Pol��ticas de educação profissional t��cnica e de ensino m��dio no Brasil: a implementa����o no CEFET-RN (1998 2008)

This study has analyzed the high school and professional education policies (1998-2008) and their impacts on the Centro Federal de Educação Tecnol��gica do Rio Grande do Norte. It has presented an analysis and design of the productive restructuring process in the world of work and education, the technical, vocational education and high school policies in Brazil, referring to this period, as well as the changes in Cefet-RN for implementation of Political Guidelines of Vocational, Technical and High School Education. This study is guided by assumptions related to these policies, which are located in different historical moments. It is a study in which subjects are understood as historical and social beings, embedded in the economic, political and cultural rights which, by its actions, can be transformed. It was based on a theoretical framework consistent with the object of research to give it shape and meaning, serving as a parameter to address the problem outlined in research questions. It was used analysis of bibliographical material and specific documents from the Institution, semi-structured interviews with the subjects part of technical and high school. Results show that many of the recommendations in the present high school policies and vocational technical and high school education, implemented in Cefet-RN, for the period 1998-2002, show inconsistencies between what is said and what can be officially established in the pedagogical practice of teachers and professional practice of some graduates. Regarding the integration of vocational education with the high school (2005-2008) in this Institution, the study signaled that its prioritization failed to materialize in full, in Cefet-RN, although it was developed and implemented a Political-Pedagogical Project in 2005

Opini��es sobre est��gio curricular e prática de ensino na licenciatura em qu��mica: o caso do CEFET-PB

The Brazilian legal documents are directing the reformulation of the courses that prepare students to be teachers. Through out the country many institutions look for to fit themselves in such documents. On the other hand, other IES (Superior Education Institutions), when they are setting up such courses they looked for to be adequate to the new public politics. Based on the National Curricular Norms to form teachers for Basic Education, in tertiary level, in 2004 it was created at the CEFET-PB,the Chemistry Course (Licenciatura) to prepare people to be teachers, whose organization. This work presents the results of a research of phenomenological nature that aimed to comprehend the teachers opinions, in the range of discussions about the current politics of formation, particularly related to the CNE/CP 1 and CNE/CP 2/2002 resolutions. This work based on the curricular proposal for the Chemistry Course (Licenciatura), presents the relationship between the probationary period and the teaching practice at the CEFET-PB, in order to contribute for a reflection about these categories to clarify the teachers of the course. It started from the consideration of all changes operated in contemporary society implies changes on teacher's pedagogical practices. It was used tow instruments for the data collection: a questionnaire with open and closed questions and recordable interviews. Nine teachers form the CEFET-PB took apart and four licensed teachers. It was based in a theoretic frame as a support for discussions about the different models of teachers formation. We concluded that the representations of teachers about probationary period the practice on the activity for the teachers formation was strongly anchored in characteristic elements of the formative tendency of a institution that historically acted on a technician formation, and the results pointed to strong signs of attitudes based on a model of the technical rationality

Processo identit��rio e saberes docentes: um estudo a partir da prática de ensino no est��gio do curso de pedagogia da UFRN

