipertextual a que chegamos se configura como práticas sociais mediadas por hipertexto, através das quais se pode identificar diversos tipos de letramentos que se harmonizam para a significação de sentidos.

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COSTA, Francisca Mônica da Silva. "Programa de Alfabetização na Idade Certa (PAIC): concepções sobre alfabetização de professores do 1º ano do ensino fundamental na Rede Municipal de Fortaleza." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/9017.

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COSTA, Francisca Mônica da Silva. Programa de Alfabetização na Idade Certa (PAIC): concepções sobre alfabetização de professores do 1º ano do ensino fundamental na Rede Municipal de Fortaleza. 137f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-09-09T13:36:13Z No. of bitstreams: 1 2014_dis_fmscosta.pdf: 3174694 bytes, checksum: 6cbc954fb885491bd462dbc9ae1ad2f6 (MD5) Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-09-09T14:53:00Z (GMT) No. of bitstreams: 1 2014_dis_fmscosta.pdf: 3174694 bytes, checksum: 6cbc954fb885491bd462dbc9ae1ad2f6 (MD5) Made available in DSpace on 2014-09-09T14:53:00Z (GMT). No. of bitstreams: 1 2014_dis_fmscosta.pdf: 3174694 bytes, checksum: 6cbc954fb885491bd462dbc9ae1ad2f6 (MD5) Previous issue date: 2014 A presente pesquisa objetivou analisar as concepções sobre alfabetização de professoras do 1o ano do Ensino Fundamental da rede municipal de Fortaleza participantes do Programa de Alfabetização na Idade Certa (PAIC). O estudo tem como referencial teórico a proposta sociointeracionista de Vygotsky (1991, 2001) e de Luria (2010). Apoia-se também nos estudos de Ferreiro e Teberosky (1985) e de Ferreiro (1990, 2001, 2011) sobre concepção de alfabetização e nas contribuições de Tardif e Gauthier (1996), Tardif (2010), Gauthier (1998) e Pimenta (1999, 2012) acerca dos saberes docentes. A pesquisa é de natureza qualitativa do tipo estudo de caso múltiplo, e contou com a participação de seis professoras da rede municipal de Fortaleza, sendo cada uma de um Distrito Educacional. A coleta de dados ocorreu por meio de associação livre de palavras, entrevista, análise de produções escritas de crianças em diferentes níveis psicogenéticos e análise documental de planos de aula das participantes da investigação. Os resultados obtidos sugeriram duas diferentes concepções de alfabetização: a concepção tradicional e a construtivista-interacionista. As duas professoras apresentaram a predominância da concepção tradicional atribuíram importância ao desenvolvimento de pré-requisitos para a alfabetização. Para elas, a alfabetização é um processo cumulativo em que o ensino parte do fácil ao difícil e vincula-se a metodologias tais como treino da leitura, emprego do método silábico e uso do autoditado diário como forma de se evitar o erro. Apesar de ter predominantemente a concepção tradicional, essas docentes caracterizaram os níveis psicogenéticos da língua escrita, mas demonstraram dificuldades e imprecisões em propor intervenções didáticas de acordo com o nível psicogenético da escrita. As quatro professoras defensoras da concepção construtivista-interacionista compreendem a alfabetização como um processo que se inicia antes mesmo da entrada da criança na escola. Para essas professoras, a criança percorre diferentes níveis de conceitualizações na tentativa de compreender a representação alfabética da língua. Verificou-se coerência entre a análise das professoras sobre níveis psicogenéticos de escrita e as sugestões de intervenção. Segundo essas quatro professoras, as crianças constroem conhecimentos e ao professor é atribuído o papel de mediá-los. Conclui-se que, apesar das ações da formação do PAIC se basearem em pressupostos construtivistas-interacionistas, identifiou-se professoras que ainda não consolidaram essa concepção de alfabetização.

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PRACIANO, Lucilene Araújo do Nascimento. "Tornar-se alfabetizadora: um olhar reflexivo sobre as narrativas de formação docente." www.teses.ufc.br, 2013. http://www.repositorio.ufc.br/handle/riufc/7560.

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PRACIANO, Lucilene Araújo do Nascimento. Tornar-se alfabetizadora: um olhar reflexivo sobre as narrativas de formação docente. 2013. 126f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-28T16:29:14Z No. of bitstreams: 1 2013-DIS-LANPRACIANO.pdf: 423058 bytes, checksum: 572b0b6eeb508217ca1595bd6459a051 (MD5) Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-28T17:21:34Z (GMT) No. of bitstreams: 1 2013-DIS-LANPRACIANO.pdf: 423058 bytes, checksum: 572b0b6eeb508217ca1595bd6459a051 (MD5) Made available in DSpace on 2014-02-28T17:21:34Z (GMT). No. of bitstreams: 1 2013-DIS-LANPRACIANO.pdf: 423058 bytes, checksum: 572b0b6eeb508217ca1595bd6459a051 (MD5) Previous issue date: 2013 A presente pesquisa objetiva investigar a trajetória de formação docente narrada por três professoras alfabetizadoras dos anos iniciais (1º e 2º anos) do ensino fundamental em uma escola pública do Município de Fortaleza-Ceará-Brasil pretendendo compreender os processos de constituição profissional desses sujeitos. Como desdobramento deste estudo, reúnem-se como objetivos específicos: realizar um estudo histórico e teórico sobre a formação e sua influência na constituição e desenvolvimento do ser docente; investigar que saberes foram explicitados nas narrativas das professoras investigadas e identificar como mobilizavam esses saberes para refletirem sobre o ofício de sua profissão. A metodologia utilizada foi o estudo de caso, abordagem qualitativa, numa perspectiva crítico-dialética. Os procedimentos metodológicos utilizados foram entrevistas semiestruturadas, narrativas orais de vida e formação, roteiros para coleta de dados e informações sobre o campo e os sujeitos da pesquisa, consulta de documentos oficiais e bibliográfica. A pesquisa foi desenvolvida entre o período de junho de 2012 e fevereiro de 2013. O quadro teórico e metodológico privilegiou categorias de estudos sobre a formação docente em Nóvoa, Garcia, Imbernon, Pimenta e Ghedin, Correia e Matos, Therrien, Tardif, Lima, Veiga e D’Ávila, dentre outros; sobre narrativas de formação (auto) biográficas recorreu-se estudos de Araújo, Cunha, Josso, Sousa e Fornari, Santos, Olinda, Catani e Vicenti e sobre professor alfabetizador buscamos fundamentação nos estudos e pesquisas de Soares, Garcia, Weisz, Kramer, Ferreiro, Cardoso e Teberosky. Os resultados desta investigação evidenciaram que os percursos profissionais das professoras alfabetizadoras são tecidos num movimento que engloba a pessoa, suas interações e experiências. O aprender da profissão é, pois, como visto nas narrativas, um contínuum que se faz permanentemente com suporte no envolvimento pessoal e profissional do professor, onde edifica saberes múltiplos, seja para resolver os problemas do cotidiano de sua prática pedagógica, seja para transformá-la, tendo a escola como campo de crescimento e formação. A pesquisa também evidenciou que, ao rever (auto) biograficamente a experiência passada, a situação presente e as perspectivas futuras, as professoras reescrevem suas histórias de vida e formação, dando-lhes outro sentido e ressignificação.

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Matias, Avanúzia Ferreira. "Letramento digital de pessoas com deficiência intelectual durante a ação de blogagem: uma análise das ações e das emoções." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/22075.

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MATIAS, Avanúzia Ferreira. Letramento digital de pessoas com deficiência intelectual durante a ação de blogagem: uma análise das ações e das emoções. 2016. 326f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-02-14T15:59:19Z No. of bitstreams: 1 2016_tese_afmatias.pdf: 7867510 bytes, checksum: 0b72048adf5547c42751f61f2d4ff425 (MD5) Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-03-02T12:42:10Z (GMT) No. of bitstreams: 1 2016_tese_afmatias.pdf: 7867510 bytes, checksum: 0b72048adf5547c42751f61f2d4ff425 (MD5) Made available in DSpace on 2017-03-02T12:42:10Z (GMT). No. of bitstreams: 1 2016_tese_afmatias.pdf: 7867510 bytes, checksum: 0b72048adf5547c42751f61f2d4ff425 (MD5) Previous issue date: 2016 The main objective of this research aimed on the use of possibilities of digital information and communication technologies (TDIC) was to understand the main aspects that characterize the development of digital literacy practices for individuals with intellectual disabilities in the context of creating and managing a blog. From this purpose, we investigated the actions that characterized the digital literacy and digital inclusion mechanism of individuals with intellectual disabilities and their ability to use tools that encourage communication on virtual environment, peer interaction through digital communication and the online inclusion on social relations. As theoretical basis, our research had Vygotsky, also endorsing studies that address issues related to computer handling (KLEIMAN, 1995; Miller, 2012), the literacy practices for blogging action (Barton and Lee, 2015; Komesu 2005; Miller, 2012; STREET, 1995, 2003) and facial expressions (EKMAN, 1993; 1999; 2003 and EKMAN, and FRIESEN HAGER, 2002). The participants were five 17-37 year old subjects with intellectual disability. Four of them were attending ordinary classroom in a private school in Fortaleza. The other subject was not attending school anymore because he had already concluded high school. As a procedure, we asked each individual to build a blog and updated over six months. Thus, we highlighted practices that constitute the blogging action of participants in the digital environment, among which we highlighted the actions that precede the writing in the virtual space and records published in these blogs, as well as facial expressions captured in the act of reading the comments by these bloggers. For the analysis, we based on the published productions in blogs and in the maintenance shooting of the referred diary sessions in order to verify aspects of these young people´s behavior. The blogging sessions were held with each subject once a week and always had the presence of a mediator. The results indicate that subjects got knowledge which guaranteed them the involvement and the rise in digital literacy process, such as the appropriation of resources from TDIC to type, copy, paste, post, personalize and interact with interlocutors within the virtual environment (reading and writing feedback via comments). In the conclusions it was found through this form of literacy, visible progress in the communicative and interactive performance of subjects, as well as increased autonomy for the use of TDIC and self-confidence for the production of texts in the digital environment. We conclude that the mediator support and interaction with the blog interlocutors motivated subjects and boosted their attention and interest, resulting in enthusiasm for communication in the virtual environment and, consequently, the digital literacy. A presente pesquisa, fundamentada nas possibilidades de uso das tecnologias digitais de informação e comunicação (TDIC), teve como objetivo central compreender os principais aspectos que caracterizam o desenvolvimento de práticas de letramento digital por sujeitos com deficiência intelectual no contexto de criação e administração de um blog. A partir desse propósito, investigamos as ações que caracterizaram o letramento digital como mecanismo de inclusão digital de sujeitos com deficiência intelectual e suas possibilidades de utilizar ferramentas que favoreçam a comunicação no ambiente virtual, de interagir com seus pares através da comunicação digital e de se incluir nas relações sociais on-line. Nossa investigação teve como fundamento teórico o sociointeracionismo de Vygotsky, se respaldando também nos estudos que abordam aspectos relacionados ao manuseio do computador (KLEIMAN, 1995; MILLER, 2012), a práticas de letramento durante a ação de blogagem (BARTON e LEE, 2015; KOMESU, 2005; MILLER, 2012; STREET, 1995, 2003) e a expressões faciais (EKMAN, 1993; 1999; 2003 e EKMAN, FRIESEN e HAGER, 2002). Participaram da pesquisa cinco sujeitos com deficiência intelectual com idade entre 17 e 37 anos. Desses sujeitos, quatro frequentavam a sala de aula comum em uma escola particular de Fortaleza; o outro sujeito não frequentava mais a escola, pois já havia concluído o ensino médio. Como procedimento, solicitamos que cada sujeito construísse um blog e o atualizasse ao longo de seis meses. Dessa forma, evidenciamos práticas que se configuram como a ação de blogagem dos participantes no ambiente digital, dentre as quais destacamos as ações que antecedem a escrita no espaço virtual e os registros publicados nos referidos blogs, além de expressões faciais capturadas no ato da leitura dos comentários por estes blogueiros. Para as análises, apoiamo-nos nas produções publicadas nos blogs e nas filmagens das sessões de manutenção dos referidos diários para verificarmos aspectos do comportamento destes jovens. As sessões de blogagem eram realizadas com cada sujeito uma vez por semana e contava sempre com a presença de um mediador. Os resultados indicam que os sujeitos apropriaram-se de conhecimentos que garantiram a eles o envolvimento e a ascensão no processo de letramento digital, tais como a apropriação de recursos das TDIC para digitar, copiar, colar, publicar, personalizar e interagir com interlocutores dentro do ambiente virtual (lendo e escrevendo devolutivas através de comentários). Nas conclusões, constatamos que, por meio dessa forma de letramento, foi visível o progresso no desempenho comunicativo e interativo dos sujeitos, assim como o aumento da autonomia para o uso das TDIC e da autoconfiança para a produção de textos no ambiente digital. Concluímos que o apoio do mediador e a interação com os interlocutores do blog motivaram os sujeitos e impulsionaram sua atenção e interesse, resultando no entusiasmo pela comunicação no meio virtual e, consequentemente, pelo letramento digital.

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RIBEIRO, Ana Paula de Medeiros. "A avaliação diagnóstica da alfabetização norteando os caminhos para o êxito do processo de alfabetizar crianças." http://www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/3375.

