Pol��tica p��blica e educação digital no ensino fundamental em Natal/RN: an��lise de efic��cia da atua����o dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r��rum�� by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

Em busca de novas territorialidades pedag��gicas para a identidade da Educação F��sica no Ensino M��dio integrado: uma perspectiva p��s-cr��tica

Cet ��tude s agit du domaine de l ��ducation Physique comme composante curriculaire dans le contexte de l Ensino m��dio integrado (l enseignement secondaire professionnel int��gr��) dans le IFRN, Campus Natal Zona Norte (R��gio Nord). Son objectif principal est sur le plan ��ducatif des actions de l enseingant au proc��s des convivialit��s avec la culture corporale �� partir des exp��riences, d��sires, besoins et volont��s des apprenants dans la perspective de l imersion dans le monde de la cr��ativit��, de la recherche, de la connaissance et de la transformation de l identit�� p��dagogique de la composante curriculaire. Dans ce sens, l ��tude a eu comme objectif l ��laboration d une propisition p��dagogique, fondament��e sur la Th��orie Post-critique de l ��ducation qui contribue pour la configuration de l identit�� de l ��ducation Physique dans les cours t��chniques int��gr��s de niveau secondaire. La recherche s est configur�� dans une intervention p��dagogique fondament�� sur les pr��ssuppositions methodologique d une exp��rience empirique du genre recherche-action apliqu�� dans l univers scolaire des cours th��cniques int��gr��s de l enseignement secondaire de l IFRN, Campus Natal Zona Norte. Les sujets qui ont particip�� de la recherche, sont les apprenants des groupes de la premi��re ann��e du cours de Commerce et ��l��ctronique de la soir��e (13h �� 18h), inscrit �� partir de l ann��e 2012. Les instruments utilis��s pour la recherche ont ��t�� deux questionaires et une cahier de bord. Les r��sultats obtenus sont dispos��s dans des graphiques qui repr��sentent les paroles des sujets apr��s le proc��s d intervantion et les analyses r��alis��es sous l ��tude-recherche, qui ont ��t�� faites por l analyse de contenu, de l image principale de la population recherch��e. On consid��re que les r��sultats de la recherche ont ��t�� plausibles �� la mesure que au-del�� du support et de la participation dans la recherche, les r��ponses obtenues ont d��montr�� que le proc��s d intervantion p��dagogique a ��t�� pertinent pour les apprenants des cours t��chniques int��gr��s de niveau secondaire de Commerce et ��lectronique de l IFRN, Campus Natal Zona Norte. Le sense essentielle de cette th��se s est concentr��e dans la dimension interculturelle pour l ��ducation Physique dans le secondaire int��gr��, comme un travail fondament�� �� partir des temoignage des apprenants et par la conception post-critique du curriculum qui refuse les explications ��videntes et institu��es comme des v��rit��es finales dans l objectif de r��guler et controler les sujets de l ��ducation. L option faite par cet abordage de th��se a ��t�� pour rompre avec l ��tabli �� partir de la proposition d un dial��gue, avec les apprenants, �� la recherche de nouveaux territoires p��dagogiques pour l Education Physique �� l enseignement int��gr�� de l IFRN, Campus Natal Zona Norte. Des territoires qui occupent des espaces dans la culture scolaire, dans une dynamique dialogique avec les apprenants, qui se d��fine politique et p��dagogiquement pour la diversit�� culturelle du mouvement, qui aborde le concept de mouvement dans la proximit�� des actions corporales cotidiennes et qui propose de nouvelles possibilit��s et de recr��ations pour les pratiques de la culture corporale. La perspective post-critique ouvre des possibilit��s pour de nouvelles langages en fortifiant les narratives de ce qui ont toujours entendu et cependant ont silenci�� ses voix et ainsi, la th��se a confirm�� que, l ��tude pr��sent et la recherche support�� par la th��orie post-critique du curriculum ont possibilit�� une nouvelles configuration pour l identit�� p��dagogique de l ��ducation Physique dans la condition de composant curriculaire des cours t��chniques int��gr��s de niveau secondaire de l IFRN au Campus Natal Zona Norte