Esta investigaci��n parte del inter��s en la comprensi��n de la cuesti��n de los conocimientos ense��anza, precisamente el conocimiento necesario para el profesor profesional relacionada ense��anza, es decir, cu��les son los conocimientos, los profesores a construir en su contexto de trabajo. Somos conscientes de que el escenario es un momento de importancia fundamental para el desarrollo del conocimiento inicial de la profesi��n docente y la construcci��n de la identidad profesional. Tratando de entender estos aspectos nos preguntamos: ��Qu�� conocimientos de los futuros profesores construyen o se movilizan durante la pr��ctica docente desarrollado en el escenario? Nuestro objetivo es entender el proceso de identidad de estudiantes Pedagog��a UFRN e identificar el conocimiento construido sobre la pr��ctica docente desarrollada durante el entrenamiento supervisado de dicho curso. Se trata de una investigaci��n cualitativa, y ten��a como instrumento de recolecci��n de datos, entrevistas semi-estructuradas con diez (10) en 2014.1 acad��micos que hab��an ocupado la pr��ctica docente en el entrenamiento supervisado. Las entrevistas fueron sometidas a an��lisis de contenido propuesto por Bardin (2011). Como marco te��rico, los autores tambi��n apoyan en tan Tardif (2012), Pimenta (2012), N��voa (1995), Perrenoud (2002), entre otros, se trata de la ense��anza de conocimientos dentro de la profesionalizaci��n docente, estableciendo relaci��n con el proceso de identidad. Los resultados indican que, en lo que respecta a la identidad profesional, estudios te��ricos en el curso de formaci��n inicial, junto con las experiencias vividas en su mayor��a en el escenario, contribuyeron a cambiar lo que los estudiantes sab��an acerca de ser un maestro. Por lo tanto, algunos han fortalecido la identidad con la profesi��n, mientras que otros han renunciado a invertir en la carrera docente. En cuanto a conocimiento construido, se puede decir que los alumnos se dan cuenta de la pluralidad de conocimientos necesarios para una profesi��n tan compleja como la ense��anza. Sin embargo, a modo de s��ntesis, este conocimiento a su vez a aprender a planificar lecciones considerando las necesidades de los estudiantes y su contexto social. Los participantes declaran saber c��mo llevar a cabo la mediaci��n del aprendizaje a trav��s del di��logo y actividades bien estructuradas y afecto contribuye al aprendizaje. En este sentido, se entiende que las construcciones de conocimiento en el escenario se articularon a reflexionar sobre su propia pr��ctica e indican lo que era m��s importante en t��rminos de aprendizaje de la percepci��n de los estudiantes. Sobre la base de este entendimiento, creemos que los momentos de observaci��n (primero paso en el escenario) y el muy regencia podr��an considerarse en el proceso de formaci��n, para que los estudiantes se registre el aprendizaje proporcionado por la pr��ctica. Es necesario, por tanto, que los estudiantes investiguen su propia actividad pedag��gica, convirtiendo sus conocimientos en una continua construcci��n y reconstrucci��n de sus identidades a partir de la importancia social que conceden a la ense��anza.

Educação para a cidadania e ensino superior

El presente trabajo discute la Educaci��n para la Ciudadan��a en la Educaci��n Superior, destacando los desaf��os y las potencialidades de la Universidade do Estado do Rio Grande do Norte (UERN); que organiza su acci��n pol��tica y pedag��gica conforme a las exigencias de la actual pol��tica educacional para este nivel de educaci��n. Analiza la relaci��n de ��sta con la Educaci��n B��sica a partir del estudio del Proyecto Pedag��gico del Curso de Ciencias Sociales discutiendo la educaci��n para la ciudadan��a y la formaci��n ciudadana de los futuros profesores de la educaci��n b��sica en consonancia con la LDB 9.394/96, con las Directrices Curriculares Nacionales para los cursos de Docencia y adem��s para programas y pol��ticas de orientaci��n para la educaci��n superior que resultaron de la conquistas de los movimientos sociales y que son propuestos por medio de las siguientes secretar��as: Secretaria de Educação Continuada, Alfabetiza����o e Diversidade (SECAD) y Secretaria de Educação Superior (SESu). La reflexi��n incluye el estudio de tales tem��ticas en el eje de temas emergentes que organizan el debate educacional, sobretodo en Am��rica Latina, y los desaf��os de las universidades que act��an en el contexto de la periferia en la desconstrucci��n del dominio simb��lico del colonialismo cultural y la construcci��n de la globalizaci��n alternativa y contra hegem��nica a la globalizaci��n neoliberal. El estudio evidencia que la idea de ciudadan��a en la sociabilizaci��n contempor��nea presenta una ambig��edad pol��tica consecuente de los procesos de globalizaci��n creciente siendo necesario que la perspectiva de la educaci��n para la ciudadan��a adoptada en la formaci��n de los profesionales de a educaci��n sea re politizada a partir de la noci��n de ciudadan��a colectiva y multicultural apoyada en los principios de democracia y justicia social, construida en las interfaces de la educaci��n escolar y pr��cticas educativas en lo entorno social, y en los espacios pol��ticos de organizaci��n y movilizaci��n colectiva en torno de las conquistas por los derechos civiles, sociales, pol��ticos y culturales, y la inclusi��n de temas y valores emergentes en la educaci��n que interligados e interdependientes, garanticen su efectividad

