2 research outputs found
Um novo olhar da gestão para o ensino fundamental: propostas para as turmas em transição de ciclos
This dissertation was developed within the scope of the Professional Master in
Management and Evaluation of Education (PPGP) of the Center for Public Policies
and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF).
The studied management case discussed the students' change of posture towards
the learning process in the transition from the Complementary Cycle - 5th Year to the
Intermediate Cycle - 6th Year, observing an drop in learning beyond the change in
the behavior of students, who become more unruly in the classroom from the Final
Years of Elementary School. The objectives defined for this study were to analyze
the main impacts of the transition process from the 5th to the 6th Year of Primary
Education, to describe the problem of students' adaptation and the impacts of the
transition between the school cycles, to analyze which pedagogical strategies can be
modified and / or rebuilt to effectively and qualitatively meet the transitional stage
researched and propose new pedagogical actions that will enable the improvement
of this service, with the involvement of all agents conducting the teaching and
learning process. Student adaptation during transitions between school cycles is the
cut between the causes of school failure. Thus, the following question directed the
study: How do the actions that the school focus of this research implement to deal
with the transition of students of the 5th Year and who, the following year, begin the
6th Year of the EF and who shares the team manager and pedagogy of the research
focus school can act to minimize the impacts arising from the transition of students
from the Complementary Cycle to the EF Intermediate Cycle? The methodology used
to perform the research has a qualitative approach and was carried out from a case
study, and as instruments the field observation, focus group and documentary
analysis, which presented the positioning of authors who discuss the student
adaptation, the transition between school cycles, indiscipline and school failure. The
main conclusions of the analysis confirmed the initial hypotheses, pointing to:
difficulties of adaptation of students and teachers in the entry to the 6th year of the
EF; lack of a pedagogical proposal that articulates strategies to minimize the impacts
arising from the transition between the school cycles, being these impacts: drop in
school performance, disinterest, lack of discipline, repetition, evasion, among others;
the transition as a conflictive period both in the learning process and in the human
development of the pupils who are reaching adolescence; pedagogical fragility of
Early Childhood Education and Early Years of EF, generating curricular and
pedagogical discontinuity between the educational networks; the indiscipline in the
classroom being raised as one of the main obstacles to the accomplishment of an
effective pedagogical work; learning difficulties associated with sociocultural,
economic, pedagogical, psychological, family factors and the diversity of educational
problems; and the lack of physical structure of the researched school. Like this,the
result of the research served as input for the construction of an Educational Action
Plan, which aims to help the investigated school to reduce the impact of school
transitions, especially in relation to the beginning of the EF Final Years, since these
impacts have a direct reflection on the continuity and in the completion of the
students' trajectory.A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em
Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e
Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O
caso de gestão estudado discutiu a mudança de postura dos alunos frente ao
processo de aprendizagem na transição do Ciclo Complementar – 5º ano para o
Ciclo Intermediário – 6º ano, observando uma queda de aprendizagem, além da
mudança no comportamento dos alunos, que se tornam mais indisciplinados em sala
de aula a partir dos anos finais do Ensino Fundamental. Como objetivo geral desta
pesquisa, propomo-nos a analisar os problemas envolvidos no processo de
transição do 5º para o 6º ano do Ensino Fundamental na escola foco desta pesquisa.
De modo complementar, foram elencados três objetivos específicos, quais sejam: (i)
descrever a adaptação dos alunos e os impactos dessa adaptação entre os ciclos
escolares, (ii) analisar as ações adotadas pela escola para lidar com essa transição
e, assim, (iii) propor ações pedagógicas sensíveis a essa transição, com o
envolvimento de todos os agentes condutores do processo de ensino e
aprendizagem. Para o direcionamento deste estudo, fizemos as seguintes
perguntas: como se dão as ações implementadas pela escola pesquisada para lidar
com alunos em transição para o 6º ano do EF? Que ações a equipe gestora e
pedagógica podem realizar para minimizar os impactos na vida escolar dos
estudantes em transição entre os ciclos do EF anos finais? A metodologia utilizada
para a execução da pesquisa tem uma abordagem qualitativa e foi realizada a partir
de um estudo de caso. Como instrumentos, utilizamo-nos da observação de campo,
grupo focal, análise documental e pesquisa bibliográfica, na qual apresentamos o
posicionamento de autores que discutem a adaptação discente, a transição entre os
ciclos escolares, a indisciplina e o fracasso escolar. As principais conclusões obtidas,
por meio da análise dos dados e do estudo bibliográfico, apontaram para as
dificuldades de adaptação de alunos no ingresso ao 6º ano do EF e para a falta de
uma proposta pedagógica que articule estratégias para minimizar os impactos
advindos da transição entre os ciclos escolares. Os principais impactos identificados
foram a queda de aprendizagem, o desinteresse, indisciplina, a repetência, a
evasão, dentre outros. Percebemos, com este estudo, que a transição é entendida
como um período conflituoso tanto no processo de aprendizagem, com a fragilidade
pedagógica da Educação Infantil e dos anos iniciais do EF em decorrência da
descontinuidade curricular entre as redes de ensino, como no desenvolvimento
humano dos alunos que estão chegando à adolescência. Assim, os dados
encontrados nesta pesquisa resultaram na construção de um Plano de Ação
Educacional cuja pretensão é auxiliar a escola investigada a diminuir o impacto da
transição escolar no início dos anos finais do EF, pois esses impactos têm reflexo
direto na continuidade e na conclusão da trajetória escolar dos alunos
NEOTROPICAL CARNIVORES: a data set on carnivore distribution in the Neotropics
Mammalian carnivores are considered a key group in maintaining ecological health and can indicate potential ecological integrity in landscapes where they occur. Carnivores also hold high conservation value and their habitat requirements can guide management and conservation plans. The order Carnivora has 84 species from 8 families in the Neotropical region: Canidae; Felidae; Mephitidae; Mustelidae; Otariidae; Phocidae; Procyonidae; and Ursidae. Herein, we include published and unpublished data on native terrestrial Neotropical carnivores (Canidae; Felidae; Mephitidae; Mustelidae; Procyonidae; and Ursidae). NEOTROPICAL CARNIVORES is a publicly available data set that includes 99,605 data entries from 35,511 unique georeferenced coordinates. Detection/non-detection and quantitative data were obtained from 1818 to 2018 by researchers, governmental agencies, non-governmental organizations, and private consultants. Data were collected using several methods including camera trapping, museum collections, roadkill, line transect, and opportunistic records. Literature (peer-reviewed and grey literature) from Portuguese, Spanish and English were incorporated in this compilation. Most of the data set consists of detection data entries (n = 79,343; 79.7%) but also includes non-detection data (n = 20,262; 20.3%). Of those, 43.3% also include count data (n = 43,151). The information available in NEOTROPICAL CARNIVORES will contribute to macroecological, ecological, and conservation questions in multiple spatio-temporal perspectives. As carnivores play key roles in trophic interactions, a better understanding of their distribution and habitat requirements are essential to establish conservation management plans and safeguard the future ecological health of Neotropical ecosystems. Our data paper, combined with other large-scale data sets, has great potential to clarify species distribution and related ecological processes within the Neotropics. There are no copyright restrictions and no restriction for using data from this data paper, as long as the data paper is cited as the source of the information used. We also request that users inform us of how they intend to use the data