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RIBEIRO, Ana Paula de Medeiros. A avaliação diagnóstica da alfabetização norteando os caminhos para o êxito do processo de alfabetizar crianças. 2011. 374f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-04T13:13:24Z No. of bitstreams: 1 2011_Tese_APMRibeiro.pdf: 4871022 bytes, checksum: 5af13932b9d90b52cea7aecc109aeb96 (MD5) Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-20T11:59:23Z (GMT) No. of bitstreams: 1 2011_Tese_APMRibeiro.pdf: 4871022 bytes, checksum: 5af13932b9d90b52cea7aecc109aeb96 (MD5) Made available in DSpace on 2012-07-20T11:59:23Z (GMT). No. of bitstreams: 1 2011_Tese_APMRibeiro.pdf: 4871022 bytes, checksum: 5af13932b9d90b52cea7aecc109aeb96 (MD5) Previous issue date: 2011 Nowadays, reaching quality in education is a target that cannot be separated of any kind of assessment procedures. The type, the frequency and the conditions of those assessments depend on their purpose in any situation. A diagnostic assessment can provide a previous knowledge about a class of students, making easier the pedagogical plans to a certain period of school time. The main objective of this study was to investigate how the diagnostic assessment could contribute to the success in literacy process of children, as well as, to identify some intervening factors in this process. In Ceara, since 2007, the Literacy in Right Age Program (PAIC) has been practiced this kind of assessment, in which the researcher works as a specialist. During the professional experience in this program, some questions about the causes of the differences in results among some cities, schools and classes were asking for a further investigation. The standardized procedures on how to use the results of diagnostic assessment were not sufficient to guarantee that all classes and students had good individual results. So, probably, there were any other factors involved. The main hypothesis of this study said that the diagnostic assessment contributes to the increase of learning when people involved in such process develop positive attitudes in relation of this practice and the actions that occur after it. Therefore, some factors linked to the individuals’ attitudes could influence more than socioeconomic factors. The study took place in two cities of Ceara, which involved 72 students and 4 teachers of two private schools, but having equivalent profile with the students and teachers of PAIC, which guaranteed the applicability of the study. The tests applied to the 72 students were the same applied by the Program. The results of students learning performance were registered, analyzed and presented not only in quantitative dimension, but also in a pedagogic one that helped in the comprehension of students’ development. Besides of this analysis, this study investigated, through the individuals’ speeches, the possible factors which would be causing influence in learning process. In this part, the hermeneutic method was used. This study presented as the main results: (1) It was possible to identify the learning development in reading and writing skills, because the appliance of a diagnostic assessment in May, 2009 and a comparative one in November, 2009; (2) The students showed a qualitative development of their performance; (3) The students from a lower socioeconomic level in one of the three investigated classes had better results. In the other two classes, the students’ results were very similar; (4) Some subjective aspects of the teachers and parents appeared as factors that contributed to a better learning process. They were: will, commitment, acceptance and praxis; (5) Monitoring activities which involve supervision and teachers’ continuing formation is essential to the quality of the pedagogic actions. This study found evidences that the diagnostic assessment can contribute meaningfully to guide the ways of the success in children literacy acquisition, when individuals involved into this process develop commitment to use the assessments’ results, plan and execute the pedagogic actions and monitoring didactic work. Atualmente, alcançar qualidade na educação é uma meta que não está desvinculada da realização de procedimentos que envolvem alguma modalidade de avaliação. O tipo, a periodicidade e o formato dessas avaliações dependem dos fins a que ela servirá em cada situação. Uma avaliação com funções de diagnóstico tem como finalidade possibilitar um conhecimento prévio sobre a caracterização individual e coletiva de uma turma de alunos, facilitando o planejamento pedagógico para determinado período letivo. O objetivo principal desse estudo concentrou-se em investigar como a avaliação diagnóstica poderia contribuir para o êxito em alfabetizar crianças, bem como identificar fatores intervenientes nesse processo. Esse tipo de avaliação é praticado, desde o ano de 2007, no Ceará, como uma das ações do Eixo de Avaliação Externa do Programa Alfabetização na Idade Certa (PAIC), no qual a pesquisadora atua como especialista. Ao longo da experiência profissional nesse programa, foram se delineando várias questões que implicavam uma investigação mais profunda sobre o que, de fato, causava algumas discrepâncias nos resultados dos municípios envolvidos. Em se tratando de um processo padronizado de avaliação e de procedimentos que garantiam o acesso igualitário aos resultados, podia-se imaginar que havia outros fatores envolvidos no problema, pois não bastava apenas haver a avaliação e a divulgação e discussão dos resultados. Portanto, a hipótese principal deste trabalho asseverou que a prática da avaliação diagnóstica da alfabetização contribui para a melhoria da aprendizagem quando os sujeitos envolvidos no processo desenvolvem atitudes positivas em relação a essa prática e às ações dela decorrentes. Sendo assim, fatores ligados às atitudes dos sujeitos envolvidos no processo de alfabetização poderiam exercer maiores influências do que os fatores socioeconômicos. Dessa forma, foi realizado um estudo, em dois municípios cearenses, com uma amostra de 72 alunos e 4 professoras de duas escolas privadas, mas com perfil equivalente aos alunos e professores participantes do PAIC, o que garantiu a aplicabilidade da pesquisa. Aos alunos foram aplicados os mesmos instrumentos de avaliação utilizados no Programa, bem como outros que foram desenvolvidos para serem aplicados como teste. Os resultados do desempenho dos alunos nas avaliações foram registrados, analisados e apresentados não apenas na dimensão quantitativa, mas, sobretudo, numa dimensão com um expressivo teor pedagógico que auxiliou na compreensão dos avanços dos alunos. Além dessa análise, o estudo procurou investigar, através do discurso dos sujeitos, os possíveis fatores que estariam imbricados a todo o processo de aprendizagem dos alunos. Para esta etapa foi utilizado o método hermenêutico, próprio da pesquisa de enfoque fenomenológico. A pesquisa apresentou como resultados gerais os seguintes pontos: (1) Foi possível identificar os avanços dos alunos na consolidação de habilidades básicas da alfabetização em leitura e escrita, devido à aplicação de uma avaliação diagnóstica em maio de 2009 e uma avaliação comparativa em novembro de 2009; (2) Houve um expressivo avanço qualitativo no desempenho dos alunos avaliados; (3) Das três turmas investigadas, uma apresentou melhores resultados dos alunos de nível socioeconômico inferior. Nas outras duas, os resultados dos alunos de ambos os níveis foram bastante similares; (4) Alguns aspectos subjetivos das professoras e dos pais emergiram como fatores que contribuíram para uma melhor aprendizagem dos alunos, foram eles: vontade, compromisso, acolhimento e reflexividade; (5) Ficou evidente que um trabalho de acompanhamento que envolva atividades de supervisão do trabalho docente e de formação continuada é essencial para a qualidade das ações pedagógicas desenvolvidas. A pesquisa, por fim, encontrou evidências de que a prática da avaliação diagnóstica pode contribuir significativamente para nortear os caminhos do êxito na alfabetização de crianças, quando houver um verdadeiro compromisso dos sujeitos envolvidos no processo em utilizar adequadamente os resultados, planejar e executar as intervenções pedagógicas e acompanhar o trabalho docente.

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COSTA, Áurea Júlia de Abreu. ""Professora também sente": significados e sentidos sobre a afetividade na prática docente." www.teses.ufc.br, 2012. http://www.repositorio.ufc.br/handle/riufc/6813.

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COSTA, Áurea Júlia de Abreu. "Professora também sente": significados e sentidos sobre a afetividade na prática docente. 2012. 154f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Psicologia, Fortaleza (CE), 2012. Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-11-25T16:36:23Z No. of bitstreams: 1 2012-DIS-AJACOSTA.pdf: 1257317 bytes, checksum: 00f2a83f7ded97d308090ac970062742 (MD5) Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-11-25T17:23:51Z (GMT) No. of bitstreams: 1 2012-DIS-AJACOSTA.pdf: 1257317 bytes, checksum: 00f2a83f7ded97d308090ac970062742 (MD5) Made available in DSpace on 2013-11-25T17:23:51Z (GMT). No. of bitstreams: 1 2012-DIS-AJACOSTA.pdf: 1257317 bytes, checksum: 00f2a83f7ded97d308090ac970062742 (MD5) Previous issue date: 2012 The present study analyzes the affection of literacy teachers and their implications for practices undertaken by these professionals. The affective dimension was configured as a historically and culturally neglected theme in the context of psychological science and education. Currently, witnessed the establishment of a tendency to regard the affection as inseparable dimension of the individual and social practices. In education, we have witnessed the production of several studies addressing the affection from the perspective of the individual student and its impact on student learning. At the same time, we found a lack of studies to understand the affection of the teacher and the possible impact of this dimension in teaching. Thus, we aim to understand the affection of two literacy teachers (first grade of elementary school), since this series focuses the expectations of the whole school community about the literacy of students. This is a social context that raises multiple feelings and emotions in the subjects involved, especially the teacher, the person responsible for the noble task. As a general objective of the research, we intend to analyze the meanings assigned by the teachers of first grade of elementary school concerning to their own affection (emotions and feelings), which passes through the interactions established with students in the teaching-learning process. We set the theoretical framework of cultural-historical psychology, especially the contributions of Vygotsky on the constitution of the meanings and senses, as the elementary unit of the integrated development of thought and language, which reflects the extent of the individual emotional trends. We required further to the theory of subjectivity of Fernando González Rey. The author describes subjectivity as the product of the dialectical interaction between subject and socio-cultural circle, seeking to overcome the traditional concept taken by psychology, which defines it as a kind of personal inner world necessarily opposed to external reality. We applied the following qualitative methods: observations made in two classes of first grade of elementary school, with video recording depicting interactions between teacher and students; semi-structured interviews with both teachers and self-confrontation sessions simple and crossed with the teachers. The results showed that both teachers had difficulties to recognize and consider their own feelings and emotions shown in the videos. When they recognized their own feelings, they do not have deepened the discussion about them, considering other secondary issues. They showed structured conceptions of affection and demonstrated that affection impacts that undertake practice, to the extent that impacts them, as teachers. These results point to the urgency in considering the affection in the context of teaching practice. This means providing opportunities for reflection with teachers on affectivity actually lived in the teacher-student interactions, which implies the possibility of resizing and reframing practices undertaken. O presente estudo analisa a afetividade de professoras alfabetizadoras e suas implicações nas práticas empreendidas por essas profissionais. A dimensão afetiva configurou-se histórica e culturalmente como temática negligenciada no contexto da ciência psicológica e da educação. Atualmente, presenciamos a constituição de uma tendência a considerar a afetividade, como dimensão indissociável do sujeito e das práticas sociais. Na educação, assistimos a produção de diversos trabalhos abordando a afetividade na perspectiva do sujeito discente e seu impacto na aprendizagem, ao mesmo tempo em que, constatamos a escassez de trabalhos que compreendam a afetividade do professor e os possíveis impactos dessa dimensão na prática docente. Desta feita, objetivamos compreender a afetividade de duas professoras de 1º ano de ensino fundamental, dado que esta série concentra as expectativas de toda a comunidade escolar em torno da alfabetização dos alunos, constituindo um contexto social suscitador de múltiplos sentimentos e emoções nos sujeitos envolvidos, especialmente na professora, sujeito socialmente incumbido da nobre tarefa. Como objetivo geral da pesquisa, pretendemos analisar os significados e sentidos atribuídos pelas professoras de 1º ano do ensino fundamental a sua própria afetividade (emoções e sentimentos), que perpassa as interações estabelecidas com os alunos no processo de ensino-aprendizagem. Partimos do referencial teórico da psicologia histórico-cultural, especialmente, das contribuições de Vigotski sobre a constituição dos significados e sentidos, que traduze, em sua gênese, as tendências afetivo-volitivas do sujeito. Recorremos ainda à teoria da subjetividade de Fernando González Rey, que compreende a subjetividade como produto da interação dialética entre o sujeito e o meio sócio-cultural, buscando superar a tradicional concepção que a define como mundo interno ao sujeito, que se opõe inelutavelmente a uma realidade externa. Utilizamos procedimentos concernentes à metodologia qualitativa: observações realizadas nas duas salas de 1º ano do ensino fundamental, com gravações de vídeos que retratavam interações entre professora e alunos; entrevistas semi-estruturadas com as duas professoras e sessões de autoconfrontação simples e cruzadas com as professoras. Os resultados apontaram que ambas as professoras apresentaram dificuldades na confrontação e consideração dos próprios sentimentos e emoções evidenciados nos vídeos, e quando o fizeram, não avançaram na discussão dos mesmos, tergiversando para a consideração de aspectos outros, secundários à temática em questão. Apresentaram concepções estruturadas de afetividade e demonstraram que tal dimensão impacta as práticas que empreendem, na medida em que as impacta como sujeitos docentes. Tais resultados apontam para a premência em se considerar a afetividade no contexto da prática docente. Isto significa propiciar espaços de reflexão com os professores sobre a afetividade realmente vivida nas interações professor-aluno, o que implica a possibilidade de ressignificação e redimensionamento de práticas empreendidas, não somente a produção de um conhecimento teórico sobre a afetividade, como categoria geral e abstrata, que contribui para a construção de afetividade meramente intelectualizada.

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PAULA, Daniele Facundo de. "Alfabetização estética: o aluno do curso de pedagogia da UFC e as possibilidades da arte na sua formação como educador." http://www.teses.ufc.br, 2010. http://www.repositorio.ufc.br/handle/riufc/3071.