Conhecimentos sobre o corpo: uma possibilidade de interven����o pedag��gica nas aulas de educação f��sica no ensino m��dio

The following study aims at the main conceptions around the body and the learning through physical education classes at school. Therefore, this research mainly presents a proposal of pedagogical intervention on physical education for Ensino M��dio, centered on the knowledge about the body as well as how to evaluate the impacts of such interventions on the students‟ learning process. In order to surround our field of investigation, this work elaborates the following study questions: a) What have students learned about the body in physical education classes in Ensino M��dio at IFRN? b) What methodological possibilities can contribute on the experience of meaningful learning processes in physical education in Ensino M��dio related to the knowledge of body aspects? Regarding to the methodology used, this ethnographic research used several instruments for data collecting like dairies, diagnostic activities, self-assessment evaluations, portfolio, filming, photographs and posts on the social network facebook. The materialization of the pedagogical intervention and all of its implications allow us to consider that the physical education classes in Ensino M��dio at IFRN, campus Parnamirim have supported meaningful experiences of learning. Also they motivate relevant discussions applicable to the students‟ everyday lives once they are supported by discussions related to the influence of media about the body of teenagers, the irregular use of steroids, massaging as a possibility of body relaxation. Also, we point out that the students had the chance to experience body activities which crossed the limits of physical education classes‟ hegemony at school, such as indoor soccer, dodgeball, volleyball, basketball and handball. Thus, the students could experience body activities beyond the limits of most common sports, which started several discussions about the juvenile universe and culture. Beside the professional and personal importance of this work, we list the scientific relevance for the production of knowledge on the educational field once the number of Works about the knowledge of the body are still only a few. This study is mainly about alternative body practices. Therefore, we consider that the knowledge about the body can and must be studied not only through alternative practices, but also in different approaches which can be attributed to body running phenomenon. Finally, we believe that the discussions hereby motivated about the matter are far from being enough, so we deliver our intention in deepening this study on forthcoming researches about the knowledge of the body in the field of physical education in Ensino M��dio

A sistematiza����o do conte��do jogo nas aulas de educação f��sica do ensino fundamental e m��dio

Since the enactment of LDBEN 9.9394/96, Physical Education began to be understood as a curricular component in school. Thus, we see the need for systematization of content. We observed that the physical education classes at the public schools in Natal/RN from the game content, teachers did not use the existing proposals for systematization. And it was on this reality that the study occurred, aiming to present and discuss a proposal to systematization the game content in physical education classes in elementary and secondary education. Accordingly, we departed of following question: What possibilities of systematization of the game content in school physical education classes?. The methodology used was the action research, which allowed us to structure the intervention plan for the game content, directed to a reflective didactic process. The dialogue with action research provided an opportunity to understand of the proposal of systematization, the knowledge of game content, the planning and process of teaching and learning in physical education lessons developed. We use the proposed systematization the book Educação F��sica Escolar e Organiza����o Curricular , to direct and organize the lesson plans. As research technique, we use the participant observation, filming, photographic records and field diary, guiding us in the debates and discussions about the field of research. The applications of the lesson plans were carried out in three schools, all located in Natal / RN: Escola Municipal Professora Ivonete Maciel, Escola Municipal Professor Ulisses de G��is e Professor Escola Estadual Josino Macedo. The members of this study were students PIBID-EF-UFRN, teachers, supervisors and school. They made the bridge between research and action, theoretical foundation and pedagogical practice, university and school. The results were advanced for beyond the propositions submitted by the above-mentioned book. For the Elementary School 1, the proposed systematization broadened experiences and learning of knowledge of the game and of playful and body manifestations. Provided an opportunity to know and learn about game of make account, rules, popular games, cooperative games, among others. For Elementary Schools 2 and Middle education, systematized lessons allowed the practical, the incorporation of knowledge of the game and its features: such as rules, origin, meaning of the name, different denominations, among others. The students experienced and learned, popular games, pre-sport games, cooperative games, with recycled material, among others. The treatment from three dimensions of contents: procedural, conceptual and attitudinal, occurred parallel to approach the game content, and in conjunction with our interventions, not being done separately during practice, but an ongoing process during class. This new perspective of work the game, in a systematized way, with applying, description and discussion the activities, allowed elaborate a summary framework of thematizations for game content, by year of teaching