As ci��ncias da educação e a prática: sentidos atribu��dos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vit��ria da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

As Ci��ncias da Educação e a prática pedag��gica: sentidos atribu��dos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vit��ria da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

An��lise do processo de internaliza����o de propostas de educação ambiental em escolas de Ensino M��dio no munic��pio de Acara��-CE

To insert environmental education in the school is a very hard task, although the question has been largely discussed since some years ago. The main object of this research is limited to the way the contents of Environmental Education are inserted in school programs, as well as to assert that, as a law, it must be put in practice not only because it is obligatory, but because it is important to school programs, especially to Acara����s primary and secondary schools, having in view the importance of the natural resources in which schools are inserted and the development of ways to solve problems related to the quality of life of the dwellers of these places. It is important the study of the law 9795/99 on Environmental Education, passed on July 25th, 2005, by means of the decree no. 4.281, established in the Municipal Organic Law and other documents ruling the Environmental Education. Our purpose is to give orientation on Environmental Education to the above-mentioned schools aiming at the permanent formation about that subject, in order to constitute, in the future, a real net between school and community and to spread out concepts about sustainability. This way, poverty conditions should be faced as environmental problems, bringing about the relationship between natural resources and poverty. The making of shrimp beds, predatory fishing, swamp degradation and irregular occupation constitute elements to this research. The theoretic terms are based upon principles of Environmental Education, area sustainability and inter-disciplinarily and trans-disciplinarily in Environmental Sciences, which have been applied under the form of capacities and the presentation of documents, projects, maps, discussions and reflections about the mass social movements as a positive consequence of the implementation of this project

Saberes necess��rios para a doc��ncia na educação de jovens e adultos

The present thesis, entitled Knowledge for teaching: reflecting over the Youth and Adult Education, mainly considered common aspects concerning teachers knowledge and youth and adult education. It aimed to analyze, in partnership with its participants, the knowledge which is requested for teaching youth and adults. It focused on the following question: What teaching knowledge is necessary for the professionals who work during the first grades of elementary school with the youth and adults? The research took place in a school named Escola Municipal S��o Lucas, located in the city of Vit��ria da Conquista, state of Bahia, having as reference the discourses of four participants involved in the experience of research-formation. The collaborative approach, based on qualitative principles, was the adopted theoricalmethodological way, considering four actions: describing, informing, confronting and reconstructing. Collective interviews, study and reflection sessions, literacy practice observations, documental analysis and notes regarding field work were procedures adopted throughout the research. In order to analyze and organize data, we were supported by the discourse analysis, by Bakhtin (1997), specifically about the discussions around the ideas of theme and signification, which are concepts related to processual and dialectical analysis. The results and conclusions of the research make it possible to affirm that pedagogical practices, professional experiences, dialogues with other individuals and knowledge acquired at the university and at other learning environments are the participants main knowledge sources. When it comes to the local educational politics, it is observed contradiction between the participants desires regarding the school pedagogical routines and the proposals of the local government in relation to education. From our point of view, the knowledge identified and analyzed in this thesis demands the development of a diligent, technical, scientific and politically planned formative process (initial and continued), which requires fundamental public investments to recreate the educational politics and, consequently, the pedagogical experiences within the schools, contributing to the Youth and Adult Education professionalization process

Educação ambiental: media����es sociais e pol��ticas e a indol��ncia do Poder P��blico �� sua inclus��o no ensino formal