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PAULA, Daniele Facundo de. Alfabetização estética: o aluno do curso de pedagogia da UFC e as possibilidades da arte na sua formação como educador. 2010. 96f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação, Fortaleza-CE, 2010. Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-05T14:44:21Z No. of bitstreams: 1 2010_Dis_DFPAULA.pdf: 4131085 bytes, checksum: 51b3f04b475f202d9f659b99f714ee6b (MD5) Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-09T11:47:29Z (GMT) No. of bitstreams: 1 2010_Dis_DFPAULA.pdf: 4131085 bytes, checksum: 51b3f04b475f202d9f659b99f714ee6b (MD5) Made available in DSpace on 2012-07-09T11:47:29Z (GMT). No. of bitstreams: 1 2010_Dis_DFPAULA.pdf: 4131085 bytes, checksum: 51b3f04b475f202d9f659b99f714ee6b (MD5) Previous issue date: 2010 In this search, I investigated the art contribution to the educator’s upbringing. I intended to enlarge the comprehension of human formation influenced by the variety of art manifestations or throughout the aesthetic literacy process. In this perspective, I described the educational art conception in schools and academic fields and also. I pointed out the UFC teachers’ conception of the matter, focusing on the teachers from the Pedagogy Course of this institution. Then, throughout a confrontation process, I analyzed the expectations of the students from the Pedagogy Course of UFC in terms of the artistic literacy proposed by the art disciplines and their respective teachers and I also took into consideration the possibilities of meaning construction through the art. I described the field experience and the methodological path taken into an ethnographic research. I debated in which terms the cultural capital can be an important analytical element in the distribution of the cultural goods of the formal education and its repercussion as a social reproduction tool, having in mind that media is a relevant vehicle to socialize some of these cultural goods. Taking the experiences and discoveries of two students who had applied the non compulsory discipline Seminar II Art and Education in Schools, I highlighted the educators’ formation process in these disciplines. At last, I established a parallel between the investigated students’ experiences and the syllabus of the course. I hope in this search to contribute to strengthen the educators’ perception of the art relevance in their formation, mainly the importance of the disciplines which deals with the aesthetic dimension of the educators. Moreover, I wish to unleash in the mentioned course new debates concerning the rightness of aesthetic issue in education and its possibilities to achieve a human formation. Nesse trabalho, investiguei o papel da arte na formação do pedagogo. Busquei ampliar a compreensão do processo de formação humana por meio das possibilidades da arte ou processo de alfabetização estética. Nesta perspectiva, descrevi a concepção de arte na educação nos âmbitos escolar e acadêmica; a visão dos professores de arte do curso de Pedagogia da UFC. Em seguida, analisei entre as expectativas dos alunos do curso de Pedagogia à luz do processo de alfabetização estética proposta pelas disciplinas de arte e seus respectivos professores, buscando um confrontamento, e verificando as possibilidades de composição de sentidos através da arte. Descrevi também a experiência de campo e o método de investigação em decorrência do caráter etnográfico da pesquisa. Discuti como o capital cultural pode ser importante elemento de análise da distribuição dos bens culturais na educação formal institucionalizada e sua atuação como fator de reprodução social, tendo a mídia como um importante veículo de socialização de determinados bens culturais. Por conseguinte, relatei o processo de formação que se desenvolveu na disciplina Seminário II Arte e Educação na Escola, analisando as vivências e as descobertas de duas estudantes do curso em uma disciplina que não compõe a grade curricular obrigatória. Finalmente, relacionei a experiência das alunas investigadas e a proposta do curso. Espero contribuir para que os futuros educadores compreendam melhor o papel da arte em sua formação, especificamente, a importância das disciplinas que buscam trabalhar a dimensão estética do educador. Além disso, pretendo desencadear naquele curso novas discussões sobre a pertinência do estético na educação e suas possibilidades de uma humana formação.

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ALVES, Marly dos Santos. "A avaliação como instrumento de melhoria da qualidade da alfabetização: uma análise da experiência do programa alfabetização na idade certa (PAIC)." http://www.teses.ufc.br, 2010. http://www.repositorio.ufc.br/handle/riufc/3642.

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ALVES, Marly dos Santos. A avaliação como instrumento de melhoria da qualidade da alfabetização: uma análise da experiência do Programa Alfabetização na Idade Certa (PAIC). 2010. 74f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-08-06T15:42:43Z No. of bitstreams: 1 2010_DIS_MSALVES.pdf: 397925 bytes, checksum: a08ef79bdf2fda2132dfbeb261ec7874 (MD5) Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-08-09T11:26:00Z (GMT) No. of bitstreams: 1 2010_DIS_MSALVES.pdf: 397925 bytes, checksum: a08ef79bdf2fda2132dfbeb261ec7874 (MD5) Made available in DSpace on 2012-08-09T11:26:00Z (GMT). No. of bitstreams: 1 2010_DIS_MSALVES.pdf: 397925 bytes, checksum: a08ef79bdf2fda2132dfbeb261ec7874 (MD5) Previous issue date: 2010 This research was, in general, see how the actions taken by the axis of evaluation of the Literacy in the Middle One (PAIC) have contributed to improving the quality of education in the early years of elementary school. Specifically intended to look as it did the process of the PAIC in public schools, to identify the level of knowledge that teachers had on the design of assessment promoted by PAIC; raise with which the teachers received training to work with the program; see how teachers use the teaching materials in the classroom, identifying the changes in the practice of literacy teachers provided by the disclosure of the evaluation results by student, seeking information about monitoring the Education Department in the activities developed in schools with the PAIC. Literacy is a stage of schooling in which children need to acquire the basic skills of reading and writing. According to the data with the results of the state of Ceara in the evaluations conducted by the Ministry of Education and Culture, students enrolled in the early years of elementary school had a critical and very critical reading and writing. Thus was created the Literacy Program at Age One, whose goal is to alphabetize all children by age 7, bringing the schools a new teaching methodology and assessment, by thus facilitate the task of teacher literacy and raise the quality education in the state. Accordingly, after 3 years of program implementation, carried out a qualitative research with a sample of ten teachers from a city whose students participate in PAIC since its implementation in the state and with significant changes in these three years . Were used as research tools: a semistructured interview and a bibliographic authors in the field of literacy assessment, the National Curriculum Guidelines, the Literacy Program at Age One and Continuing Training Program for Teachers of years / grades of elementary school. Data analysis revealed a significant change in the teacher evaluation practices and performance of the students that the evaluation by the program, demonstrating that the PAIC came to improve the quality of education in the early years of elementary school. Esta pesquisa objetivou, de modo geral, verificar como as ações desenvolvidas pelo eixo de avaliação do Programa Alfabetização na Idade Certa (PAIC) têm contribuído para a melhoria da qualidade da educação nos anos iniciais do ensino fundamental. Especificamente intencionou-se analisar como se deu o processo de implantação do PAIC nas escolas municipais; identificar o nível de conhecimento que os professores tinham sobre a concepção de avaliação promovida pelo PAIC; levantar junto aos professores qual a formação recebida para atuar junto ao programa; verificar como os professores utilizam o material didático em sala de aula; identificar as mudanças na prática do professor alfabetizador proporcionada pela divulgação os resultados da avaliação por aluno; e buscar informações quanto ao acompanhamento da Secretaria de Educação nas ações desenvolvidas nas escolas junto ao PAIC. A alfabetização é uma etapa da escolaridade na qual as crianças precisam adquirir as competências básicas de leitura e escrita. De acordo com os resultados do Estado do Ceará nas avaliações realizadas pelo Ministério da Educação e Cultura, os alunos matriculados nos anos iniciais do ensino fundamental apresentavam um estado crítico e muito crítico na leitura e na escrita. Assim, criou-se o Programa Alfabetização na Idade Certa, cuja meta é alfabetizar todas as crianças até 7 anos de idade, trazendo para as escolas uma nova metodologia de ensino e avaliação, buscando assim, auxiliar a prática do professor alfabetizador, e elevar a qualidade da educação no Estado. Nesse sentido, após 3 anos de implantação do programa, procedeu-se uma investigação de natureza qualitativa, com uma amostra composta de dez professores de um município, cujos alunos participam do PAIC desde a sua implantação no Estado, e que apresentaram mudanças significativas nesses 3 anos. Foi utilizado como instrumento de pesquisa a entrevista semiestruturada. Ademais, foram consultados trabalhos na área de alfabetização e avaliação, os Parâmetros Curriculares Nacionais e documentos referentes ao Programa Alfabetização na Idade Certa e ao Programa de Formação Continuada de Professores dos anos/séries iniciais do ensino fundamental. A análise dos dados revelou uma significativa mudança na prática avaliativa do professor e no desempenho apresentado pelos alunos na avaliação realizada pelo PAIC, demonstrando que este programa veio para melhorar a qualidade da educação nos anos iniciais do ensino fundamental.

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Silva, Roberta da. "Os desafios da gestão da formação de professores do programa alfabetização na idade certa em Acopiara / CE." Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1243.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-05T12:35:31Z No. of bitstreams: 1 robertadasilva.pdf: 886723 bytes, checksum: 120957b8230452091fc7ec2c2f2d99c3 (MD5) Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T04:14:10Z (GMT) No. of bitstreams: 1 robertadasilva.pdf: 886723 bytes, checksum: 120957b8230452091fc7ec2c2f2d99c3 (MD5) Made available in DSpace on 2016-04-24T04:14:10Z (GMT). No. of bitstreams: 1 robertadasilva.pdf: 886723 bytes, checksum: 120957b8230452091fc7ec2c2f2d99c3 (MD5) Previous issue date: 2013-09-30 O presente trabalho tem como objetivo analisar os desafios da gestão das ações de formação de professores do Programa Alfabetização na Idade Certa-PAIC no Município de Acopiara, a partir do desenho proposto pelo Programa e da perspectiva de alinhamento entre as ações de formação continuada às demais ações previstas nos cinco eixos estruturantes do Programa: Educação Infantil, Gestão Municipal, Avaliação Externa, Alfabetização e Formação do Leitor. A descrição do caso de gestão inicia-se pela apresentação do breve histórico do PAIC, centrando-se na sua trajetória como política estadual implementada nos 184 municípios cearenses e na descrição dos objetivos e ações previstas para os eixos que o estruturam, enfatizando o eixo da alfabetização, no qual se inserem as ações de formação de professores. A descrição do caso prossegue a partir da contextualização do locus da pesquisa e da apresentação de como se dá, no contexto local, o desenvolvimento dessas ações de formação de professores. A metodologia adotada para a realização do trabalho foi a abordagem qualitativa, através do método estudo de caso, cuja coleta de dados utilizou-se da análise documental e da realização de entrevistas semiestruturadas junto à equipe municipal do PAIC e à Secretária de Educação do Município. Os achados da pesquisa apontam para desafios que são analisados sob a perspectiva de princípios norteadores da formação continuada de professores e princípios da gestão educacional, discutidos a partir do referencial teórico selecionado: Arroyo (2002), Fullan e Hargreaves (2000), Gatti (2008), Libâneo (2008), Lück (1997), Lück (2009) e Nóvoa (2008). Os resultados apontaram para a elaboração de um plano de intervenção centrado em três estratégias de ação: implementação de uma nova dinâmica de desenvolvimento das ações de formação continuada do PAIC/PNAIC; criação de um núcleo de formação continuada de professores na SME e elaboração de proposta curricular de Língua Portuguesa e Matemática para anos iniciais do Ensino Fundamental. The present study aims to analyze the challenges of managing the teacher training actions of Literacy Program in the Right Age - PAIC the Municipality of Acopiara, from the design proposed by the program and the perspective of alignment between the actions of continuing education to the actions provided for in the five main principles in the program: Early Childhood Education, Municipal Management, External Evaluation, Literacy and Reading Education. The description of the management case begins with the presentation of a brief history of PAIC, focusing on his path as a state policy implemented in the 184 municipalities in Ceará and the description of the objectives and actions planned to axes that structure it, emphasizing the axis of literacy, which encompasses the teacher training actions. The case description proceeds from the contextualization of the locus of research and presentation, in the local context , of the development of teacher training actions. The methodology adopted for the research was a qualitative approach, by means of a case study method, which collect data from the documental research and semi-structured interviews with the PAIC municipal staff and the Municipal Education Secretariat. The research findings point to challenges that are analyzed from the perspective of the guiding principles of continuous education of teachers and principles of educational management, discussed based on the selected theoretical framework: Arroyo (2002), Fullan and Hargreaves (2000), Gatti (2008), Libâneo (2008) , Lück (1997, 2009) and Nóvoa (2008). The results pointed to the elaboration of a plan of intervention focused on three strategies: Implementation of a new development dynamic of training activities for the PAIC / PNAIC; creating a teacher continuing education nucleus at the Municipal Education Secretariat and building a curriculum proposal for Portuguese Language and Mathematics to the early years of elementary school.

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MOREIRA, Rejane Mary. "Programa Brasil Alfabetizado na UECE: a alfabetização como mediação de inclusão social." http://www.teses.ufc.br, 2010. http://www.repositorio.ufc.br/handle/riufc/2831.

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MOREIRA, Rejane Mary. Programa Brasil Alfabetizado na UECE: a alfabetização como mediação de inclusão social. 2010. 114 f. Dissertação (Mestrado em Políticas Públicas e Gestão da Educação Superior) – Universidade Federal do Ceará, Programa de Pós-Graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza-CE, 2010. Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-06-22T14:10:14Z No. of bitstreams: 1 2010_dis_RMMoreira.pdf: 5984306 bytes, checksum: adea38ef8bb2bf2f51c8dec1efa7288b (MD5) Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-25T11:23:00Z (GMT) No. of bitstreams: 1 2010_dis_RMMoreira.pdf: 5984306 bytes, checksum: adea38ef8bb2bf2f51c8dec1efa7288b (MD5) Made available in DSpace on 2012-06-25T11:23:00Z (GMT). No. of bitstreams: 1 2010_dis_RMMoreira.pdf: 5984306 bytes, checksum: adea38ef8bb2bf2f51c8dec1efa7288b (MD5) Previous issue date: 2010 This study aimed to analyze the contribution of the Brazil Literate Program, run by UECE, regarding the inclusion of students of the fifth-period 2007/2008. Based on this objective we verified if this literacy experience led the students of this class to keep on reading and writing with the appropriate understanding. We decided for the descriptive, qualitative study, and as a technique, a semi-structured interview of which took part 13 literates of three classes of the program, which took place in the neighborhoods of Jardim das Oliveiras, Pio XII and Aerolândia. A questionnaire was carried out with the teachers of these classes and another with the educational coordinator of the project. The results indicate that the experience of literacy performed by UECE did not lead the literates of the fifth class to keep on reading and writing, failing on the acquisition of reading, writing, basic arithmetics and the continuity of these skills used in everyday life, as well as on the studies related to adult education. It is noteworthy, as positive in this program, 'small steps' such as learning how to sign their own names, what means the development of oral language and the appropriation of a new vision of life. Such fact led them to raise self-esteem. The results of the survey suggest that to seek paths or solutions which are favorable to the inclusion through literacy, we must consider the concrete conditions of life of learners and adopt measures of selection for educators in the sense that the initial, continuing and permanent training of those, move towards the establishment of a new teaching with committed, qualified and certified professionals in the area of adult education; an offer which is not of compensatory policies. However, the proposal of EJA policy is able to break up with the practices of old campaigns of assistance, uncommitted with the continuity of schooling and the transformation of society. Such education proposal must consider and respect diversity as a value which is continuing and liberating. O objetivo desta pesquisa foi analisar a contribuição do Programa Brasil Alfabetizado executado pela UECE quanto à inclusão social dos alunos da quinta turma – período 2007/2008. Com base nesse objetivo verificamos se essa experiência de alfabetização levou os egressos dessa turma a permanecer lendo e escrevendo com a devida compreensão. Optou-se pela pesquisa de caráter descritivo, de natureza qualitativa, e como técnica uma entrevista semi-estruturada da qual participaram 13 alfabetizados de três turmas do Programa, que funcionaram nos bairros do Jardim das Oliveiras, do Pio XII e da Aerolândia. Foi aplicado um questionário com as educadoras dessas turmas e outro com a coordenadora pedagógica do projeto. Os resultados indicam que a experiência de alfabetização executada pela UECE não levou os alfabetizados da quinta turma a permanecer lendo e escrevendo. Isso deixou a desejar no que concerne à aquisição da leitura, escrita e noções de Aritmética e da continuidade do uso dessas habilidades no cotidiano, como também dos estudos na EJA. Ressaltam-se como positivos desse Programa “pequenos avanços” como aprender a assinar o nome e o desenvolvimento da oralidade, o que significa apropriar-se de uma nova visão de vida, fato que os levou a elevar a auto-estima. Os resultados da pesquisa sugerem que, para se buscar os caminhos ou soluções favoráveis à inclusão pela alfabetização, deve-se considerar as condições concretas de vida dos alfabetizandos e adotar medidas de seleção para os educadores no sentido de que a formação inicial, continuada e permanente destes, caminhem para a constituição de uma nova didática com profissionais comprometidos, qualificados e habilitados ao magistério na área de EJA; uma oferta que não seja de políticas compensatórias, mas uma proposta de Política de EJA capaz de romper com as práticas das antigas campanhas de caráter assistencialista, descomprometidas em relação à continuidade da escolarização e com a transformação da sociedade; uma proposta de educação que considere e respeite a diversidade como valor, que seja continuada e libertadora.

