As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNOESTE |
Texto Completo: | http://bdtd.unoeste.br:8080/jspui/handle/jspui/1394 |
Resumo: | This master's research was carried out in the Graduate Program in Education at the Universidade do Oeste Paulista (Unoeste) in Line 1: Public Policies in Education, Training Processes and Diversity. The investigated issue emerged from the experiences of the researcher, who works in the pedagogical management of the Paula Souza Center (CPS), observing in her daily life the difficulties of teachers in using active methodologies in professionalizing technical courses. The general objective was to propose indicators and/or guidelines for the use of active methodologies in professional education, through the conceptions of CPS pedagogical coordinators regarding educational policies and practices related to the topic, in the sphere of micropolitics. To meet the general objective, three specific objectives were proposed. A study was carried out for each one, which resulted in the production of three articles and, as a result, the dissertation was structured in a multipaper format. In section 1, the researcher's motivations and the theoretical foundation of the research were described, as well as a brief history of the CPS, the research question, objectives, data collection, selection and analysis procedures, and an analytical summary of the chapters. This is a qualitative research which article I included a systematic review in a time frame of the last 10 years. Article II brings the survey and historiographical documentary analysis of educational public policies since the publication of LDB 1996. Article III was based on the application of an open and online questionnaire, with data refinement through the IRaMuTeQ software. procedures in each article). Section 2 was divided into three articles: Article 1, in which the theoretical assumptions about educational policies aimed at professional education in Brazil were discussed; Article 2, written regarding the Document Analysis of educational policies in the context of professional education; Article 3, which brings the Conceptions of pedagogical coordinators at the Centro Paula Souza regarding the implementation of educational policies for the use of active methodologies in professional education. As a result, there are few scientific productions within the theme, when considering the databases used. In general, the guidelines found in the documents analyzed are aimed at policies for expanding vacancies and regulating the provision of technical courses. Pedagogical coordinators do not understand the importance of educational policies to support their work. We conclude that greater investment in research that articulates these themes is necessary. In order for institutions to overcome difficulties in implementing active methodologies, it is believed that the creation of guidelines with strands aimed at the use of active methodologies can contribute to this systematization. |
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Santos, Danielle Aparecida do Nascimento doshttps://orcid.org/0000-0002-9178-7325http://lattes.cnpq.br/0611273370317584Sousa , Sidinei de Oliveirahttps://orcid.org/0000-0001-7101-8214http://lattes.cnpq.br/7073152836015033Souza Filho, Moacir Pereira dehttp://lattes.cnpq.br/9240823312105954http://lattes.cnpq.br/2304826703480881ALVES, Maria José Cardozo2022-04-08T13:49:03Z2021-12-02ALVES, Maria José Cardozo. As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos. 2021. 154 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2021.http://bdtd.unoeste.br:8080/jspui/handle/jspui/1394This master's research was carried out in the Graduate Program in Education at the Universidade do Oeste Paulista (Unoeste) in Line 1: Public Policies in Education, Training Processes and Diversity. The investigated issue emerged from the experiences of the researcher, who works in the pedagogical management of the Paula Souza Center (CPS), observing in her daily life the difficulties of teachers in using active methodologies in professionalizing technical courses. The general objective was to propose indicators and/or guidelines for the use of active methodologies in professional education, through the conceptions of CPS pedagogical coordinators regarding educational policies and practices related to the topic, in the sphere of micropolitics. To meet the general objective, three specific objectives were proposed. A study was carried out for each one, which resulted in the production of three articles and, as a result, the dissertation was structured in a multipaper format. In section 1, the researcher's motivations and the theoretical foundation of the research were described, as well as a brief history of the CPS, the research question, objectives, data collection, selection and analysis procedures, and an analytical summary of the chapters. This is a qualitative research which article I included a systematic review in a time frame of the last 10 years. Article II brings the survey and historiographical documentary analysis of educational public policies since the publication of LDB 1996. Article III was based on the application of an open and online questionnaire, with data refinement through the IRaMuTeQ software. procedures in each article). Section 2 was divided into three articles: Article 1, in which the theoretical assumptions about educational