PPG - Educação e Saúde na Infância e na Adolescência

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Navegando PPG - Educação e Saúde na Infância e na Adolescência por Orientador(es) "Abreu, Claudia Barcelos De Moura [UNIFESP]"

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    Mundo Do Trabalho Na Agroindustria: Uma Análise Das Condições De Trabalho De Egressos Do Instituto Federal De Educação, Ciência E Tecnologia Do Estado De Mato Grosso
    (Universidade Federal de São Paulo (UNIFESP), 2017-12-15) Acosta, Carmen Lucia Coelho [UNIFESP]; Abreu, Claudia Barcelos De Moura [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This study is situated in the technological education arena, emphasizing the training of workers for the agroindustry in acapitalist society. The study relies on alumni's reports on theirworking conditions, and establishes relationships back to their professional training in the Agroindustry Technology course from the Federal Institute of Education, Science and Technology (IFMT), in the city of Campo Novo do Parecis -Mato Grosso state. The theoretical-methodological foundation is marxist critical theory, withparticular contribution from work-education focused scholars. Campo Novo do Parecis campus was selected for being the sole town to offer Agroindustry Technology graduation in a state-owned institution. Background data included the course plan and official documents that served as reference for the preparation of the undergraduate professional training proposal. It also included survey results from eight professors and 20 graduates. In the analysis of the course plan along with professors´ survey results, following aspects were considered: reasons which supported the course start; course characterization, objectives and assumptions; expectations for graduate’s profile; curriculum organization; faculty and school infrastructure. The graduates´ survey disclosed individual profiles, work conditions, and training experienced in the course. The analysis refers to the understanding that the course plan follows DCN guidelines for professional technological education, indicating explicit attention to market demands, increasingly science and technology driven. Thus, integration between work, science and technology is viewed to grant access to competences and jobs. Therefore, integration is decomposed to its instrumental dimension to work, and citizenship into a right to acquire such skills. The course curriculum is wide and generalist, enabling the graduate for comprehensive scope, ranging from raw materials selection, through all phases of industrialization, to the quality control of the finished goods. This requires abilities for new product development, decision making, planning, rationalization, maximization, management and control of quality systems. Curriculum reflects the concept of a multipurpose education, valuing specific training disciplines over humanities in a broader sense. Graduates report having a job in the field of training (80%), indicating the course has facilitated labor market access. Research has shown that undergraduate studies alone are not sufficient for better working conditions. Poor working conditions are reflected in long overtime hours, low wages (two minimum wages on average) and weakening of workers' health. In addition, 31.25% are temporary jobs. Course plan analysis and survey results evidences a multipurpose education, i.e. a direct connection between education and work requirements. In the case of a higher education offered by a public institution, it is necessary to broaden the debate on the integrated formation that allows to establish relations between work, science and culture, having as a horizon the humanistic formation that allows the future worker to understand the complexity of the world of the work and act as a driver of the history of his time.
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    Políticas Públicas De Formação Inicial De Professores De Educação Básica: Um Estudo Sobre O Pibid
    (Universidade Federal de São Paulo (UNIFESP), 2017-06-28) Ros, Cristina Vitorino Da [UNIFESP]; Abreu, Claudia Barcelos De Moura [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Abstract: This thesis analyzes the historical, political and pedagogical bases of the Institutional Program of Initiatives for Teaching (Pibid), and also seeks to understand how the process of implementation of the program occurs, considering the reports of the subjects that Participate - specifically the students and teachers of the school. The Pibid was implemented in 2007, in the context of correlations of social and political forces, both internal, in which the enlarged state manages Brazil's fragile social, educational and political situation in favor of the economic as well as the external bases, as regards the orientation of multilateral bodies in the international context. One of the main objectives of Pibid is to establish a system of collaboration between university and public school to train new teachers, creating as locus of production of knowledge and teaching knowledge both educational spaces involved. Faced with the precarious conditions of teaching work, in which technological rationality predominates, the program commits itself to narrow the relations between theory and practice through the formative experience of the graduates in formation with the training teachers both those who work in the university and those who work in public school. The thesis that is intended to defend is to denaturalize the Salvationist character attributed to the Pibid and attentive to the regulatory role of public educational policies. To do so, the paths of qualitative research were traced through a case study. In the data collection, the observer's field diary was used, along with semi-structured interviews to listen and analyze the subjects that compose the program, since it is considered of paramount importance to analyze and apprehend the considerations coming from the undergraduate students and the regent teachers in the school Public. The research was carried out with fifteen subjects, in a determined subproject of the Pedagogy course, involving a public university and a public school of basic education, both located in the periphery of the metropolitan region of São Paulo. The approach with the subjects of the research made it possible to access the context of the educational policy execution, to apprehend the subjectivity of the subjects and to cross the data with the observations of the field diary, in a spiral movement of reflection and critical analysis, from the moment of the collection of data, going through deepening of the theory, which culminated in the analysis of the subjects' point of view. It is concluded that the hypothesis is confirmed, since although the Pibid points, through small fissures, some emancipatory possibility supported by collective work, the character of conformation reigns through the current state of flexibility of working conditions on the school floor. The concrete conjuncture to which public school workers are exposed successively conditions the look and action of the undergraduate students, in accordance with the current state of precarious working conditions and training in the face of the rationality of time and space, naturalizing the veiled proposition of the minimum learning for the students of the public school of basic education.