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Medeiros, Ana Luzia Cavalcante. "O Projeto AlfabetizaÃÃo SolidÃria e seu impacto na atuaÃÃo dos professores e nas prÃticas de letramento de jovens e adultos de MaracanaÃ-CE." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3887.

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nÃo hÃ Investiga as prÃticas de letramento e o impacto da escolarizaÃÃo na vida dos sujeitos que passaram pela alfabetizaÃÃo e o letramento no Projeto AlfabetizaÃÃo SolidÃria â AlfaSol, em parceria com a Universidade Federal do CearÃ - UFC e o MunicÃpio de MaracanaÃ-CE, em 2006. Nesta investigaÃÃo, averiguo-se tambÃm como ocorreu a inserÃÃo dos egressos do projeto no mercado de trabalho e como sucedeu a formaÃÃo dos alfabetizadores responsÃveis pela alfabetizaÃÃo de 293 alunos, distribuÃdos em 15 salas de aulas, em vÃrias localidades do MunicÃpio. A pesquisa buscou verificar a hipÃtese inicial de que os alunos pesquisados possuem baixo nÃvel de letramento, alÃm de nÃo conseguirem sair do programa alfabetizados. SupÃs-se que ambientes letrados estimulam os indivÃduos a se tornarem letrados e permitem que aqueles com habilidades recÃm-adquiridas sustentem e desenvolvam seu letramento. Foi realizado um estudo de caso, de carÃter descritivo, de natureza qualiquantitativa, usando amostra estratificada. Como instrumento de investigaÃÃo aplicou-se um questionÃrio junto aos alunos e alfabetizadores para averiguar o seu nÃvel de letramento. The objective of this research is to investigate the impact of the method of teaching in the lives of those who have been instructed and made literate through the Project AlfabetizaÃÃo SolidÃria â AlfaSol, working in conjunction with the Federal University of CearÃ and the Municipality of MaracanaÃ, CearÃ, during the year 2006. The research also tries to discover how those who finished the Project got into the work force as well as examening the formation process of those responsable for the literacy of 293 students, divided into fifteen classrooms in various localities in the municipality. The research tried to verify the initial hypothesis that the students examined had a very low level of writing ability, and indeed left the program iliterate. We started from the presupposition that literate environments stimulated individuals to become literate and permitted those with recently acquired abilities to further develop their literacy capability. A case study of a descriptive nature was carried out through a stratified sample. Our instrument for investigating was a questionaire given both to the students and those responsable for the teaching to discover the level of literacy among them.

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PATRÍCIO, Francisca de Marilac de Souza. "Letramento no campo: o rádio educativo em um assentamento da reforma agrária no Ceará." http://www.teses.ufc.br, 2010. http://www.repositorio.ufc.br/handle/riufc/3079.

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PATRÍCIO, Francisca de Marilac de Souza . Letramento no campo: o rádio educativo em um assentamento da reforma agrária no Ceará. 2010. 174f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-05T19:57:59Z No. of bitstreams: 1 2010_Dis_FMSPATRICIO.pdf: 1456158 bytes, checksum: 5172bb435e4f04d2f3800aef86892fd9 (MD5) Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-09T12:38:51Z (GMT) No. of bitstreams: 1 2010_Dis_FMSPATRICIO.pdf: 1456158 bytes, checksum: 5172bb435e4f04d2f3800aef86892fd9 (MD5) Made available in DSpace on 2012-07-09T12:38:51Z (GMT). No. of bitstreams: 1 2010_Dis_FMSPATRICIO.pdf: 1456158 bytes, checksum: 5172bb435e4f04d2f3800aef86892fd9 (MD5) Previous issue date: 2010 Os sujeitos do campo são compreendidos pela sua força produtiva no que se refere ao trabalho braçal. Neste aspecto, são valorizados. Mas, essa valorização cessa quando esses mesmos sujeitos são confrontados com o trabalho intelectual. Nesta dissertação, parte-se do pressuposto de que o potencial intelectual desses sujeitos, se estimulado e desenvolvido, pode contribuir para o entendimento da sociedade sobre a vida e mesmo sobre a ciência, manifestando a sua sabedoria para que seja interpretada pelas instâncias em que a produção do conhecimento é validada. As distâncias geográficas que dificultam o acesso das pessoas às vias dessa categoria de conhecimento podem ser reduzidas pela apropriação dos meios tecnológicos da informação e da comunicação. Mesmo tecnologias mais antigas, como é o caso do rádio, podem servir de suporte à elaboração, tradução e veiculação dessa sabedoria, sobretudo se for articulada a outras mais recentes, como a internet. O texto apresenta um estudo sobre uma experiência do uso do rádio como uma ferramenta educativa no Assentamento Santana, no Ceará. Os estudantes e educadores de Santana conduzem a programação da radioescola, denominada Rádio Cultura de Santana, produzindo mensagens a partir da discussão de temáticas de interesse local. As fontes de informação para a produção dessas mensagens são acessadas por meio de entrevistas diretas com a comunidade do assentamento ou por meio de pesquisas pela internet. A comunidade participa da produção e da audição da programação, trocando saberes de naturezas distintas advindas da experiência interna e das fontes escritas vindas de outros espaços, disponíveis graças à interferência e adaptação tecnológica. A base teórica do texto tem como linha mestra a teoria de Paulo Freire que trata da comunicação dialógica, da leitura do mundo, da troca de saberes. Outros autores como Jesus Martin-Barbero, Adilson Citelli e Mário Kaplún são referências nas reflexões sobre a relação comunicação e educação, assim como Ângela Kleyman, Marcuschi e Magda Soares aportam conhecimentos nas reflexões sobre o letramento. A metodologia utilizada é a Pesquisa Participativa, cujos instrumentos de coleta de dados exigiu a participação ativa no cotidiano da comunidade por meio de entrevistas, observação in loco, pesquisa documental e análise das ações e depoimentos dos sujeitos da pesquisa. Os resultados da pesquisa apontam para transformações observáveis nos processos de aprendizagem e usos da leitura e da escrita, assim como alterações nas práticas pedagógicas dos educadores do assentamento.

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Lopes, Ângela Maria Eugênio. "Educação de adultos e escola “sobre” os trilhos das teorias clássicas da administração e da Teoria do Capital Humano: o caso da Rede Ferroviária Federal S.A. – RFFSA, no Ceará, de 1970-1975." reponame:Repositório Institucional da UFC, 2017. http://www.repositorio.ufc.br/handle/riufc/22620.

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LOPES, Ângela Maria Eugênio. Educação de adultos e escola “sobre” os trilhos das teorias clássicas da administração e da Teoria do Capital Humano: o caso da Rede Ferroviária Federal S.A. – RFFSA, no Ceará, de 1970-1975 . 2017. 334f. – Tese (Doutorado) Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-05-02T11:49:53Z No. of bitstreams: 1 2017_tese_amelopes.pdf: 12762401 bytes, checksum: 00e968231f12f837375f52bb4e757fd3 (MD5) Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-05-03T10:38:52Z (GMT) No. of bitstreams: 1 2017_tese_amelopes.pdf: 12762401 bytes, checksum: 00e968231f12f837375f52bb4e757fd3 (MD5) Made available in DSpace on 2017-05-03T10:38:52Z (GMT). No. of bitstreams: 1 2017_tese_amelopes.pdf: 12762401 bytes, checksum: 00e968231f12f837375f52bb4e757fd3 (MD5) Previous issue date: 2017 Esta investigação tem como objetivo analisar os sentidos das experiências de educação de adultos e de escolas da RFFSA, construídos pelos sujeitos, e sua relação com os princípios das Teorias Clássicas da Administração e da Teoria do Capital Humano, norteadoras das práticas administrativas e educacionais da empresa. Tais experiências ocorreram na década 1970, em Fortaleza-CE, quando a RFFSA já mantinha escolas para os filhos dos ferroviários e, promovia cursos de alfabetização de adultos direcionados aos trabalhadores de níveis mais baixos de escolarização; o domínio das habilidades de leitura e escrita e das operações básicas de matemática dava-lhes a possibilidade de acesso a novos cargos, de acordo com o que determinava a empresa. Trata-se de pesquisa descritiva e explicativa, de abordagem qualitativa, caracterizada como estudo de caso histórico baseado em Bogdan e Bicklen. Os dados empíricos foram colhidos através de entrevistas semiestruturadas com seis sujeitos idosos, bem como pesquisa documental. O referencial teórico utilizado para as categorias conceituais de educação e alfabetização de adultos foram Freire, Haddad e Di Pierro, Saviani, Fernandéz, Carvalho, Costa e Furtado; para as Teorias Clássicas da Administração: Silva, Taylor, Fayol, Zanatta e Kuenzer; para a Teoria do Capital Humano: Schultz e Frigotto. Para contextualização das ferrovias, teve como suporte os estudos de Telles, Pereira e Muniz, Mota, Almeida, Azevedo, Possas e Segnini. Outros autores foram incluídos para referendar a análise que, pautada na dialética, busca analisar as circunstâncias e as contradições que ligaram o contexto histórico ao sentido das experiências construídos pelos sujeitos. Constatou-se que as experiências educativas ocorreram sob a égide da pedagogia tecnicista, de visão utilitarista e orientada pelos princípios das Teorias Clássicas de Administração e da Teoria do Capital Humano, presentes nas políticas e nas práticas administrativas; desvelavam-se assim aspectos internos característicos de uma cultura assistencialista e clientelista, bastante comum à época. Evidencia-se que as repercussões das experiências de alfabetização e de qualificação foram muito mais no âmbito pessoal e profissional. Neste sentido, se apresentam para os trabalhadores como a oportunidade de alfabetização e qualificação técnica que, apesar de aligeiradas, podem ter contribuído para o acesso a outros cargos e resultado na elevação da autoestima, sem que isso representasse significativas mudanças nas condições de vida e de trabalho. Quanto às experiências nas escolas, propiciou o acesso à educação aos filhos dos trabalhadores, e quando interrompidas geraram perdas tanto para os trabalhadores e suas famílias, como para as professoras. Constata-se, portanto, que os sentidos das experiências não confluem na mesma direção para todos os sujeitos, mas podem ser traduzidos como movimentos constantes de luta dos trabalhadores no sentido de mobilização-desmobilização, dominação-resistência, controle-ousadia. Verifica-se que, nos anos 1970, triunfa o poder desmobilizador do Estado autoritário que, em nome da racionalidade, provoca a diminuição do quadro de empregados, o fechamento das escolas com a supressão do ensino primário para, nas décadas seguintes, culminar no processo de privatização da estatal, em consonância com a pauta neoliberal.

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Fontenele, Lissa Mara Saraiva. "O novo contexto da educação especial: uma pesquisa etnográfico-discursiva sobre identidades profissionais e maternas." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/8246.

