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O ensino médio em rede sob o olhar dos diferentes atores de uma comunidade escolar
(Universidade Federal de São Carlos, 2007-09-28) Menten, Maria Luiza Machado; Freitas, Denise de; https://lattes.cnpq.br/2846406732200660
The main aim of this analytical and qualitative piece of research was to contribute to the continuing education of secondary school teachers by describing and critically analyzing the repercussions of a Programme, called Ensino Médio em Rede (EMR), used to give continuing education to secondary school teachers at a public state school where I have been working as a full time teacher for seventeen years. The purpose of this piece of research is based on the first phase of this Programme which had been developed at a Secondary State School in the State of São Paulo, from August 2004 to July of 2005. The results were obtained from interviews with teachers, coordinator and technical pedagogical assistant, from participative observations (mainly at school), documents generated by all the participants (evaluation letters from the Programme) at the end of phase 1 (July/2005) and from the material produced for the development of the Programme, like videos, books and CD with complementary text. The central objectives of the research were: 1) To analyze the Programme and its theoretical referencial from a critical perspective; 2) To identify the conceptions of the teachers, the coordinating teacher and of two mediators (a technical pedagogical assistant and a supervisor) about public policies, and more specific, about the Programme; 3) To individualize the movement of its insertion in a public state school under the view of its different involved partners, trying to delineate its repercussions, impacts, controversial subjects, positive points and flaws. From the immediate, chaotic and fragmented view given by official speeches, taken from the material made for the Programme, from participative observations, interviews and evaluation letters, I researched through approximations and successive abstractions carried out through the readings to analyze the collected material, the actual context and the theoretical referential adopted by the Programme (reflexive teacher and competences pedagogy) in a critical perspective. I implemented a dialogue with several researchers that present distint theoretical filiations, but it was possible to analyze the opinions and movements. The data analyses were carried out from a referential in the public policies areas and teacher s continuing education, which enabled me to understand some of the debate made by the teachers, as well as to observe theirs views about the world issues and also with the instigating historical themes within the educational area. In general, all the individuals involved criticized the short time of the institutional collective space (HTPC) to establish the programmed activity. A group of teachers also taunted the proposal supported by the Programme, as well as the lack of an open debate of the other theoretical dimensions. However, its implementation was a progress in the transformation of HTPC in a permanent space for the development of teachers within the school scope. The critical way of some teachers to the Programme proposal was accepted as a political resistant in defense to the public school and also the educational work which can not lose their historical role and their specificity.
Currículo em ação nos anos iniciais do ensino fundamental e a atenção à multiculturalidade
(Universidade Federal de São Carlos, 2007-09-28) Corsi, Adriana Maria; Lima, Emília Freitas de; https://lattes.cnpq.br/5553922167803121
The present study had as objective identifies aspects of the pedagogic practice that can contribute to the regulation and social emancipation, discussing them starting from the studies of Critique Multiculturalism. This way, we tried to understand how the relative differences of categories race/ethnic, social class and gender are present in curriculum in action. The data were collected from two classrooms of the first grade of Fundamental Teaching - 1st and 4th series - through observation and interview. They had been accomplished thirty days of observation in each classroom, distributed for each school semester. The interviews were made with the objective of understanding the meanings attributed by the teachers to their practices. The choice of the 1st series was random and to 4th series was chosen because the teacher realized a differentiated pedagogic practice, concerned with subjects regarding the cultural diversity. The analyses point two types of quite different practices, and in the 1st series the linked aspects of differences were registered stronger in the relationships between teacher and students and in 4th series the work with the contents that he/she appears as central. In teacher Roberta's 1st series, the analyzed situations show the existence of ethnocentric pattern that rules his/her pedagogic work, mainly in what he/she refers to the relationship between her and the students, involving the attention given to certain students, the expectations positive or negative to them, the incentive, the knowledge conception and others. This aspect illustrates how inside of a same classroom they feel different teaching forms and learning and how those processes are influenced for cultural and social differences. In the 4th series teacher's Silvia, themes like prejudice, racism, stereotypes are treated together with the curricular contents. The observed situations reveal that the teacher tries to develop with the students a critical vision of different themes that involve social and cultural subjects, with an education that illustrate more the social emancipation. However, that attempt of developing a practice returned to the work with the differences is set also by some difficulties, as the isolation in the school and the domain of curricular contents in their relationships with the gender subjects, sexuality, race/ethnic. Finally, we considered that the culture is always present in the school education, as monoculturalism or multiculturalism. Therefore it is indispensable that the courses of initial and continuous formation involve the discussions of the cultural and social differences in their programs, with the objective of developing a critical education, "politics" that seeks the overcoming of the social exclusion, of the prejudice and of the racism
Propostas de melhoria para o PDP de uma empresa de máquinas agrícolas com base no modelo de PDP da Toyota
(Universidade Federal de São Carlos, 2007-09-28) Corrêa, Fábio Chencci; Alliprandini, Dário Henrique; https://lattes.cnpq.br/6246002913283688
While in the last years Toyota Production System (TPS) has been largely studied and documented, Toyota Product Development System (TPDS) remains obscure, although it is known that a good production system hadly depends on a good product development system. This research presents a set of proposals for Product Development Process (PDP) improvement in an agricultural machines company, based in the Toyota s product development principles and practices. For so much, at first it has been made a literature review which objective was to understand and to describe Toyota s PDP and its leading principles from a systemic viewpoint. The research development makes use of action research method to report the study object current situation and raising its main problems, which consist in the target to be hit by the improvement proposals. Such proposals were formatted considering the Toyota s PDP principles and management practices applicability to the studied company reality and its both market and technological context. The work contributes from the academic viewpoint to a better understanding of TPDS and also from the organizational viewpoint about how it is possible to apply the studied principles as the base for reorganization and continuous improvement of an agricultural machines company s PDP