As a result of the prediction of irreversible changes on necessary conditions to maintain life, including human, on the planet, environmental education got the spotlight in the political scenario, due to social pressure for the development of individual and collective values, knowledge, skills, attitudes and competences towards environmental preservation. In Brazil, only in 1999 the right for environmental education was officially granted to people, having the status of essential and permanent component in the country s education. Since then, it has been Government s duty, in each federal branch, to plan actions to make it happen, in an articulate way in all levels and modalities of the education process, both formally and informally. This work of research has environmental education in the school as subject matter, and aims on analyzing social and political mediations established between this National Environmental Education policy and the contexts associated to the legislative production process, the political nature of the conceptions about environmental education that underlie Law 9.795/99 (Brazil, 2009c) and also Rio Grande do Norte Government s actions and omissions related to the imperative nature of the insertion of environmental education in the schools ran by the state, during the ten years this law has been in force. The investigation of the subject matter was led by a social and historical understanding of the social and environmental phenomena, as well as of the education system as a whole, considering that only through a dialectical view we can see the real world, by destroying the pseudo-concreteness that surrounds the topic. While analyzing, we assumed that in face of the dominance of a social organization in which market regulations rule on environmental ones, by developing individual and collective critical conscience, environmental education can become a threat to dominant economical interests in exploiting natural resources. The results of this research suggest that as an educational practice to be developed in an integrated, continuous and permanent fashion in all levels and modalities of formal education, environmental education has not yet come to pass in the state of Rio Grande do Norte, due to the neglect and disrespect of the government when facing the need of promoting the necessary and legally appointed measures to make it present in the basic education provided by the state. The legislators silence when it comes to approving a regulation on environmental education essential to define policies, rules and criteria to teaching the subject in the state and the omission from the public administration regarding critical actions in order to integrate in public schools the activities related to the National Environmental Education Policy, represent a political decision for not doing anything, despite the legal demand for an active position. This neglecting attitude for the actualizing of strategically concrete actions, urgent and properly planned for the implementation of environmental education in schools in a multidisciplinary way, exposes the lack of interest the predominant classes have in such kind of education being made available, as it could be developed based on a critic political view, becoming a political and educational action against dominance. When analyzing the basic principles and fundamental goals in Law 9.795/99 (Brazil, 2009c) the development of a critic environmental education is really possible and concurs with the National Environmental Education Policy, reflecting the social and political mediations established between this public policy and the contexts associated to its legislative production process, which are responsible for approving a regulation which also represents the mind of the people about environmental protection above anything else

Proposta para uma abordagem do conceito de oxirredu����o no Programa Nacional de Integra����o da Educação Profissional com a Educação B��sica na modalidade de Educação de Jovens e Adultos Educação Profissional T��cnica de N��vel M��dio (PROEJA)

The National Program of Professional Education Integration with Basic Education for Youngsters and Adults (PROEJA) Technical Professional Education Ensino M��dio has opened a new chapter in the history of education in Brazil, making possible the integration of basic education and professional education. This new form of education, which is still in its early implementation, presents a series of challenges to be overcome. Specifically about the teaching of Chemistry, didactic material to match PROEJA s specific needs is practically inexistent. Thus, this work has the purpose of developing didactic material for the teaching of Chemistry for Professional and Technological Education of Youngsters and Adults in the courses of Electronics, Technical Electronics and Maintenance and Support for Computing at Instituto Federal de Educação,Ci��ncia e Tecnologia do Rio Grande do Norte. This material aims at working chemical concepts of oxi-reduction reactions through a theme approach following Freire s conceptions for the teaching of Youngsters and Adults

Concep����es de licenciandas em pedagogia sobre o ensino de ci��ncias nos ciclos I e II da educação b��sica