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FONTENELE, Lissa Mara Saraiva. O novo contexto da educação especial: uma pesquisa etnográfico-discursiva sobre identidades profissionais e maternas. 2014. 252f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014 Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-06-09T14:18:40Z No. of bitstreams: 1 2014_tese_lmsfontenele.pdf: 1977928 bytes, checksum: 68a96481267d20a39d6ac0c7b65e34cd (MD5) Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-06-09T14:47:51Z (GMT) No. of bitstreams: 1 2014_tese_lmsfontenele.pdf: 1977928 bytes, checksum: 68a96481267d20a39d6ac0c7b65e34cd (MD5) Made available in DSpace on 2014-06-09T14:47:51Z (GMT). No. of bitstreams: 1 2014_tese_lmsfontenele.pdf: 1977928 bytes, checksum: 68a96481267d20a39d6ac0c7b65e34cd (MD5) Previous issue date: 2014 The implementation of Specialized Educational Care (SEC) Centers by the Central government brought about changes in the multidisciplinary team practitioner identities, and reshaped maternal identities. Practitioners from diverse fields that used to provide treatment in isolation had to develop joint work. In this context, professional identities were rebuilt, influenced largely by the literacy practices of the various professional fields present in the centers. In relation to the mothers, they had to face the challenge of having to enroll their children in mainstream schools in order to continue to be entitled to the multidisciplinary team care. This was a source of great anxiety and insecurity, as they do not consider current mainstream schools as appropriate to their children. To research about identities, I adopted in this thesis the Social Theory of Literacy (BARTON and HAMILTON, 1998; BARTON, 2009), which considers literacy as a set of social practices that are directly related to existing values and beliefs in different communities and social groups who are thus closely related to the members’ identities. I also adopted Gee’s (2000 - 2001, 2003) theoretical and methodological proposal on identities in educational contexts. In addition, theoretical and methodological approach of Critical Discourse Analysis (CHOULIARAKI; FAIRCLOUGH, 1999; FAIRCLOUGH, 2003) provides support for the study of identities with two categories, namely: Representational Meaning (Discourses) and Identificational Meaning (Styles). Through the reflexive ethnographic research, the data indicated the existence of power asymmetry in the relations among the practitioners originated, mostly, from the predominance of literacies related to the health area over the literacies in the educational area, which ultimately affect in a negative way the educational care. By taking into account the mother’s views and representations around literacy, it was possible to see how these aspects were important in the construction of their maternal identities in relation to their choices regarding the appropriate care to their children. A implantação dos Centros de Atendimento Educacional Especializado (AEEs) pelo governo ocasionou mudanças nas identidades profissionais da equipe multiprofissional, e reconfigurou as identidades maternas. Os profissionais e as profissionais das diversas áreas que antes prestavam atendimento de forma isolada tiveram que desenvolver um trabalho conjunto. Nesse contexto, as identidades profissionais foram sendo reconstruídas e influenciadas, em grande parte, pelas práticas de letramento das diversas áreas profissionais presentes nos centros. Quanto às mães, viram diante de si o desafio de terem que matricular seus filhos e filhas na escola regular a fim de continuarem a ter direito aos atendimentos da equipe multidisciplinar. Isso foi fonte de grande ansiedade e insegurança, visto não considerarem o modelo da escola regular atual apropriado às suas crianças. Para pesquisar sobre identidades, adoto nesta tese a Teoria Social do Letramento (BARTON; HAMILTON, 1998; BARTON, 2009), que entende o letramento como um conjunto de práticas sociais que têm relação direta com valores e crenças existentes nas diversas comunidades e grupos sociais e que estão, assim, intimamente relacionadas às identidades das pessoas. Adoto também a proposta teórico/metodológica de Gee (2000 – 2001, 2003) de análise das identidades em contextos educacionais. Além disso, a abordagem teórico-metodológica da Análise de Discurso Crítica (CHOULIARAKI; FAIRCLOUGH, 1999; FAIRCLOUGH, 2003), fornece subsídios para o estudo das identidades a partir de duas categorias, a saber: o Significado Representacional (Discursos) e o Significado Identificacional (Estilos). Por meio da pesquisa etnográfica reflexiva, os dados indicam a existência de uma assimetria de poder nas relações entre os profissionais e as profissionais oriunda, em sua maioria, da predominância dos letramentos da área da saúde em detrimento aos letramentos relativos à área educacional, o que acaba por afetar, de forma negativa, os atendimentos. Ao considerar as concepções e representações das mães em torno do letramento, foi possível perceber como esses aspectos foram importantes na formação de suas identidades maternas no sentido de serem parâmetros que pautam suas escolhas em relação a que atendimentos são apropriados ou não para seus filhos e filhas.

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Silveira, Teresa MÃrcia Almeida da. "Sentidos e Efeitos da AvaliaÃÃo Externa do Programa AlfabetizaÃÃo na Idade Certa (PAIC) Na Rede Municipal de Ensino PÃblico de Fortaleza (CE)." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15803.

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nÃo hÃ O objetivo desta pesquisa Ã avaliar o eixo da avaliaÃÃo externa do Programa AlfabetizaÃÃo na Idade Certa (PAIC), polÃtica pÃblica educacional do Governo do Estado do CearÃ, que tem como finalidade alfabetizar as crianÃas da rede pÃblica de ensino atÃ os sete anos de idade. Esta pesquisa avaliativa rompe com a concepÃÃo de avaliaÃÃo gerencialista, pautada na mensuraÃÃo e julgamento de valor e apoia-se na concepÃÃo de avaliaÃÃo de polÃticas pÃblicas inserida numa abordagem compreensiva e reflexiva. Nessa perspectiva, assume-se uma avaliaÃÃo em profundidade, na concepÃÃo de Rodrigues (2008), a partir da proposta pÃs-construtivista de Lejano (2012), em que a avaliaÃÃo significa ir alÃm da anÃlise do texto do PAIC e parte Ã procura da compreensÃo dos campos do contexto e das experiÃncias dos atores educacionais. Adota-se como objeto avaliativo o eixo da avaliaÃÃo externa do PAIC, buscando compreender como os atores educacionais da rede municipal de ensino pÃblico de Fortaleza percebem e conduzem a avaliaÃÃo externa do PAIC e explicitando os efeitos do resultado da Prova PAIC. Utiliza-se um percurso metodolÃgico-teÃrico centrado num olhar etnogrÃfico, baseado em Malinowski (1975) e Laplantine (2004), com procedimento de cunho qualitativo, o que permite adentrar no processo do PAIC para compreender as significaÃÃes, os sentidos e os efeitos do eixo da avaliaÃÃo externa. O embasamento teÃrico pauta-se nas concepÃÃes da avaliaÃÃo educacional de carÃter formativo, preconizadas por Afonso (2005), Hadji (2001) e Perrenoud (1999), assim como nos estudos sobre cultura escolar de Forquin (1993) e Julia (2001). Por meio da imersÃo no campo da prÃtica do PAIC, encontra-se a chave da pesquisa mediante as categorias empÃricas de anÃlise â contexto e texto â, revelando-se no contexto as dimensÃes: conceitual, instrumental e simbÃlica. As dimensÃes sinalizam evidÃncias alÃm do texto da avaliaÃÃo externa do PAIC, constatando-se que a Prova PAIC nÃo se molda em uma avaliaÃÃo formativa e diagnÃstica. Evidencia-se que a avaliaÃÃo externa do PAIC ocasiona uma centralizaÃÃo pedagÃgica em torno dos descritores da Matriz de ReferÃncia, ditando o currÃculo escolar. Percebe-se uma imposiÃÃo da âcultura avaliativaâ incitada pela gestÃo por resultados, em que os resultados da Prova PAIC recaem na accountability, resultando nos rankings das escolas pÃblicas municipais de Fortaleza. The objective of this research is to evaluate the external evaluation of the shaft Literacy Program in the Middle One (PAIC), public education policy of the Government of the State of CearÃ, which aims literate children from public school until the age of seven. This evaluative research breaks with the design of managerial evaluation, based on the measurement and value judgment and relies on the concept of evaluation of public policies embedded in a comprehensive and thoughtful approach. From this perspective, it assumes an in-depth evaluation in the design of Rodrigues (2008), from the post-constructivist approach of Lejano (2012), in which the evaluation means going beyond PAIC text analysis and part to Search understanding of the context fields and experiences of educational actors. Is adopted as the object evaluation the axis of the external evaluation of PAIC, trying to understand how educational actors in the municipal public education Fortaleza realize and conduct the external evaluation of PAIC and explaining the effects of the outcome of the trial PAIC. It uses a methodological-theoretical path centered on a ethnographic essay, based on Malinowski (1975) and Laplantine (2004), with qualitative approach procedure, which allows entering the PAIC the process to understand the meaning, the senses and the effects of axis of the external evaluation of PAIC. The theoretical foundation is guided in the conceptions of educational assessment formative, advocated by Afonso (2005), Hadji (2001) and Perrenoud (1999), as well as in studies of school culture Forquin (1993) and Julia (2001). Through immersion in the field of the PAIC practice, the search key is found by empirical analysis categories - background and text -, revealing the context dimensions is conceptual, and symbolic instrument. The dimensions indicate evidence beyond the text of the external evaluation of PAIC, if noting that the PAIC Proof is not shaped in a formative and diagnostic assessment. It is evident that the external evaluation of PAIC causes an educational centering around the Reference Array descriptors, setting the school curriculum. One sees an imposition of "evaluative culture" prompted by managing for results, in which the results of the trial PAIC fall in accountability, resulting in rankings of public schools in Fortaleza.

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Lima, Ana Maria Pereira. "Práticas de letramentos e inclusão digital na aula de língua portuguesa." www.teses.ufc.br, 2013. http://www.repositorio.ufc.br/handle/riufc/8234.

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LIMA, Ana Maria Pereira. Práticas de letramentos e inclusão digital na aula de língua portuguesa. 2013. 293f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2013. Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-06-06T14:39:25Z No. of bitstreams: 1 2013_tese_amplima.pdf: 2732484 bytes, checksum: 3fa94fe5defdaf9b66d5c5fecd01b6e7 (MD5) Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-06-06T17:21:18Z (GMT) No. of bitstreams: 1 2013_tese_amplima.pdf: 2732484 bytes, checksum: 3fa94fe5defdaf9b66d5c5fecd01b6e7 (MD5) Made available in DSpace on 2014-06-06T17:21:18Z (GMT). No. of bitstreams: 1 2013_tese_amplima.pdf: 2732484 bytes, checksum: 3fa94fe5defdaf9b66d5c5fecd01b6e7 (MD5) Previous issue date: 2013 In this thesis, we investigate the practices of literacies developed in Portuguese Language classes that took place at the Laboratory of Computer Education (LCE) of public high schools of Jaguaribe region of the state of Ceará, in order to verify whether these practices can promote digital literacy and digital inclusion for students deriving from the implementation of the proposal of official documents on the integration of technology in schools and the performance of teachers in preparing and conducting classes. We developed a survey in two stages. The first one was a documentary research on the theme. At this stage we analyzed the official documents: the Lei de Diretrizes e Bases da Educação, the Parâmetros Curriculares Nacionais do Ensino Médio and the PCN +, documents of the Exame Nacional do Ensino Médio, documents of the Sistema de Avaliação da Educação Básica and documents of reference and supporting material for High School of the Department of Education of the State of Ceará. In a second step, we monitored four teachers through interviews, questionnaires and class recordings, including the stages of planning and implementation of activities with the technologies. We investigated the representations about the working relationships with digital technologies, with lesson planning and the selection process of textual genres studied in LCE, reading and writing lessons, and then, the implementation of these classes in order we could check what kind of literacies were potentially present and the teachers Who worked effectively. We noted that the LCE is a differentiated classroom where there is a proposal for the integration of linguistic knowledge to the social and institutional demands, although its use did not fully promoted practices of literacies demanded by the use of technological resources that exist in LCE, because for the teaching of reading and writing there is not the initiative to insert authentic texts placed in relevant social practices to local and /or global cultures. The multimodal, multimediatic and digital literacies were potentially present, but the strategies used by teachers in implementing the lessons and the conduct in relation to the selected text genres did not allow such literacies were achieved in a proposal of greater digital inclusion of students because the actions taken by the teachers were attached to the autonomous literacy model and that meant not contemplating the nature of literacies required by the technological environment. Hence, the textbook was the model followed in most reading activities that were aimed at decoding, and the writing activities were only copies of texts collected from the internet, which meant a subutilization of multimidiatic and multimodal resources available. As to official documents, the teachers said they knew these proposals in PCNs, in the supporting material of SEDUC, in reference documents and in the documents of references for official tests (ENEM and SAEB ), mentionig them in planning and in interviews, but when they were currently implementing their lessons in LCE, the content of the reference documents of ENEM test was reinforced which alone does not work with the literacies needed for digital inclusion, reinforcing our conclusion that the practices of literacies were present in the LCE were under the service of the autonomous model of literacy. Nesta tese, investigamos práticas de letramentos desenvolvidas nas aulas de Língua Portuguesa que ocorreram no Laboratório Educativo de Informática (LEI) das escolas públicas de ensino médio da região jaguaribana do estado do Ceará, visando a verificar se essas práticas podem favorecer o letramento digital e a inclusão digital dos alunos, a partir da aplicação da proposta dos documentos oficiais acerca da inserção das tecnologias na escola e da atuação dos professores na preparação e realização das aulas. Para tanto, desenvolvemos uma pesquisa em duas etapas, sendo a primeira uma pesquisa documental acerca da temática. Nessa etapa analisamos os documentos oficiais: a Lei de Diretrizes e Bases da Educação, os Parâmetros Curriculares Nacionais do Ensino Médio e PCN+, matrizes do Exame Nacional do Ensino Médio, matrizes do Sistema de Avaliação da Educação Básica e matrizes de referências e metodologias de apoio para o Ensino Médio da Secretaria da Educação do Estado do Ceará. Em uma segunda etapa, acompanhamos quatro professores, por meio de entrevistas, questionários e registros de aulas, incluindo as etapas de planejamento e execução das atividades com as tecnologias. Investigamos as representações acerca das relações do trabalho com as tecnologias digitais; com o planejamento das aulas e com o processo de seleção dos gêneros textuais trabalhados no LEI; as aulas de leitura e escrita e, a seguir, a realização destas aulas para que verificássemos quais letramentos estavam potencialmente presentes e com quais os professores efetivamente trabalharam. Constatamos que o LEI é uma sala de aula diferenciada em que há uma proposta de integração dos saberes linguísticos às demandas institucionais e sociais, embora seu uso não efetive plenamente as práticas de letramentos demandadas pelo uso dos recursos tecnológicos ali existentes, porque não há, para o ensino da leitura e da escrita, a iniciativa de inserir textos autênticos situados em práticas sociais pertinentes às culturas locais e/ou globais. Os letramentos literário, multimodal, multimidiático e digital estavam potencialmente presentes, mas as estratégias utilizadas pelos professores, na aplicação das aulas e na conduta em relação aos gêneros textuais selecionados, não permitiu que tais letramentos se efetivassem em uma proposta maior de inclusão digital dos alunos, porque as ações realizadas pelos professores estavam presas ao modelo de letramento autônomo e isso implicou não contemplar a natureza dos letramentos demandados pelo ambiente tecnológico. Daí, o livro didático ser o modelo mais seguido para as atividades de leitura que tinham como objetivo a decodificação, e as atividades de escrita reduzirem-se a cópias de textos coletados da internet, havendo uma subutilização dos recursos multimidiáticos e multimodais disponíveis. Quanto aos documentos oficiais, os professores afirmaram conhecer as propostas presente nos PCNs, nas matrizes referenciais e metodologias de apoio da SEDUC e nas matrizes referenciais de provas oficiais (ENEM, SAEB e SPAECE), citando-as em planejamentos e nas entrevistas, mas, quando estavam em momento de execução de suas aulas no LEI, prevalecia o conteúdo das matrizes referenciais da prova do ENEM, que não trabalham isoladamente com os letramentos necessários para a inclusão digital, reforçando nossa conclusão de que as práticas de letramentos presentes no LEI estavam a serviço do modelo autônomo de letramento.