Uma abordagem cr��tica do conte��do esporte nas aulas de educação f��sica no ensino m��dio integrado

Researchers have analyzed how sport is being taught in the classroom as a regular subject and how it is accepted as a pedagogical action at school. This study aims to suggest some pedagogic proposal on the Physical Education subject to High School System which would be planned, formulated, and applied based on some critical approach on teaching, as well as analyzing and thinking over its impact on the students' learning, taking in consideration some conceptual, procedural and attitudinal dimensions to make possible for the students to become more critical so that they will understand how this subject works in contemporary time. .We had three specific blocs to develop our research: Historic, conceptual and cultural elements about sport; Public policies to sport; Individual, group and environmental characteristics. The method of this work was based on qualitative research through some research action. The study was made actually at IFRN (Federal Institute of Education, Science and Technology of Rio Grande do Norte state), in the city of Pau dos Ferros. Students from the second year of the computing course in high school were the participants in the research, there were 37 students from eleven different cities near Pau dos Ferros. They answered some questionares and a Research Diary. From the pedagogical intervention we could prove the students have improved their knowledge about the concept on sport itself, leaving the old idea about sport only as a physical practice such as an activity with rules or as competition, we could prove they have sport as a social-cultural event, involving policies, ideologies as well as historical interferences. Another aspect they mentioned was that sport is the citizens' right and as such there must be public policies pro sports. Understanding that sport transpires on peoples' habits as well as their behavior allowed us to identify its influence on our students' quality of life back in their home towns. Therewith, it is clear the necessity of a pedagogical focus on the content of Physical Education at school to make this subject more meaningful, so that the students will become more critical and reflexive about life and will be able be real citizens

Da educação infantil ao ensino fundamental: o que contam as crian��as sobre essa travessia na cultura de escola

From inquiries concerning the child as an individual with rights, this work takes as its object of study the perception of 5-7 years old children on their journey from kindergarten to elementary school, in a school culture. The objective of the research is, therefore, to investigate what the children tell in narratives drawn into a conversation circle about their experiences of school life in kindergarten and the first grade of elementary school. The participants were 18 children from a public school in the city of Natal (RN). Five rounds of conversation were held in which the children told a little alien, who was unaware of the school culture, what they knew about school and what they did at it. The research is linked to the project "Children's Narratives. What the children tell about childhood schools?"(Passeggi et all, 2011) and adopts epistemological principles and research methods of (auto)biographical education, taking as a working hypothesis the child's ability to reflect on their experiences and understand from their point of view, what happens to them. Analyses were organized based on the concept of school culture (Barroso, 2012). In the narratives of children, the three dimensions of school culture: the functionalist (purpose and rules), structural (structure and pedagogical organization) and the interactional (relations with others, with the spaces and with knowledge) are considered intertwined in their school perceptions and signal experienced tensions in a process of "conversion" from child to student. Children seem to realize the uniqueness of each level of education. They recognize as a characteristic of early childhood education the recreational activities, and as injunctions of the first year of elementary school the "study", "learning to read and write" to "be smart" to "change." The schooling will thus, constitute, in their eyes, as a time and a place where the children's culture gives way to school culture, and in this journey they experience that the desire to play and the duty/want to study cross the three dimensions of school. At the end of the journey, the status of children as cultural beings with rights is confirmed, whose narratives about school and about their experiences of "conversion" in a student, reveal much about the power of reflection on themselves, the school and the society in which they live, legitimizing their place in educational research and in child care policies.