O conte��do de ci��ncias no Ensino Fundamental dos ciclos I e II �� ministrado por um professor polivalente com forma����o em Pedagogia. Sua forma����o deve possibilitar uma vis��o global do fen��meno educativo, o que implica a constru����o de conhecimentos m��ltiplos e contextualizados, por��m com pouco aprofundamento. Este trabalho objetiva identificar as opini��es e dificuldades de licenciandos de Pedagogia a respeito dos conte��dos de Ci��ncias nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com rela����o aos conte��dos de ci��ncias ministrados no I e II ciclos, voc�� os considera f��cil ou dif��cil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ci��ncias, cite as principais dificuldades que voc�� teria (tem/teve) em ensinar ci��ncias nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ci��ncias Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com rela����o ao questionamento referente �� considera����o dos conte��dos de ci��ncias, 52% das licenciandas consideraram f��cil, 31% dif��cil e 17% n��o responderam a quest��o. Foram identificadas tr��s categorias de respostas: processo de elabora����o do planejamento (20,5% f��cil e 20,5% dif��cil), n��vel de conhecimento dos alunos (7% f��cil e 0% dif��cil) e natureza dos conte��dos abordados (14% f��cil e 10,5% dif��cil). Foram classificadas tr��s categorias distintas em rela����o ��s dificuldades em ensinar ci��ncias: natureza dos conte��dos abordados (50%), aspectos metodol��gicos (25%), e conhecimento b��sico (25%). A an��lise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto �� aplicabilidade do ensino de ci��ncias nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada �� falta de conhecimento b��sico destes conte��dos, que somente foram estudados por elas no Ensino B��sico, indicando a necessidade de incorpora����o de abordagens de conte��dos de ci��ncias no curr��culo do curso de Pedagogia.

Do modelo geom��trico ao modelo f��sico: o tridimensional na educação do arquiteto e urbanista

In the teaching practice of architecture and urbanism in Brazil, educational legislation views modeling laboratories and workshops as an indispensable component of the infrastructure required for the good functioning of any architectural course of study. Although the development of information technology at the international level has created new possibilities for digital production of architectural models, research in this field being underway since the early 1990s, it is only from 2007 onwards that such technologies started to be incorporated into the teaching activity of architecture and urbanism in Brazil, through the pioneering experience at LAPAC/FEC/UNICAMP. It is therefore a recent experiment whose challenges can be highlighted through the following examples: (i) The implementation of digital prototyping laboratories in undergraduate courses of architecture and urbanism is still rare in Brazil; (ii) As a new developing field with few references and application to undergraduate programs, it is hard to define methodological procedures suitable for the pedagogical curricula already implemented or which have already been consolidated over the years; (iii) The new digital ways for producing tridimensional models are marked with specificities which make it difficult to fit them within the existing structures of model laboratories and workshops. Considering the above, the present thesis discusses the tridimensional model as a tool which may contribute to the development of students skills in perceiving, understanding and representing tridimensional space. Analysis is made of the relation between different forms of models and the teaching of architectural project, with emphasis on the design process. Starting from the conceptualization of the word model as it is used in architecture and urbanism, an attempt is made to identify types of tridimensional models used in the process of project conception, both through the traditional, manual way of model construction as well as through the digital ones. There is also an explanation on how new technologies for digital production of models through prototyping are being introduced in undergraduate academic programs of architecture and urbanism in Brazil, as well as a review of recent academic publications in this area. Based on the paradigm of reflective practice in teaching as designed by Sch��n (2000), the experiment applied in the research was undertaken in the integrated workshop courses of architectural project in the undergraduate program of architecture and urbanism at Universidade Federal do Rio Grande do Norte. Along the experiment, physical modeling, geometric modeling and digital prototyping are used in distinct moments of the design process with the purpose of observing the suitability of each model to the project s phases. The procedures used in the experiments are very close to the Action Research methodology in which the main purpose is the production of theoretical knowledge by improving the practice. The process was repeated during three consecutive semesters and reflection on the results which were achieved in each cycle helped enhancing the next one. As a result, a methodological procedure is proposed which consists of the definition of the Tridimensional Model as the integrating element for the contents studied in a specific academic period or semester. The teaching of Architectural Project as it is developed along the fifth academic period of the Architecture and Urbanism undergraduate program of UFRN is taken as a reference

O uso de modelos no ensino de qu��mica: uma investiga����o acerca dos saberes constru��dos durante a forma����o inicial de professores de Qu��mica da UFRN

In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization

Nas asas de ��caro: uma an��lise da Pedagogia Freinet do 2�� ao 5�� ano do Ensino Fundamental na perspectiva da a����o docente continuada