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Christiansen, Bethany Joanne. "Women's Medicine in England, c. 850-1100 CE: Evidence of Medical Manuscripts with a Focus on the Herbarium Tradition." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576865418758596.

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Achtar, Ahmad Sakhr. "Contact between theology, hermeneutics and literary theory : the role of Majāz in the interpretation of anthropomorphic verses in the Qur’ān from the 2nd AH/8th CE until the 7th AH/13th CE." Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/14565/.

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Our knowledge of tropical interpretation of anthropomorphic verses in the Qur'ān by Muslim theologians is very limited. We are mostly in the dark with regard to history, development and methods of tropical interpretation of these verses. The research shows that the process of interpreting anthropomorphic verses in the Qur'ān (from the 2nd /8th to the 7th/13th century focusing on the Mu'tazilites and the Ash'arites schools) is not a mere exegetical practice, rather it is a result of interaction of three disciplines: Islamic theology, Qur'ānic hermeneutics and theory of majāz. The thesis has demonstrated the importance and impact of the development of the theory of majāz on the interpretation of anthropomorphic verses given the parallel developments in Islamic theology and Qur'ānic hermeneutics. For each author studied I examined, where possible, his theological views, Qur'ānic hermeneutics and theory of majāz before analysing his interpretation of anthropomorphic verses. The development of theory of majāz from the 2nd/7th century to the time of Al-Khaṭīb al-Qazwīnī (d.739AH/1338CE) serves as a background for the subsequent chapters. In the first three centuries of Islam, the awareness of the phenomenon of majāz in its early stage provided our authors with the tool to interpret anthropomorphic verses. The Mu'tazilites emphasised the role of reason in their theology and hermeneutics. They employed and developed a theory of majāz as an effective tool in their interpretation of anthropomorphic verses and it was in the writing of al-Zamakhsharī that their interpretation reached its maturity by his use of both tropes: majāz based on kināya and takhyīl. Ash'arites's tropical interpretation of anthropomorphic verses involves a complex web of the three disciplines especially in the writings of al-Rāzī. The impact of the development of the theory of majāz can be seen in the writings of all authors discussed.

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Ryser, Gabriela [Verfasser]. "Education, Religion, and Literary Culture in the 4th Century CE : A Study of the Underworld Topos in Claudian’s De raptu Proserpinae / Gabriela Ryser." Göttingen : Vandenhoeck & Ruprecht, 2020. http://www.v-r.de/.

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Olivares-Díaz, Paola. "Alfabetización Informacional como una estrategia pedagógica en las Sociedades del Conocimiento: el caso de una IAP con usuarias/os del Telecentro Comunitario Gorbea, en la región de La Araucanía." Thesis, 2011. http://eprints.rclis.org/15676/1/Alfabetizaci%C3%B3n%20Informacional%20como%20una%20estrategia%20pedag%C3%B3gica%20en%20las%20Sociedades%20del%20Conocimiento_TesisMagister.pdf.

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From the south epistemological approach, literacy involves notions about emancipation, policy and pedagogy. According to Freirian’s approach “a literate person has opportunities to his development more than an illiterate person”, in this quotation, converge the notions drawn above. Regarding this and the current society, so called knowledge society, a topic to tackle is to discuss about these human competences and skills related on this society, mainly in rural poor communities where people has, in one hand few opportunities to access to information communication technologies and the other hand, if people can access to these technologies, solely reach basic level of domain about ICT, but not an effective use of these. Based on Selwyn, “those who reach this basic level, achieve the first stages in the route to overcome digital divide”. Therefore, the main challenge in this initiative was to design an Information Literacy Programme which recovers its transformational approach to be implemented mainly in poor communities, for which, this programme adopts two essential axis: Firstly, Based on Participative Action Research, develop an Informational Literacy’s Model which enables to people solve informational problems through ICT, and Secondly, to elaborate, with community members, contents of the Information Literacy process This programme was carried out in a small semi-rural town called Gorbea, located in south Chile to 730 kms. from Santiago. In that town, the researcher announced a programme of information literacy to neighbors whereof results was a set of 10 attendants. Some features of the attendants are as follows: mainly housewives (98%), age average 33 – years and educational level average secondary. Complementary, 33% of attendants are community leaders. From universal access of ICT's perspective, the communities in Gorbea have few alternatives to use digital technologies and the most important is a Community Telecentre, funded by Gorbea’s Municipality. In this place the information literacy was implemented. A remarkable aspect of this initiative is based on the three key objectives combine, with the purpose to overcome inequalities in The Knowledege Society, as well as enable to people in poor communities, advance towards high levels of ICT’s social appropriation. These objectives are as follows: 1. To decrease digital divide in poor communities; 2. To carry out methodological processes of Participatory Action Research (PAR), in which highlight people role in build new and colaboratives learnings, and 3. To design and pilot a new model of Information Literacy in Community Telecentre focuses in poor people

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Morales, Sánchez Yadira, and Valencia Alma Luz Venegas. "Alfabetización informacional en adultos mayores ¿Cómo interrelacionarlos dentro de una biblioteca pública?" Thesis, 2011. http://eprints.rclis.org/15873/1/ALFABETIZACION%20INFORMACIONAL%20EN%20ADULTOS%20MAYORES.pdf.

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The aim of this study was to investigate through a study of community Older Adults, which by this research is done to know what their information needs and training in order to know whether they are users potential public library in the Federal District. In order to make them an information literacy program.

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García, Páez Iván. "User training at the Instituto y de Estudios Superiores de Monterrey Mexico City Campus." Thesis, 2017. http://eprints.rclis.org/43563/1/Tesis%20definitiva%20Ivan%20GP.pdf.

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The technological development observed in recent years has modified substantially how the individual interacts with information, making it a fundamental resource for their personal growth and for the progress of the societies where it develops. For this reason, libraries have before him the responsibility not only of selecting, organizing and disseminating resources documentaries, they must seek that their users use them constantly in their formal and informal learning processes, that is, that the information contained in any type of support is used significantly in all the areas of your life.

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Shrestha, Saroja. "Study on need and importance of Information Literacy in Nepal: Special emphasis to students of MLisc, TU, Central Department of Library and Information Science and professionals of Kathmandu Valley." Thesis, 2005. http://eprints.rclis.org/22582/1/SarojaShrestha.pdf.

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The present study is a study on "Need and importance of information literacy in Nepal: special emphasis to students of MLISc, Central Department of Library and Information Science, TU and professional librarians of Kathmandu". In the present context where emphasis is given more on getting the accurate information at the needed time. The professionals working as the information providers should be literate. Librarians are the primary information providers so professional librarians and students belonging to the" Department of Library and Information Science" who will pass out as the information scientist must be information literate. This study has been done to find out if the professionals working in libraries and the professionals produced by the Department of Library and Information Science are information literate or not. This study is to see whether they are capable of handling information literacy tools and alongside are they capable of making user aware of the techniques and the tools used in their libraries/information centre. The study has been done also to see if they are capable of giving information literacy skills to their respective users. The main objectives of the study is to see if the students of MLISc and the professional librarians are information literate or not having computer literacy, network source literacy, library literacy and tool literacy. The study has covered more than 70 respondents which include students and professional librarians. Altogether 100 questionnaires were distributed and only 70 were returned. Twenty seven (39%) are students and forty three (61%) are professionals as the category of respondents. The professionals are involved in TU libraries, governmental organizational libraries and information centers. Ninety nine percent responses have shown that information scientists should be information literate. Altogether fifty five (80%) respondents from both MLISc students and professionals have suggested that the professionals should have the qualities to identify various information resources, manipulate computer data and retrieve in required format, understand visual, symbols and images, perfect in search strategies. All have accepted the catalogues as an essential tool for information retrieval. They are in favor of user orientation is an essential factor for making people information literate. Sixty eight (97%) have responded that abstracting and indexing is as a part of information literacy. Sixty six (94%) have responded that current content services (CCS) and current awareness services (CAS) as weekly basis also help to become the person information literate. Sixty nine (99%) respondents have taken reference service as a part of making users information literate. Majorities have accessed to computer either from their own personal computer of home or from libraries and have used internet daily. Majority of the respondents have used internet for education and are also familiar with the search engines. The number of email and electronic resources users as daily are more than others. Sixty four (91%) respondents have knowledge about visual literacy and only the rest do not have. CDs are most used among other visual literacy tools. Sixty five (93%) respondents have told that they have knowledge about network literacy. Sixty two (89%) respondents have used internet and eight (11%) have used local databases for information retrieval. Sixty-one (87%) have taken internet as easy medium to retrieve information and rest have not. Sixty seven (96%) respondents have told that information literate person should have ethics and he / she should follow the rules and regulations as sole ethics. Majority of the respondents have told to formulate information literate society and to develop information awareness at national level. Most of the respondents have suggested to incorporate information literacy course in Public Services Commission, TU Service Commission and as well from SLC level to Master Degree Level education. They have also suggested that information literate person are the life long learner. So, from the responses, it is concluded that the information literate person should have all the qualities demanded by the changing time to proceed to the destination of his profession.

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Maltes, Felipe. "Alfabetización informacional: propuesta de un programa para estudiantes de la Carrera de Ingeniería en Administración Agroindustrial de la Universidad Tecnológica Metropolitana." Thesis, 2014. http://eprints.rclis.org/33769/1/ALFABETIZACI%C3%93N%20INFORMACIONAL.docx.

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The present document is an extract of the thesis of degree to qualify for the degree of Documentalist Librarian of the Metropolitan Technological University, giving account of its total results, the design of an information literacy program for students of the career of Management Engineering is presented Agroindustrial of the Metropolitan Technological University. Based on the above, this exploratory-descriptive research is proposed, on the one hand, to determine, according to the SCONUL model, the informational competencies declared by the second and third year students of the Engineering in Agroindustrial Administration of the Faculty of Administration and Economics of the Metropolitan Technological University and, on the other hand, design a training program in informational competitions.

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Polat, Coşkun. "Üniversitelerde Kütüphane Merkezli Bilgi Okuryazarlığı Programlarının Geliştirilmesi: Hacettepe Üniversitesi Örneği." Thesis, 2005. http://eprints.rclis.org/7479/1/TEZ-KOPYA.pdf.

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In Information Society individuals need to become information literates which means having acquired the skills to access and use information from a variety of sources effectively. Educational institutions have the primary responsibility for providing the students with these skills. The objectives of this research are to assert the theoretical basis of information literacy(IL); to determine if students of Hacettepe University(HU) have these skills and to identify their problems and to develop a proposal for IL program applicable for HU. In this study, based on survey method, data were gathered through questionnaires and literature analysis. Questionnaires were applied to 262 graduate students at HU. Findings were evaluated by “t Test” and “Variant Analysis” methods. In conclusion while this study has revealed that students have some difficulties in terms of IL skills it has also proved our hypothesis that the lack of IL Program in HU is the major obstacle for the students who are searching, obtaining, accessing, evaluating, using and communicating information.

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Polat, Coşkun. "Üniversitelerde Kütüphane Merkezli Bilgi Okuryazarlığı Programlarının Geliştirilmesi: Hacettepe Üniversitesi Örneği." Thesis, 2005. http://eprints.rclis.org/7583/1/TEZ-KOPYA.pdf.

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In Information Society individuals need to become information literates which means having acquired the skills to access and use information from a variety of sources effectively. Educational institutions have the primary responsibility for providing the students with these skills. The objectives of this research are to assert the theoretical basis of information literacy(IL); to determine if students of Hacettepe University(HU) have these skills and to identify their problems and to develop a proposal for IL program applicable for HU. In this study, based on survey method, data were gathered through questionnaires and literature analysis. Questionnaires were applied to 262 graduate students at HU. Findings were evaluated by “t Test” and “Variant Analysis” methods. In conclusion while this study has revealed that students have some difficulties in terms of IL skills it has also proved our hypothesis that the lack of IL Program in HU is the major obstacle for the students who are searching, obtaining, accessing, evaluating, using and communicating information.

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Benito, Castro Pérez. "Curso-taller de Alfabetización Informacional para los estudiantes de quinto semestre del Colegio de Bachilleres plantel 17 "Huayamilpas-Pedregal" de la capacitación técnica en biblioteconomía." Thesis, 2018. http://eprints.rclis.org/33016/1/ALFIN_tesis2019.pdf.

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The main subject of this work was to design an Information Literacy course-workshop based on a model of information skills of location, selection recovery and use of information in an effective, ethical and responsible way that supports the academic and personal development of the students.

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"The Culture of Literate Power at Cluny, 910-1156 CE." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.36028.

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abstract: In order to illuminate the role written documents played within medieval monastic life, this project takes as a case study the monastery of Cluny and some associated houses during the central Middle Ages. I approach these documents as signs, drawing on anthropological and philosophical work on semiosis, and as media technologies, using history and cultural studies centered on orality and literacy, and conclude that the monastic use of texts was essentially ritual, and as such exerted an important influence on the development of literacy as a tool and a set of practices. Nor did this influence flow in just one direction: as monastic ritual transformed the use of documents, the use of documents also transformed monastic ritual. To study the relationship between document and ritual, I examine what medieval documents reveal about their production and use. I also read the sources for what they directly report about the nature of monastic life and monastic ritual, and the specific roles various documents played within these contexts. Finally, these accounts of changing monastic scribal and ritual practice are laid alongside a third—that of what the monks themselves actually enunciated, both directly and indirectly, about their own understanding of semiosis and its operation in their lives. Ultimately, my dissertation connects valuable theoretical and philosophical work on ritual, semiosis, and orality and literacy with manuscript studies and with a wide range of recent historiography on the complex transformations remaking society inside and outside the cloister during the Middle Ages. It thus serves to bring these disparate yet mutually indispensable lines of inquiry into better contact with one another. And in this way, it approaches an understanding of human sign-use, carefully rooted in both material and institutional culture, during a key period in the history of human civilization. Dissertation/Thesis Doctoral Dissertation History 2015

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Martínez, Martínez Astrid Elena. "Alfabetización digital docente: Un camino de excelencia para la educación profesional e-learning." Thesis, 2015. http://eprints.rclis.org/29353/1/Alfabetizaci%C3%B3n_Digital_Docente_Astrid_Mart%C3%ADnez.pdf.