Pol��tica p��blica e educação digital no ensino fundamental em Natal/RN: an��lise de efic��cia da atua����o dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r��rum�� by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

Um estudo sobre a aprendizagem de n��meros irracionais no ensino m��dio

The present study describes theoretical practical relationships between development and application of activities in Mathematics education. It s proposed a methodological approach to Mathematics in the first grade of Ensino M��dio, supported by an experiment involving Irrational Numbers education by using constructive activities, applied obeying an educational sequence. Constructivism is used as an important theoretical reference in teaching learning process of Mathematics. The methodological intervention was done with two classes of students of the first grade of Ensino M��dio, in two public schools, a state one and a federal one, located on the city of Natal, Rio Grande do Norte. The development, application and testing of the activities used on this experiment led us to think more profoundly about the value of constructivism ideas and understand that the use of activities that obey an educational sequence favors the learning. It s also discussed the research results, commented on a way to contribute to the advances of the proposal and it s more constant use. The participation and testing of the students were analyzed and judged using Skemp s Instrumental Understanding and Relational Understanding concepts. The results of the research were considered good, so we believe this methodological intervention can be used more frequently in the classes of Ensino M��dio and also be applied to teachers in courses of initial education and continuous formation

O espa��o formativo na escola: um estudo com professoras dos 4�� e 5�� anos do ensino fundamental.

Es extensa, de parte de los docentes, la discusi��n sobre la articulaci��n de actividades y estrategias de ense��anza que vengan a proporcionar una participaci��n m��s activa del alumnado. Sin embargo tal tarea constituye un desaf��o para muchos profesores ya que, muchas veces, la formaci��n inicial no siempre los prepara para esta perspectiva. Nosotros entendemos que es necesario desarrollar en los maestros una autonom��a cr��tica, tomando la escuela como espacio formativo. El objetivo de este trabajo fue ��l de incentivar un espacio de discusi��n y reflexi��n para profesores en ejercicio de los 4�� y 5�� a��os de la Ense��anza Fundamental I. Ese espacio que era orientado para que ellos estudiasen y articulasen, entre otras cosas, el conocimiento disciplinar de Ciencias y la organizaci��n y sistematizaci��n de actividades de ense��anza que lleven a una participaci��n m��s activa de los estudiantes. La investigaci��n se realiz�� en una escuela privada de Natal/RN, que atiende a estudiantes desde la educaci��n infantil hasta la ense��anza secundaria. Se desarroll�� en cuatro fases: la 1��, de familiarizaci��n, cuyo objeto de estudio se dio a trav��s de la observaci��n del sal��n de clase y del an��lisis de la planificaci��n anual: la 2��, de identificaci��n de las dificultades de los maestros, teniendo como instrumentos encuestas con preguntas abiertas y elaboraci��n de textos. La 3��, en la perspectiva de proporcionar una intervenci��n, se us�� como instrumentos de investigaci��n, el diario de clase y otras actividades como talleres, cursos y la elaboraci��n de material did��ctico. En la 4�� fase, para reconocer los posibles cambios en la pr��ctica docente, ocurrieron nuevas observaciones en el sal��n de clase, el an��lisis de las planificaciones. Los datos obtenidos fueron organizados en tablas y clasificados. Los resultados se��alan cambios en la pr��ctica de esos profesionales, la introducci��n de la disciplina de Ciencias en el espacio formativo y el material did��ctico elaborado ha sido un subsidio importante para ayudarlos en las clases

Entre ecos e narcisos: estudo de caso sobre a pr��tica teatral com adolescentes como atividade extracurricular numa escola de n��vel m��dio