policies aimed at professional education in Brazil were discussed; Article 2, written regarding the Document Analysis of educational policies in the context of professional education; Article 3, which brings the Conceptions of pedagogical coordinators at the Centro Paula Souza regarding the implementation of educational policies for the use of active methodologies in professional education. As a result, there are few scientific productions within the theme, when considering the databases used. In general, the guidelines found in the documents analyzed are aimed at policies for expanding vacancies and regulating the provision of technical courses. Pedagogical coordinators do not understand the importance of educational policies to support their work. We conclude that greater investment in research that articulates these themes is necessary. In order for institutions to overcome difficulties in implementing active methodologies, it is believed that the creation of guidelines with strands aimed at the use of active methodologies can contribute to this systematization.Esta pesquisa de mestrado foi realizada no Programa de Pós-Graduação em Educação da Universidade do Oeste Paulista (Unoeste) na Linha 1: Políticas Públicas em Educação, Processos Formativos e Diversidade. A problemática investigada emergiu das vivências da pesquisadora, que atua na gestão pedagógica do Centro Paula Souza (CPS), observando em seu dia-a-dia as dificuldades dos docentes em usar metodologias ativas nos cursos técnicos profissionalizantes. O objetivo geral consistiu em propor indicadores e/ou diretrizes para o uso de metodologias ativas na educação profissional, por meio concepções de coordenadores pedagógicos do CPS quanto às políticas educacionais e as práticas referentes ao tema, na esfera da micropolítica. Para atender ao objetivo geral, foram propostos três objetivos específicos. Para cada um foi realizado um estudo que resultou na produção de três artigos e, em decorrência disso, a dissertação foi estruturada em formato multipaper. Na seção 1, foram descritas as motivações da pesquisadora e fundamentação teórica da pesquisa, bem como um breve histórico do CPS, a pergunta de pesquisa, objetivos, procedimentos de coleta, seleção e análise de dados e resumo analítico dos capítulos. Trata-se de uma pesquisa qualitativa a qual o artigo I contemplou revisão sistemática num recorte temporal dos últimos 10 anos. O artigo II traz o levantamento e análise documental historiográfica das políticas públicas educacionais desde a publicação da LDB de 96. O artigo III baseou-se na aplicação de questionário aberto e on-line, com refinamento dos dados por meio do software IRaMuTeQ.(falar dos procedimentos em cada artigo). A seção 2 foi dividida em três artigos: Artigo 1, em que foram problematizados os Pressupostos teóricos sobre as políticas educacionais voltadas a educação profissional no Brasil; Artigo 2, redigido quanto a Análise Documental das políticas educacionais no contexto da educação profissional; Artigo 3, que traz as Concepções de coordenadores pedagógicos do Centro Paula Souza quanto a implementação de políticas educacionais para o uso de metodologias ativas na educação profissional. Como resultados, existem poucas produções científicas dentro da temática, quando consideradas as bases de dados utilizadas. De forma geral as diretrizes encontradas nos documentos analisados são voltadas a políticas de expansão de vagas e regulamentação da oferta de cursos técnicos. Os coordenadores pedagógicos não compreendem a importância das políticas educacionais para subsidiar seu trabalho. Concluímos que se faz necessário maior investimento em pesquisas que articulem esses temas. Para que as instituições possam superar as dificuldades na implementação de metodologias ativas, acredita-se que a criação de diretrizes com vertentes voltadas a utilização de metodologias ativas possa contribuir com esta sistematização.Submitted by Renata Morais (rmorais@unoeste.br) on 2022-04-08T13:49:03Z No. of bitstreams: 2 Maria José Cardozo Alves.pdf: 1259376 bytes, checksum: 2ee04bdd4f0f7e23d34a6e08b3222a2d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-04-08T13:49:03Z (GMT). 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dc.title.por.fl_str_mv |
As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos |
dc.title.alternative.eng.fl_str_mv |
Educational policies for the use of active methodologies in professional education and the conceptions of pedagogical coordinators |
title |
As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos |
spellingShingle |
As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos ALVES, Maria José Cardozo políticas educacionais metodologias ativas educação profissional educational policies active methodologies professional education CIENCIAS HUMANAS::EDUCACAO |
title_short |
As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos |
title_full |
As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos |
title_fullStr |
As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos |
title_full_unstemmed |
As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos |
title_sort |
As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos |
author |
ALVES, Maria José Cardozo |
author_facet |
ALVES, Maria José Cardozo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Danielle Aparecida do Nascimento dos |
dc.contributor.advisor1ID.fl_str_mv |
