Teses e Dissertações não defendidas no IFAL

URI Permanente desta comunidade

https://repositorio.ifal.edu.br/handle/123456789/59

Navegar

Navegando Teses e Dissertações não defendidas no IFAL por Tipo de Acesso "Acesso Aberto"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Escolas como organizações que aprendem: a autoavaliação como moduladora da aprendizagem da escola
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-08-26) Moura, Elton Oliveira de; Bispo, Marcelo de Souza; http://lattes.cnpq.br/0046249640629512; Silva, Anielson Barbosa da; http://lattes.cnpq.br/3405428972303042; Guerra, Maria das Graças Gonçalves Vieira; http://lattes.cnpq.br/7195833831322050; Vieira, Almir Martins; http://lattes.cnpq.br/4298642111341453; Brito, Simone Magalhães,; http://lattes.cnpq.br/1833114674355841
    This thesis dissertation aimed to analyze how the practice of school self-assessment acts as a modulating element of school learning. The onto-epistemology of the Theories of Practice was adopted from the sociological perspective of Learning Organizations. The argument of this thesis is based on two assumptions: (1) the school is an organization that learns from its daily practices, and (2) that self-assessment can be a way to the development of school learning. The empirical study had a first exploratory phase, where some specialists and professionals in educational management were interviewed to foster reflections on the evaluation and learning processes of the school. In the second moment, empirical research was conducted in a public elementary and high school in the city of João Pessoa (PB) in northeastern Brazil. Data collection was driven through online interviews with participants from the school community, remote observations, and documents. Because the research was conducted during the Covid-19 pandemic, digital technologies such as video conferencing and messaging applications mediated the data collection process. The data analysis process adopted the framework proposed by Bispo (2015) to analyze research based on practice. The study's main results indicate that school learning occurs from three practices: self-assessment learning, engagement in practice, and translating policies and context. In addition, it was possible to verify that selfassessment acts as a modulating element of school learning to the point that it balances the relationship between concept ("what") and instrument ("how"). School self-assessment as a modulator of learning is based on the idea that reflection on the practices allows the school to direct more appropriate actions to its specific needs. This research contributes to approximate fields of Administration and Education to develop an expanded understanding of studies on school management and educational management. Also, in building the development of an alternative approach to the study of Schools as Learning Organizations from social learning. Last, in thinking possibilities of evaluation less classificatory, less focused on accountability, and more focused on school learning.
  • Imagem de Miniatura
    Item
    A questão de gênero na formação de bibliotecárias/os: um estudo de caso no curso de biblioteconomia da universidade federal de alagoas.
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-07-16) Gonçalves, Luiza Glaciete Freire; Cruz, Tânia Mara; http://lattes.cnpq.br/5924581814331062; Santos, Raimunda Fernanda dos; http://lattes.cnpq.br/6543436156553138; Simão, Márcia Buss; http://lattes.cnpq.br/6386088355020507; Domingues, Chirley; http://lattes.cnpq.br/2756619384580846; Schmidt, Leonete Luzia; http://lattes.cnpq.br/4504234791214394
    The theme of “Higher Education, Librarianship and Gender” is recent in studies in the area of Information Science, but it has grown due to the demand presented by social movements and by academics in the field of Human Sciences. The present research, at the master’s level, is based on the need to reflect on the profession and gender issues in professional training in undergraduate courses, understanding and reflecting on the ongoing curricular transformations, analyzing the existing gaps so that, in moments of curricular debates, contribute with theoretical bases and critical vision for possible reformulations. Started from the hypothesis that the gender theme interferes in some way in the formation of the Librarianship professional, due to its absence, since not taking it into account keeps the prevailing socially sexist view in what is conventionally called hidden curriculum, as for its presence. And, having this presence, how would it occur in the prescribed and practiced ways. The general objective was to analyze whether gender studies are included in the curriculum of the Librarianship Course at the Federal University of Alagoas, UFAL. Specific objectives were to identify if there is a reference on gender in the Pedagogical Political Project of the Librarianship Course; to find out if the undergraduate students and the set of professors consider it necessary to include the gender issue in the course curriculum, and to investigate how the professors of the Librarianship undergraduate courses at UFAL understand gender relations in the profession. It is interesting to consider that this qualitative and case study research had as locus a public university and used, for data production, documentary research and thematic oral history obtained in semi-structured interviews carried out virtually with undergraduate students and teachers of the Librarianship Course of UFAL. Among the interviews, there are two women members of the Academic Library of Librarianship who participate in the course's collegiate body. Among the professors, five women and one man, full members of the Librarianship degree who were willing to participate in the research, were interviewed. Both at the time of data production and analysis, it was based on a historical-dialectical materialist theoretical approach that sought to capture the movement of construction and reconstruction of the object through the semi-structured script in the categorization and analysis after the collated field results with the literature review of the field. In this search for the “it was, it is, it tends to be” movement, the aim was to provide critical knowledge that contributes to social transformation. Among other issues, data analysis showed that technological or traditional subjects are taught by teachers of both sexes. Regarding gender content, there was a common knowledge among the group of interviewees, although with different degrees of knowledge. Regarding gender in the course curriculum, it was observed that, both in the 2017 PPC and in the new one, of 2019, the theme appears in a similar way, appearing in some menus and bibliographies in a transversal way. When it comes to race, this appears in the 2017 and 2019 PPC, but it is detailed only in the last one, including a list of bibliography from which works to be worked transversally in various disciplines should be extracted. Finally, the transversality advocated by professors still requires a deepening so that gender is contemplated in a more comprehensive way in the training of librarians, especially at UFAL.