This masters thesis discusses the studying and the teaching of drama and its implications among teenagers of the contemporary world. This paper also analyses an extracurricular project entitled Drama in the development of citizenship , which was carried out in the public state school Berilo Wanderley in Natal/RN, between 1999 and 2005 with high school students. It comprises a case study that aimed at understanding how and why they chose to take drama classes outside of the school curriculum and even after they graduated, some of them never left the school project and even started participating in the cultural and artistic context of the city of Natal quite actively, both as part of an audience as well as on artistic, political, social and pedagogical performance. The project was high significant for its participants, for the school and for the community, by creating a sense of recognition of the relevance of the pedagogical and artistic production in the public school, as it managed to yield knowledge that helped students to understand the values of group work, sharing information, collaborative assessment and, most of all, to engender actions of protagonism by the teenagers themselves within their social environments. The empirical process developed is placed in a contemporary historical context where educational paradigms shifts occur, and where categories of youth empowerment and protagonism are fundamental to the educational process in the 21st century. The objective of this study is to reflect upon the pedagogical dimension of drama classes for teenagers, aiming at providing further discussions on the role of acting classes in the construction of the personality among youngsters, thus hoping to contribute to other teaching practices, including drama and other subjects of general education

Da leitura da poesia �� poesia da leitura: a contribui����o da poesia para o Ensino M��dio

La po��sie occupe, �� l ��cole, une place r��duite et, la plupart du temps, est rel��gu��e �� des dates comm��moratives ou, quand utilis��e, sert de pretexte �� l ��tude de la grammaire et du vocabulaire. Cette th��se a comme objectif de r��fl��chir sur l importance de l enseignement de La litt��rature, et plus sp��cialement, celui de la po��sie dans l enseignement secondaire. A comme principal objectif de montrer la place de la po��sie dans l'enseignement secondairepour la formation socio-linguistique, cognitive et affective d��s ��l��ves. De plus, tente de d��mystifier l' id��e qu'il est impossible de lire de La litt��rature et, en particuler, de la po��sie, avec des adolescents.Il s agit de proposer des projets afin de travailler de mani��re ad��quate la lecture de po��sies en salle de classe par le biais de strat��gies productives de lectures litt��raires comme celles qui promeuvent la rencontre entre le lecteur et le texte. Pour cela, nous avons r��alis�� une exp��rience dans une ��cole publique de l ��tat Du Rio Grande do Norte, dans la commune de Natal, avec des ��l��ves adolescents ��g��s de 14 �� 18 ans. L' exp��rience a consist�� en douze cours de lecture de po��sies. Nous avons utilis��, comme instruments de collectes de donn��es, des entrevues, des cahiers de classe et des questionnaires. Les r��f��rences th��oriques adopt��es consistent en une bibliographie qui fait r��f��rence aux ��tudes d esth��tique de La r��ception et de la coop��ration interpr��tative comme l ont formul��es Jauss (1979), Iser (1996) et Eco (2002); la conception de lecteur et le processus de lecture selon Smith (1989); le socio-interactionnisme de Vigotski (1999; 2000); la m��diation (lecture par degr�� ou scaffolding), de Graves et Graves (1995); la psychologie de l adolescence de Becker (1999), Carvajal (2001) e Gutierra(2003). Les r��sultats montrent l importance de la pr��sence du m��diateur dans La formation du lecteur, sachant qu en plus de contribuer et de potentialiser l int��raction entre le texte et le lecteur, l adh��sion des ��l��ves est am��lior��e. L exp��rience de vivre la po��sie en salle de classe avec d��s adolescents sujets de cette recherche, a prouv�� qu il est possible, dans l enseignement secondaire, et malgr�� les difficult��s, de r��aliser um travail avec la po��sie

O processo de aprendizagem de professores do ensino fundamental: apropria����o da habilidade de planejar situa����es de ensino de conceitos