https://orcid.org/0000-0002-9178-7325 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0611273370317584 |
dc.contributor.referee1.fl_str_mv |
Sousa , Sidinei de Oliveira |
dc.contributor.referee1ID.fl_str_mv |
https://orcid.org/0000-0001-7101-8214 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7073152836015033 |
dc.contributor.referee2.fl_str_mv |
Souza Filho, Moacir Pereira de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9240823312105954 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2304826703480881 |
dc.contributor.author.fl_str_mv |
ALVES, Maria José Cardozo |
contributor_str_mv |
Santos, Danielle Aparecida do Nascimento dos Sousa , Sidinei de Oliveira Souza Filho, Moacir Pereira de |
dc.subject.por.fl_str_mv |
políticas educacionais metodologias ativas educação profissional |
topic |
políticas educacionais metodologias ativas educação profissional educational policies active methodologies professional education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
educational policies active methodologies professional education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This master's research was carried out in the Graduate Program in Education at the Universidade do Oeste Paulista (Unoeste) in Line 1: Public Policies in Education, Training Processes and Diversity. The investigated issue emerged from the experiences of the researcher, who works in the pedagogical management of the Paula Souza Center (CPS), observing in her daily life the difficulties of teachers in using active methodologies in professionalizing technical courses. The general objective was to propose indicators and/or guidelines for the use of active methodologies in professional education, through the conceptions of CPS pedagogical coordinators regarding educational policies and practices related to the topic, in the sphere of micropolitics. To meet the general objective, three specific objectives were proposed. A study was carried out for each one, which resulted in the production of three articles and, as a result, the dissertation was structured in a multipaper format. In section 1, the researcher's motivations and the theoretical foundation of the research were described, as well as a brief history of the CPS, the research question, objectives, data collection, selection and analysis procedures, and an analytical summary of the chapters. This is a qualitative research which article I included a systematic review in a time frame of the last 10 years. Article II brings the survey and historiographical documentary analysis of educational public policies since the publication of LDB 1996. Article III was based on the application of an open and online questionnaire, with data refinement through the IRaMuTeQ software. procedures in each article). Section 2 was divided into three articles: Article 1, in which the theoretical assumptions about educational policies aimed at professional education in Brazil were discussed; Article 2, written regarding the Document Analysis of educational policies in the context of professional education; Article 3, which brings the Conceptions of pedagogical coordinators at the Centro Paula Souza regarding the implementation of educational policies for the use of active methodologies in professional education. As a result, there are few scientific productions within the theme, when considering the databases used. In general, the guidelines found in the documents analyzed are aimed at policies for expanding vacancies and regulating the provision of technical courses. Pedagogical coordinators do not understand the importance of educational policies to support their work. We conclude that greater investment in research that articulates these themes is necessary. In order for institutions to overcome difficulties in implementing active methodologies, it is believed that the creation of guidelines with strands aimed at the use of active methodologies can contribute to this systematization. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-12-02 |
dc.date.accessioned.fl_str_mv |
2022-04-08T13:49:03Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ALVES, Maria José Cardozo. As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos. 2021. 154 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2021. |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1394 |
identifier_str_mv |
ALVES, Maria José Cardozo. As políticas educacionais para o uso de metodologias ativas na educação profissional e as concepções de coordenadores pedagógicos. 2021. 154 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2021. |
url |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1394 |
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por |
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por |
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2617564530193333365 |
dc.relation.confidence.fl_str_mv |
500 500 600 |
dc.relation.department.fl_str_mv |
2617564530193333365 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade do Oeste Paulista |
dc.publisher.program.fl_str_mv |
Mestrado em Educação |
dc.publisher.initials.fl_str_mv |
UNOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Mestrado em Educação |
publisher.none.fl_str_mv |
Universidade do Oeste Paulista |
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Biblioteca Digital de Teses e Dissertações da UNOESTE |
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