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The research that follows intends to make an integral contribution to the field of education and also seeks to: collect the main pedagogical models of e-learning, raise awareness among institutions of higher education on the need to develop digital skills in their faculty, and deliver a proposal for teaching digital literacy. It is perceived that many teachers have not received the optimal training to employ virtual education methods and therefore the tools and strategies used for teaching and learning are poor, which has led to an increased number of students who drop out. A questionnaire was sent to fourth universities that have virtual education programs in order to determine the weaknesses of teachers using those methods. Also, a complete theoretical revision was conducted in order to identify an appropriate pedagogical model for e-learning and to design a digital literacy proposal for faculty members After an extensive review of the subject it was determined that the pedagogical model that best supports e-learning instruction is the socio-critical constructivist approach, which favors self-learning and “self-critical reflection,” and considers both the teaching role and autonomous learning. Finally, an integrated plan for teaching digital literacy focused on technological, cognitive, pedagogical, communicative, organizational, and social components was developed, which specified the tools to integrate into each section, along with time and costs. This was done in order to deliver a practical methodological proposal to institutions of higher education.

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Mądro, Sylwia. "Obraz Turcji w powieściach Orhana Pamuka." Thesis, 2010. http://eprints.rclis.org/24265/1/praca.pdf.

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Delgado-Vázquez, Ángel M. "Propuesta de implantación de un curso sobre competencias en información para los estudiantes de primer curso de grado de la Universidad Pablo de Olavide, de Sevilla (modalidad e-learning)." Thesis, 2012. http://eprints.rclis.org/24562/1/TFM_FINAL_2015.pdf.

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This work offers a proposal for the design and implementation of a course on information literacy for all students enrolled in the 1st course of all degrees of Universidad Pablo de Olavide, (Spain). The teaching model for this course is the e-learning. First, summarizes the presence and importance of information literacy on the agenda of major organizations, both international and national, in the field of culture and education becomes, with special emphasis on organizations of the libraries environment from the published professional and scientific literature. Standards, definitions, frameworks, initiatives and information literacy models are listed. The immediate context is analyzed, university education within the EHEA, the University itself under study and implementation of information competencies in various degree courses, in general, and the level chosen to perform action. The need to perform an action of this nature is evident. It scrutinizes the role of the Library and the Training Service Users in this regard in recent years. After this analysis of situation, a course proposal, including methodology, materials, tools, evaluation and schedule is designed. A plan for the implementation of the course is also included, taking into account the constraints linked to the culture of the university, human resources and materials available, opportunity analysis and proposal evaluation of all the action. We conclude that both the time and the context are suitable to implement such a plan, which provides solutions to possible problems that may arise.

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Huette, Mario. "Zur Vermittlung von Informationskompetenz an Hochschulbibliotheken – Entwicklung, Status quo, und Perspektiven." Thesis, 2006. http://eprints.rclis.org/8824/1/MT-_Mario-_Huette.pdf.

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The present Master’s Thesis deals with information literacy in academic libraries. Following the description of theoretic principles, development and current state of discussion in the US are compared to the situation in Germany, drawing on important surveys, strategic papers and models. The main distinctions between both countries are the different historic initial conditions and the varying general frameworks. The current practice of information literacy in university libraries and libraries of universities of applied sciences in the state of Northrhine- Westphalia is explored within the empiric part by website analysis. It shows that manifold activities to enhance information literacy can be identified, whereas the usability of the websites can be improved. The final part oft the survey outlines possibilities for further improvement of general information literacy in Germany.

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Azwar, Muhammad. "Kemampuan Mahasiswa dalam Menelusuri dan Mengevaluasi Informasi Berbasis Internet (Studi Kasus Mahasiswa JIP UIN Syarif Hidayatullah, Jakarta Angkatan 2007)." Thesis, 2011. http://eprints.rclis.org/25690/1/Abstract.pdf.

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This thesis discusses the ability of students of library and information science (LIS) department, Syarif Hidayatullah State Islamic University (UIN), Jakarta who were enrolled in 2007, in searching and evaluating internet-based information. This research uses a quantitative approach with a questionnaire as the research instrument. The result shows that the students’ ability in searching and evaluating internet-based information is low which means that their information literacy is also low. Based on this research’s result the writer suggests that LIS department of UIN should collaborate with UIN’s central library to increase the frequency of information literacy programs, by holding more seminars and workshops; the writer also suggests the need to include information literacy education in the curriculum of LIS department, and in other departments too. Both LIS department and UIN central library need to have additional qualified human resources who are ready to teach and to socialize information literacy programs.

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Manco-Vega, Alejandra. "Promoción de la lectura en zonas urbanas de Lima: El caso del servicio Casero del Libro de la Biblioteca Municipal de Miraflores." Thesis, 2014. http://eprints.rclis.org/24620/1/Promoci%C3%B3n%20de%20la%20lectura%20en%20zonas%20urbanas%20de%20Lima%20El%20caso%20del%20servicio%20Casero%20del%20Libro%20de%20la%20Biblioteca%20Municipal%20de%20Miraflores.pdf.

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This research aims to provide certain lines of work for reading promotion in public libraries. It seeks to document and analyze a successful experience of reading promotion in order to identify best practices that can be replicated in other contexts. This study case focuses on the reading promotion service called "Casero del Libro" (market seller of books), driven by the Municipal Library of Miraflores in Lima. Variables related to reading practices and the service provided and their impact on the target audience, market sellers, are analyzed. It seeks to distinguish the characteristics of a reading promotion service of a public library so that it is more accessible to its public; it seeks to synthesize the best practices of this particular service. The overall objective of the research is to understand the main characteristics of a successful experience of reading promotion developed in a public library in Lima; while specific objectives are to identify the most relevant strategies of reading promotion employed in this experience and to identify the changes in reading habits of the users of this service. The research begins with the following research questions: What are the objectives of a reading promotion service in non-traditional places offered by a public library? What are the main features that should have a reading promotion service to be successful in Lima, Peru? What strategies were used in the creation of the reading promotion service? What strategies could be replicated to promote reading? Why users participate in the service? What do users think about the reading promotion service? Have they changed their reading habits during the years of service? What do users think about books and reading? We worked with the following assumptions: • The public library approaches its potential users through reading promotion services in non-traditional places, while doing so it accomplishes two goals: to instill reading habits in adults and to attract adults and their families to the library. • The most important strategies to promote reading in adults are focused on a personalized service and the use of oral language as motivators for reading. • Users participate in this service because reading is useful for them, on a personal and family level, as in the workplace. In summary, all proposed hypotheses are true, except that in this study case, the library fails to attract new users for its institution, meaning the users of the service "Casero del Libro" only use the service, but do not go to the library after that. The research is qualitative; interviews with users and librarians (managers and service librarians) were performed. Qualitative methodology was chosen because with this work seeks to understand the perceptions of the different actors of the service and this methodology allows to collect the wealth of imagination, opinions and points of view of people. Interviews were conducted with 19 market sellers and 5 librarians during 2008 and 2013 in Lima. The main limitation of this study is that since a qualitative methodology was used, this case study includes only the experience among actors of this service. The first chapter presents a theoretical review of the concepts of reading, reading habits, reading promotion and public library; Peruvian statistics on the subject are also provided. The second chapter presents the international background of the reading promotion service "Casero del Libro", a brief history and context of the Municipal Library of Miraflores and the "Casero del Libro" service developed in Santa Cruz (Miraflores). The third chapter presents the research approach and methodology, while the fourth chapter shows the research results. The fifth chapter of the work closes with conclusions and recommendations provided from the case study.

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Lucía, Alonso Varela L. A. V. "Identificación y análisis de la relación entre la alfabetización en información y la educación abierta: insumos para repensar el acceso a la información como un derecho humano." Thesis, 2019. http://eprints.rclis.org/40019/1/Tesis%20MIC%20Luc%C3%ADa%20Alonso.pdf.

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This thesis aims to identify the relationship between information literacy and open education; analyze this relationship and the impact of information and communication technologies in the field of education as inputs to rethink access to education as a human right in the context of the information society. The research is developed based on a qualitative methodology with critical review of literature, interviews with qualified informants and discussion of categories of analysis. Given the unexplored of the subject that is approached, the main theoretical debates that take place in the academic fields dealing with this subject are presented and discussed; The approach is deepened from categories of analysis that arise from theory and interviews. The main result of the research lies in the presentation of a relationship between information literacy and open education, the definition of the impact of information and communication technologies in the educational field and the redefinition of the roles of students, teachers, information professionals and the libraries in contexts of open education. It is concluded that there is a relationship between information literacy and open education, which is defined under the premise that the process of information literacy contributes to the development and implementation of an open education model. Training the individual in information competencies is strictly necessary so that the person can carry out his educational career in an open education context. In addition, the integration of information literacy-open education, added to other factors such as the development of public educational policies that favor the opening and democratization of education, is fundamental for the attainment of the human right of access to education.

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Rodríguez, Castilla Liuris. "Concepción pedagógica para el desarrollo de habilidades informacionales en los doctorandos." Thesis, 2021. http://eprints.rclis.org/42138/1/tesis%20--defensa--LIURIS---CREA---Mayo%202021.pdf.

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The use of scientific information constitutes a highly valuable resource for research that promotes social development. It is a demand for Cuba to train doctoral students prepared for the proper use of scientific literature. This research is directed in this direction, which proposes a pedagogical conception for the development of informational skills in doctoral students. For this, the theoretical-methodological references that support the informational skills in doctoral students are systematized. With a dialectical materialist approach, different methods of the theoretical, empirical and statistical levels were used that allowed to characterize the doctoral training process and develop a pedagogical conception containing four components and the relationships that exist between them. From the implementation of this, an advanced level of informational skills is achieved in the doctoral students, which could be verified through the prospecting of scenarios, direct observation and the Iadov technique during training and the description of the results obtained that they confirm it.

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Desjardins, Audrey-Anne. "Ce que « Savoir cuisiner » signifie pour des adolescents québécois." Thèse, 2018. http://hdl.handle.net/1866/22300.

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Cabrera, Castiglioni Magela. "La promoción de competencias en información a través de entornos virtuales de aprendizaje: el caso del Entorno Virtual de Aprendizaje de la Universidad de la República." Thesis, 2015. http://eprints.rclis.org/28615/1/Tesis%20Maestr%C3%ADa%20Prodic%20Magela%20Cabrera.pdf.

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It intends to investigate the possibilities of virtual learning platforms as enabling environments for promoting information skills. For this study, is taken as reference the case of Virtual Learning Environment (EVA) at the Universidad de la República (UdelaR) and analyzed from the conceptual framework of information literacy. Virtual learning environments have widespread use in university education, their use reveals the possibility of new forms of learning, placing the student as the protagonist of the learning process. It’s because of this fact, which new questions appears about the teaching-learning process involving different aspects. Based on the principles of information science, this research focuses on the linked virtual environment issues (as a new context in which it is taught and learned) and information literacy from the perspective of information development skills mediated by the use of these platforms. The characteristics of information skills is analyzed and strategies for developing them in virtual environments is proposed. Qualitative methodology is used by performing a triangulation between bibliographic survey and systematization of information literacy in virtual environments, interviews and a case study. Based on documentary research on the core issues and transverse to the problem analysis categories (which represents information skills) that are tested through a case study with the EVA platform is proposed. This analysis is complemented by conducting interviews related to the Universidad de la República’s learning platform qualified informants. At the same time it carried out a survey and systematization of the main features of national and international information literacy experiences in virtual environments. Results highlights a number of characteristics of virtual learning environments that can promote the information skill development using the same as mediators and creating content that address the particularities of these environments. The need for university libraries are present in virtual learning environments it is observed as a must. It is expected that the results of the investigation, which specify alternatives for the promotion of a range of skills in information constitute useful inputs to generate information literacy programs through virtual environments. While obtaining new theoretical elements in the area of information literacy contribute to the training of future professionals of information that will have a national view of the problem in the context of the Universidad de la República. More specifically in the area of activity of the Facultad de Información y Comunicación is to contribute to the development of the research on information literacy, carried out under the PRODIC.

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Basulto, Ruíz Emilia. "Estrategia de Alfabetización Informacional para los estudiantes de la Carrera de Ingeniería Agrícola que cursan el Plan de Estudios “D”." Thesis, 2008. http://eprints.rclis.org/12986/1/TM_EmiliaBasulto.pdf.

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Along with the development of Information and Communication Technologies (TICs), new literacy and alternative teaching and learning approaches have emerged, as an answer to the new pedagogic conceptions opening the doors of the XXI century and to the lifelong learning. Among those literacy ways, the most comprehensive seems to be the information one, since it is people’s capacity to access, evaluate and use information effectively and ethically. Improving students´ skills in college is a challenge of the higher education institutions, which have the goal of graduating qualified and competitive individuals to enter the labor market. The objective of this experimental work was to draw an Information literacy strategy for the students attending Study Plan "D" of Agricultural Engineering. This strategy indicates students´ progress through years in three levels: 1- basic skills, 2- intermediate skills and 3- advanced skills, in which educational tasks, responsibility in task implementation, evaluation through integrating discipline objectives of the career and learning outcomes are stated in correspondence with SCONUL Model aptitudes

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Baica, Lucia, and Gastón Begueríe. "Situación de la formación en Alfabetización Informacional, impartida a los estudiantes desde las Unidades de Información de la Universidad de la República." Thesis, 2012. http://eprints.rclis.org/23642/1/baica-beguerie.pdf.

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We present a diagnosis of the current situation of the Information Literacy formation given to the students from the Information Units of the University of the Republic. As a theoretical frame, a summary of the User Education concepts, Information Literacy and more, the importance of it in the Information Society, and a revision of the history and the current situation of the University and its Information Units, is presented. Since it is a diagnosis and there is a lack of previous investigations, this research is exploratory. The universe of this research includes all the libraries of the principal services of the University, specifically 23 from Montevideo and 3 from inland. The data was raised through a Web questionnaire, covering three dimensions: theoretical notions of Information Literacy and User Education, the importance in the University Students, and activities made about these. Among the most relevant conclusions, it is stood out that a superficial use exists in the Information Literacy concept, focusing this on the information treatment, or in the tools, in some cases. This concept is reassured, in the facts, in giving the formation. All the Information Units believe that this is very important for the students and they assume that it is from their competence, but in the practice the contents that are included are minimum and the frequency that is offered is very low. It is observed that without being fully aware of the topic some necessities have been detected in the students and incorporated activities from the Information Literacy in the Users Education. Finally, some recommendations are offered, in the way of action lines and investigation, expected to be taken as resources for future development of the subject.