La investigaci��n fue realizada con profesores de los a��os iniciales de la ense��anza b��sica, alumnos de la carrera de Pedagog��a Licenciatura Plena del PROB��SICA de Cear��-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiaci��n de esa habilidad, segundo las siguientes perspectivas te��ricas: hist��ricocultural, de L.S. Vygotsky, teor��a de la actividad, de A.N. Leontiev, y la teor��a de la asimilaci��n por etapas mentales, de P. Ya Galperin. La metodolog��a se desarroll�� organiz��ndose en tres etapas: el diagn��stico inicial, con el an��lisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientaci��n del aprendizaje, el control y la evaluaci��n del desarrollo; y el diagn��stico final, con el an��lisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizaci��n de los sujetos de la investigaci��n, el planeamiento de ense��anza de los profesores y el diario de clase, donde se registraba lo que ocurri�� en cada orientaci��n y realizaci��n del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de ense��anza de los conceptos. Durante el proceso de ense��anza y aprendizaje, los profesores han expresado sus dificultades, pero tambi��n las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el an��lisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de ense��anza con la definici��n y con la identificaci��n, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos l��gicos y las categor��as del planeamiento (objetivos, contenidos, estrategias de ense��anza, control y evaluaci��n). En cada etapa surgieron obst��culos, pero tambi��n aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiaci��n de nuevos fundamentos te��ricos. La pr��ctica docente se constituy�� en un elemento que facilit�� la comprensi��n y la apropiaci��n de las habilidades de planear situaciones de ense��anza de conceptos mediante la definici��n y la identificaci��n

Representa����es sociais de discentes sobre universidade: um estudo psicossocial entre ingressantes do vestibular e da sele����o ProUni

Demand for access to higher education to put in test the education Brazilian system in view of the surplus of selective processes of public universities, people without option to pay their studies at this education level. In this context, it has arisen the University for All(Universidade para Todos)Program, the ProUni, from Ministry of Education - MEC, created by the Federal Government in 2004, and that it aims the granting of full and partial scholarships in private higher education institutions, graduate courses in sequential specific training, low-income Brazilians students who do not have higher-level degree. Created by the Provisional Measure No 213/2004 and institutionalized by Law No. 11096 of January 13, 2005, the ProUni offers, however, the exemption of some taxes to those institutions that join the program. This is one of the privileged time for the study of Social Representations by offering the researcher, a living laboratory, natural environment, the confrontation between the established and new. In time like this people are challenged to incorporate the new system to the pre-existing one, aiming it through a strangeness of what was so familiar. It is through this game of social forces that we developed the present study with 196 entering higher education, of these are 116 of selective vestibular system and 80 of the ProUni selective system. We opt by the procedures for data collection in order to have access to the circulating senses, in addition to the streamlined responses. With foundation in Abric, we perform the test the Free Association of Words, then analysed by the software and by EVOC Content of the type theme as Bardin. Besides, we require of the subjects, a writing on the study object university later analysed by the software ALCESTE. The results point out to a representation strongly rooted in social factors such as more traditional socio-cultural elements: the beliefs, values, the symbols. It is unique in both groups of subjects: among those entering by the selective ProUni system, there was a stronger anchor in that it does not make inquiries about the program. At the same time, there is a stronger presence of objectivation, entering the selective vestibular system in order that they explained with a value judgement on the programme. It is suggested further studies considering the embryonic state of social representation, as recent as the social purpose that triggered. It would be relevant even the replication of the same research with other people in order to strengthen the power of the theorising of empiria available