C��lestin Freinet was one of the most memorable educators of the twentieth century. He presented some educational alternatives that had the objective of stimulating the construction of pedagogic actions to promote the social development of the student based upon a work centered on the free expression as the way to self-structure the knowledge. With a permanent proposal of research based on the enquiry-based learning, Freinet set human capacity (cognitive, social-affective, psychometrical) taking cooperation in consideration on the processes of knowledge construction. Based on this referential, this present work has the objective to show Freinet s pedagogy in a continuous teaching action from 2nd to 5th grade focusing the teacher s discourse and also the educative practice of the students of a city public school in Natal. The observed work revealed the teacher s discourse and educative experience and delineated the students development while immersed into Freinet s educational practice. By virtue of the nature and specificity of the theme that guided our research, we chose a qualitative approach to it, as a way of conducting ourselves during our investigative process. We observed and analyzed the method that was used to conduct the activities in the classroom, as well as the ways of expression that the children used through drawings, words (oral text), or through writing. We highlight, among the written texts, the individual and collective texts, and also letters and notes, which during some moments served as a base to express a diversity of languages. The results, after a analyzing the research data, point towards a teaching practice that favors the construction of a significant learning process through the grasping of the school environment, on which all these factors are based: society, knowledge acquisition, abilities, attitudes and values. This learning process also strengthens human solidarity bonds and mutual tolerance, on which the student s social life is seated.

Educar para a vida: uma pedagogia da resili��ncia na escola

Cet ��tude et th��me de dissertation est devenue n��cessaire a partir des inqui��tudes d ��ducateur et des pratiques p��dagogiques d��velopp��es aux classes d ��ducation physique au tour nocturne �� l ��cole Municipale Prof. Ver��ssimo de Melo, dont les ��l��ves sont des jeunes et adultes que habitent au quartier Felipe Camar��o. Ces jeunes cohabitent avec le stigmate de la violence que est toujours pr��sente dans cette communaut��, situ��e a la r��gion ouest de Natal. On peut trouv�� parmi les ��l��ves y matricul��s des trajectoires de vie interrompues par facteurs de risque comme criminalit��, des adolescentes enceintes et drogues. Ces faits interf��rent directement avec les proc��s d int��gration sociale et augmentent la violence, reproduisant les cycles de pauvret�� et ainsi, limitant les possibilit��s d ascension sociale. Les r��sultats des proc��d��es p��dagogiques utilis��es pendant les classes ont montr�� la n��cessit�� d approfondir cet ��tude probl��matisant cette r��alit�� et, incitant par les pratiques corporelles et discussion, la r��flexion sur des th��mes comme facteurs de risque, temporalit��, projets de vie et auto-connaissance. En profitant de l int��r��t de ces jeunes pour la langage cin��matographique comme une fa��on de mettre en ouvre ces r��flexions et rapportant leur connaissance formel avec le savoir et exp��riences du groupe on a d��cid�� de produire un film court de 15 minutes sur le quartier, id��alis�� et produit collectivement. Pour ��a, ont a r��alis�� 10 classes-ateliers avec les ��l��ves qui ont ��t�� connus comme �� le groupe du cin��ma ��. Les ateliers p��dagogiques qui sont ici, au m��me temps, r��f��rence de recherche et proc��d��e p��dagogique, r��affirment la notion de r��silience: la capacit�� de l individu de transformer un obstacle, une adversit�� ou m��me une trag��die personnel dans une situation positive ou comme un renfort de ce que nous avons de meilleur. Dans ce sens, cet ��tude peut aider les professeurs de toutes les mati��res, que travaillent a l ��cole publique et que se trouvent dans ce contexte, consid��r�� vuln��rable, surtout le professeur d ��ducation physique. Ce travail peut aussi devenir une r��f��rence pour aborder des concepts et valeurs que nos aideront �� renouveler cette vision de monde ��troite et d��terministe, responsable pour la reproduction des cycles de pauvret�� et violence. Cet ��tude a ��t�� fond��e sur des auteurs comme Edgar Morin, B��ris Cyrulnik et Concei����o Almeida parmi d autres