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Olivares, Garrido Orlando. "Validación de la encuesta de autopercepción de las competencias informacionales en un grupo de estudiantes de la Carrera de Ingeniería Civil Industrial de la Universidad de la Serena." Thesis, 2017. http://eprints.rclis.org/32904/1/TESIS%20ORLANDO%20OLIVARES%20GARRIDO.pdf.

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The present research, of qualitative and quantitative nature, presents the validation of the psychometric properties, a survey that measures the self-perception of the informational competences of a group of students of the Industrial Civil Engineering program at Universidad de La Serena, Coquimbo Region, Chile. In the context of Chilean higher education, a valid instrument to determine the development level of informational competencies doesn't exist. These informational competences are an essential tool in the teaching and learning process in higher education. This work develops a comprehensive framework that provides the theoretical foundation for the concepts of informational competencies and validation of a measuring instrument. The expert judgment procedure or the face validity method is used to determine the content validity of the survey. As well, the Cronbach Alpha internal consistency method is used to evaluate the reliability level of the instrument. The results of both processes are analysed and the conclusions of the study are presented. Finally, this research presents an approach for training of the informational competencies for surveyed students, through a practical training course.

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Díaz, Souza Eddy. "Criterios metodológicos para la formulación de planes de fomento de la lectura desde la biblioteca pública." Thesis, 2007. http://eprints.rclis.org/10306/1/DiazSouza%2CEddy.CriteriosMetodologicosFomLect.pdf.

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The globalization has plotted the course of the humanity, towards the conformation of the society of the information and the knowledge. Nevertheless, the deficiencies in the matter of habits and reading understanding, combined to the changing Technologies of the Information and the Communication (TIC), deepen the inequalities between prosperous and developing countries and individuals of a same nation, which throws lamentable numbers of functional illiteracy, informational and technological. Before such situation, the public libraries, like institutions of social and cultural character, must contribute in the processes of rectification of these deficiencies, as well as to the formation and consolidation of the reading society. In this direction, the investigation assumes the compared study of an intentional sample of reading plans, designed by organisms and international, national and regional institutions of iberoamerican countries, with the purpose of presenting a set of methodologic criteria for the planning of promotion of the reading, that allows the active participation of the public library in the construction of the society of the shared knowledge.

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Septiana, Ratri Indah. "Perkembangan perpustakaan berbasis komunitas : Studi kasus pada rumah cahaya, Melati taman baca dan Kedai baca Sanggar Barudak." Thesis, 2007. http://eprints.rclis.org/10557/1/Skripsi_Ratri_pdf.pdf.

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(The Growth of Community-based Library: a case study of Rumah Cahaya, Melati taman baca and Kedai baca Sanggar Barudak.) The title of this study is "The Growth of Community-based Library: a case study of Rumah Cahaya, Melati taman baca and Kedai baca Sanggar Barudak". This thesis is focused on the existence of community-based libraries that have developed more and more in the last five years, even though the government has already established public libraries for the people. The goal of this research is to describe the goals and reasons for setting up community-based libraries, including the background for setting them up, the function, values and norms which they are spreading in the community, and the obstacles that they have experienced. The kind of research used is descriptive research in the form of case studies, interviews and observation. A purposeful sample was determined, with 9 informants which were all the initiators of community libraries, volunteers and caretakers of community-based libraries, as well as users of community-based libraries. The research findings show that the existence of community-based libraries was caused by several factors, including disappointment towards the public libraries in terms of quantity and quality. The number of public libraries is not adequate for the number of inhabitants, the information needs of the community, and the quality of service is far from satisfactory. Apart from this factor, another factor which influences the development of community-based libraries is that they become a place to pursue the vision and mission of a certain community, so that there is teaching of values and norms in the library which is appropriate to the vision and mission of community in question. The development of community-based libraries today is quite a significant phenomenon, and this shows that the libraries are well received among the community. There are several positive effects shown both by the users and the volunteers in the library. Usually the obstacles or difficulties that the community-based libraries meet are the lack of money, human resources, and the difficulty of finding a strategic location for the library. The advice for community-based libraries is to work together with relevant government/city departments, as well as public libraries, increase the commitment of volunteers, and develop the libraries so that they can survive and increase the quality of the community through a program of development and empowerment of the community.

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Montenegro, Fernando, and Carlos Repetto. "Ideología e información: reflexiones acerca de las políticas de información en educación primaria en Uruguay." Thesis, 2006. http://eprints.rclis.org/12748/1/proy.pdf.

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The paper focuses on a test the value of information in the design and implementation of educational policies of the primary sector in Uruguay. This component is analyzed considering the information as a strategic component of the Ideological State Apparatus-IEA from here, and therefore carries the dominant ideology. With this instrument of domination, states apply their ideology to ensure the replication of the existing socio-economic order, putting this way, including the working class to the system of capitalist exploitation. Emphasizing the place it should occupy the Librarian in the design of these policies, and therefore in the reproduction of such order, it demystifies the principle of "neutrality" of the information sought from andalusia stablishment menial sectors. The job calls for the political class and must assume the information professionals in this case Librarian, to contribute, from the legacies of Marx, Engels and their followers to build critical subjects, able to articulate new forms of social organization.

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Mora, Redondo Nancy, Rojas Laura Moraga, Ríos Roset Murcia, Carmona Karol Porras, Herrera Wagner Quesada, and Sanchez Karla Solano. "El fomento de la lectura a nivel universitario: propuesta de un programa de alfabetización lectora para la Escuela de Estudios Generales de la Universidad de Costa Rica." Thesis, 2014. http://eprints.rclis.org/30096/1/Alfabetizacion%20lectora%20a%20nivel%20universitario.pdf.

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Final graduation submitted to the School of Library and Information Sciences at the University of Costa Rica, to qualify for the bachelor's degree in library and information science. A descriptive research was conducted to obtain a profile of readers of college freshmen characteristics. Based on the results a proposal for a program of reading literacy was developed for this population.

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Saurin-Parra, Julia. "Bibliotecas públicas y minorías culturales: métodos de intervención bibliotecaria para la comunidad gitana." Thesis, 2016. http://eprints.rclis.org/30832/1/TUZ_0890_saurin_bibliotecas.pdf.

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The main objective of this thesis is to develop some library intervention lines in relation to the Roma minority, analyzing different aspects as education, sociological matters, medical issues, etc. The specific objectives are: a) to review the existing library regulations and their suitability to minorities, especially gypsies; B) to observe the present function of the public library and especially its educational and social work; (c) to analyze and assess the different library services for the Roma minority in the European Union together with a range of library experiences in relation to minorities as a whole. The research process has been developed in three different stages of elaboration: first, around a theoretical foundation based on bibliographic searches. Secondly, an experimental work after consulting experts and institutions on the Roma minority alongside with the author's personal experience. At the same time, in comparing this information with that offered by the website of those libraries that are developing actuations with the Gypsy minority. Finally, in an analysis of results based on work parameters created for this purpose. Two types of results have been achieved: some practical ones which turn around a serie of guidelines (based on a multidisciplinary approach) and others of a formal nature, which act as tools in evaluating and organizing actions with minorities and whose final result is a set of tables that allow to collect all the specific information about the gypsy community, in order to analyze, compare and value any kind of library action with this group. The entire process has allowed us to conclude that as we live in a multicultural society, the public library must be able to reflect this reality and be able to cope with it. However, the current library regulations are very limited not only in relation to minorities as a whole but also in relation to the Roma minority in particular. On the other hand, the librarian initiatives seen in the European Union have been sporadic and isolated, and so, integral, systematic and holistic actions are needed from very different fields. At the national level, this group requires specific actions that can only be developed based on the knowledge and study of their own and particular characteristics as a community.

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Abeiro, Marcela, Ana Bonomi, Sandra García-Rivadulla, and Natalia Olascoaga. "Alfabetización en información: ¿qué habilidades tienen los niños uruguayos?" Thesis, 2007. http://eprints.rclis.org/9884/1/alfin_uruguay.pdf.

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The society in which we live demands people able to use and evaluate information in different formats. Information literacy is now an essential requisite to become active citizens. It is crucial that this learning process begins in early stages of people’s development and continue through all their lives. The purpose of this research project was to assess what information skills Uruguayan children have, offering valuable insight on issues never studied before in Uruguay. A questionnaire was developed and applied to 250 children in 6th grade (11-12-year-old) in 7 public and 3 private schools (selected to represent different socioeconomic contexts) in Montevideo. This study was based primarily on the children point of view, but also explores librarians and teachers impressions, and it’s exploratory and descriptive in nature. Data analysis revealed that Uruguayan children have limited information skills and that there are significative differences between socioeconomic contexts. Teachers and school librarians who were interviewed had a lower assessment of children's skills than the children did of themselves. They also regarded the need to improve them as essential. It concludes with a reflection on the need to enhance these skills. Students, teachers and librarians´ understanding of the importance of information skills is fundamental for students having the lead of their own learning.

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Alonso, Lucía L. A., Elizabeth E. C. Camio, Luis L. N. Noble, and Ignacio I. S. Saraiva. "Intersección entre la alfabetización en información y las políticas públicas educativas: formando una ciudadanía crítica y autónoma en el manejo de la información." Thesis, 2014. http://eprints.rclis.org/29211/1/Intersecci%C3%B3n%20entre%20la%20Alfabetizaci%C3%B3n%20en%20Informaci%C3%B3n%20y%20las%20Pol%C3%ADticas%20P%C3%BAblicas%20Educativas.%20Alonso-Camio-Noble-Saraiva.pdf.

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This research is based on the premise that the Uruguayan Educational System does not provide individuals sufficient tools to acquire skills and competencies in the management of information, being that one of the reasons that explain the difficulties to improve the levels of academic performance of the students. It seeks to justify that the inclusion of Information Literacy into the Educational Public Policies, that guide the Uruguayan Educational System, would contribute to solve the identified problem, since, the Information Literacy is the process by which the students could acquire the information tools that are necessary to have a good information management, adopting a critical stance toward it, and achieving more autonomy. In this way, the student would be more able to graduate from the Educational System, being a citizen more suitable for the decision-making and to exercise the full enjoyment of their rights. It considered that a citizenship with these characteristics possess the ability to deal with the social problems in a more conscious and responsible way, collaborating with the contraction of a more just and egalitarian society. To achieve the above stated objective, the research was developed with a purely qualitative and analytical deductive methodology, in which was elaborated a conceptual framework with great bibliographical support, with the development of the key research concepts by the research team. After that, a set of interviews were held with qualified informants in each of the themes that are treated in the development of this research. Reinforcing these interviews was made a focus group in which participated only actors that make up the Uruguayan Educational System from various roles (students, teachers, authorities, etc.) that facilitated the establishment of the status of situation of that system from all the possible perspectives, Developed these three instances of the investigation, was carried up a theoretical discussion of the problem identified and the proposal established to contribute to solve it, nurturing that discussion with theoretical concepts and the testimonies gathered in the previous stages of the research. After that, were settled some conclusions and reflections that confirm the hypothesis raised by the research team and consequently the achieving of the objectives that were established by him. Finally were exposed some recommendations taking into account the results obtain. Concluding that, indeed, the inclusion of Information Literacy in Educational Public Policies that rules the Uruguayan Education System would contribute to improve the educational performance of students, since that would give them the necessary tools to develop skills and competencies in the information management, which also will favour his development within society.

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Humberto, Martínez-Camacho. "El empoderamiento del bibliotecario como agente de cambio social: Un enfoque desde el desarrollo humano." Thesis, 2021. http://eprints.rclis.org/42266/1/Humberto%20Camacho%20TOG%20Actualizado%2023-mar-21.pdf.

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The librarian today has a role as an agent of social transformation that goes beyond the stereotype of being a lender and accommodator of documents. that goes beyond the stereotype of being a lender and accommodator of documents. At a survey conducted among a group of public librarians, it was reported that they that they perceive themselves with such a stereotype and, among other things, express the need to receive training in order to the need to receive training in dealing with people who attend the library. From the perspective of Human Development, the possibility of an approach to librarian empowerment arises. empowerment of the librarian; with a qualitative approach, through phenomenological interviews with three librarians. phenomenological interviews to three librarians, whose analysis shows the personal agency, glimpses the and collective empowerment that the exercise of the librarian's role brings about. of the librarian's role. The DBS is taken up again as a key factor of reflection for the librarian's awareness. the librarian who emerges as an agent of social and cultural change. and cultural change, and some suggestions are made to promote empowerment. empowerment.

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Campana, Añasco. "Influencia de un taller de alfabetización informacional en el comportamiento de tesistas de maestría de una Universidad privada de los Olivos 2016." Thesis, 2017. http://eprints.rclis.org/42645/1/Influencia%20de%20un%20taller%20de%20alfabetizaci%C3%B3n%20informacional.pdf.

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The objective of the research was to identify the influence of an informative literacy workshop on the behavior of the theses of the master's degree in Public Management at César Vallejo University. The pre-experimental, longitudinal, quantitative design methodology; The sample of 22 masters students in whom an instrument with two parts was applied; The first one to measure information search and evaluation behavior and the second to measure the behavior of information use by the master‟s thesis, these instruments have been modified from the self-diagnosis of Uribe, A. (2008), ( (Tannuri, Castro, & Moreira, (2007), for reliability a pilot test was performed and the validity was established by criterion of In the results, the tesists had basic informational behaviors in 90.9% and intermediate ones in 9% before the workshop, after which the values of intermediate behaviors were obtained in 50% and advanced in 50%, being established that the information literacy workshop influenced Significantly in the informational behavior of the master thesis students of the university César Vallejo with a p = 0.000 and a t = -17.441.

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Dissertations / Theses on the topic 'CE. Literacy'

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