O ensino de filosofia no ensino m��dio mediado pela literatura sartriana

On analyse une exp��rience de l enseignement de philosophie dans l enseignement secondaire par la litt��rature. La sc��ne d intervention a ��t�� l Institut F��d��ral d ��ducation, Science et Technologie du Rio Grande do Norte (IFRN), dans l ann��e 2008. L ��tude �� caract��re qualitatif a adopt�� un mod��le de recherche participant, dans laquelle le chercheur a intervenu dans son propre contexte de classe. On a utilis�� l investigation d un ouvrage existentialiste de Jean-Paul Sartre, le roman La Naus��e, comme contribution m��thodologique pour l enseignement de philosophie. On a adopt�� le recours de la litt��rature avec contenu philosophique �� partir de la proposition apport��e para les Param��tres Curriculaires Nationaux pour l Enseignement Secondaire (PCNEM) : celle qu on ne doit ni avoir la pr��tention de former de philosophes professionnels ni banaliser la philosophie aupr��s des ��l��ves. En partant du principe que l existentialisme a ��t�� un courant philosophique qui a utilis�� la litt��rature entant qu expression d id��es philosophiques, on a envisag�� le potentiel p��dagogique du voisinage communicant entre la philosophie et la litt��rature que lie l exp��rience litt��raire avec les textes qui montrent aussi la discussion philosophique. L id��e force a ��t�� celle de traiter concepts philosophiques a partir de la litt��rature comme invitation �� la r��flexion, en analysant l ��l��ment ludique dans la litt��rature comme jeu de la pens��e. La pens��e consid��r��e comme action ludique arriverait parmi l id��al d en chercher de meilleures mani��res �� comprendre la r��alit�� en ��tant cet id��al esth��tique assum�� dans l effort d imprimer sens au chaos des exp��riences. Les situations p��dagogiques en classe comptent fr��quemment avec moment de dialogue a propos des probl��mes existentiels affront��s par le protagoniste du roman, Antoine Roquentin, consid��r��s comme questions philosophiques et d��battues par l investigation dialogique tout suite apr��s la lecture des parties du livre. Dans ce sens, on a cherch�� �� suivre les marches de la m��thode socratique dans lequel questionner e questionner �� soi m��me soient les moles propulseurs de la r��flexion philosophique. L investigation dialogique a ��t�� ��tendue pendant cinq rencontres de quatre-vingt-dix minutes interpr��t��s par une analyse discursive qui a essay�� d ��tablir des rapports entre le discours de l enseignant et des ��l��ves avec le discours de la tradition philosophique. Cette recherche a aussi envisag�� �� produire une r��flexion sur la pratique de l auteur lui-m��me de l ��tude. Celui-ci peut-��tre soit l objectif le plus largement atteint : prendre conscience de l importance de la formation d un enseignant r��flexif qui associe dans sa praxis le savoir faire avec la critique honn��te de sa propre capacit�� professionnel

As rela����es entre o p��blico e o privado no processo de expans��o do ensino superior no Brasil: democratiza����o ou mercantiliza����o?

The present study analyzes the expansion of Brazilian superior education, investigating how the public and the private sectors are inserted in this process, taking as analysis dimensions the philanthropic actions, the democratization and the mercantilism. The study had for general objective to analyze the dynamics of the expansion of superior education in Brazil, investigating how it configures the overlap between the public and the private in this process. More specifically was tried: a) to understand the process of participation of the non-state public, state and private sectors with lucrative goals in the expansion of superior education; b) to analyze the limits between the democratization and mercantilism in the process of expansion of superior education; c) to analyze the mechanisms that express the privatization in the process of expansion of superior education; d) to investigate, in a program of the government, how is materialized the overlap between the public and the private, in the expansion of superior education. In the development of the study, was adopted as theoretician and methodological way a historical and critical perspective, because is considered it allows to understand the mediations between the inquiry subject and the historical context in which it is developed, allowing, this way, the true explanation of the studied object. About the technician procedures, it was adopted documentary and bibliographical research. Also, secondary data were searched on the main governmental web sites (INEP, SISPROUNI, INEP, PNUD; IBGE) which produce statistics on superior education and sponsors of private institutions of superior education, as example ABMES and the Court of Accounts of the Union, amongst others. The study results had delineated a picture that allows to evidence that has been occurring, in the country, a process of expansion of superior education, marked for the articulated participation of the public state, private with lucrative ends and private without lucrative ends sectors, but it is distinguished in recent years the prevalence of the private sector with lucrative ends. In result, it is concluded that this process of expansion cannot be considered as dimension of the democratization because it occurs by means that move it away from the education as a right to be placed in the scope of the market, changing the right into a service that is appropriated by mercantile relations