A formação de educadores para a pedagogia da alternância no Brasil nos movimentos italiano e francês: limitações e possibilidades

The Pedagogy of Alternation (PA), it is a type of education designed to rural people, whose perspective on the idea of combining theory and practice, alternating different times and spaces. On the Brazil, this education modality act from the perspective of two movements: Italian and French. Because it is a distinct mode of traditional, recommends that educators who work in this context also have a different outline. In this sense, it is relevant that there is a training for the educators that meets their needs. It is in these by understand how is the training of these professionals that the study proposes to analyze the educators training processes of PA on Brazil in movements Italian and French, presenting differences and similarities between them. For this, part it of a bibliographic and documental research, which were make initially theoretical surveys about expansion context of method, as well as theirtheoreticalandmethodologicalfoundationsandthePublicPolicybyeducators training. Then, were analyzed educational documents of both movements, laws, ordinances, statutes and field diaries, in order to verify how occurs the educators training process, and from that were stablished differences and similarities between both. The results point that in both movements there were advances in training processes, and despite of there were many similarities in trajectory of the movement, a multitude of issues boosted significant differences. On the Italian movement notes a greater harmony with the original principles of the PA, more engagement and organization by the movement. Because keeps collaborate ships with public authorities and institutions, without, however, losing its autonomy in decision-making and referrals to preserve the principles and foundations of this educational modality. This has encouraged and strengthened the educator’s formation and consequently the quality of education. On the other hand, the French movement it is shown weakened, especially in the state of Paraná, in which the movement is weakened. The small number of students, among other factors, pushed the closure of classes and consequently schools, this has interfered with the continuity of the movement. Many are the limitations by which the French movement has passed, especially with regard to training of their teachers, however, the search for new partner ships, as well as the community and the redemption of the original principles and foundations can be a way to paralyze this retraction and strengthens it.

Programa ciclovida como política de mobilidade urbana sustentável: estudo empírico na Universidade Federal do Paraná

The urban mobility has in the bicycle its symbol of the most environmentally sustainable modal of transportation of the planet, title conferred by the United Nations Organization (ONU). Nevertheless, the cities suffer with the traffic jam caused by the automobile fleet growth, what implies in a larger displacement time, injuries to the environment, to financials and to the quality of life. In order to build in a sustainable way the urban mobility, public policies are necessary to encourage the preferential usage, by the society, of the mass transit or the non-motorized type of transportation. Objecting cooperate with the public power and the civil society, this study intents to, through an analysis about the UFPR Extension Program - CICLOVIDA, propose a sustainable urban mobility public policy development, with emphasis in the bicycle´s usage. eferentially, it is discussed concepts such as Society, State and Government as well as public policies, which go in cycles to the State´s and Government´s responsibilities; and are presented the Sustainable Urban Mobility Public Policies (PPMUS) in Brazil. Also, it is debated about the transport by bicycle as an option to the sustainable mobility. Methodologically, the study is of an empiric-social nature, with the application of both qualitative and observational methods, what characterizes as an exploratory level of research, with the researcher´s involvement in the participant form, due to her acting on the Program. Regarding the research lineation, it was used the bibliographic and documental form as well as case study, by means of the nonparametric sampling by accessibility or convenience. Related to the data collection technique, it was used structured interviews with self-applied questionnaires and natural participant observation. Aligned with the research´s objective and matter, the outcome confirmed that the Extension Program CICLOVIDA of the Federal University of Paraná (UFPR) may effectively contribute in the development of a PPMUS proposal with emphasis in the bicycle usage. Thus, it was built a political proposal with a free form writing, objecting subsidize policies both institutional as public MUS through the bicycle usage and therefore, support the mobility, also contributing to the sustainability and to the public development planning.

Complexos de estudo: investigando um experimento de currículo em uma escola de assentamento do MST no Paraná

The Landless Rural Workers Movement (MST) from its educational process and the path taken in education, started in the year 2013, with an experimental curricular proposal by Complexes of study the School Base and the Itinerant Schools, the MST, in Paraná state. For the construction of this proposed curriculum, the movement takes the historical background and the experience of the original foundations of the single school of labor started by the working class in revolutionary Soviet period as a training proposal and school organization that comes close to the creation of collective subjects, fighters and builders of a new society and sociopolitical objectives to this social movement. The Soviet experiment reference required a work of a critical appropriation for the Brazilian context. The curriculum prescription, called Study Plan, in its introduction, includes elements of design fundamentals like: the Education Eesign and Training Matrix; Matrix detailing: School and Life, School and Labor Formative Matrix, School and Social Struggle Formative Matrix, School and Collective Organization Formative Matrix, School and Culture Formative Matrix and School and History Formative Matrix; general school guidelines: a pedagogical function of the environment, the school's political organization, school times, specific methodological aspects, sequencing and duration of Complexes of Study and the evaluation process. The Study Plan contemplates the complexes, the disciplines, the portions of reality / practice categories present in complexes, organized by semester and year, i. e., from 6th to 9th grade in elementary school. Given the the presented context, this research aims to analyze the process of testing the proposed curriculum for the Complexes of Study in Primary School of Iraci Salette Strozak State School, located in the Marcos Freire Settlement, in Rio Bonito do Iguaçu in Paraná state. As a methodological approach, we chose the qualitative approach and analysis were conducted under the Marxism perspective. Library research and field research, semi-structured interviews and analysis of documents generated in the process of construction of the proposal were made.Initially, in this paper, we discus about the path followed by the MST in the fight for schools and public education; highlighting elements of the process which led to the understanding, by the Movement, of which only the struggle for land is not enough for the realization of Agrarian Reform. Then discuss whether some elements of Pedagogy of the Movement, the concept of education and the goals for education that Social Movement, the training matrices and the potential to transform the school from a pedagogical proposal that has these elements as guiding. They present also the original foundations of Complexes Study in its historical origin and design. Is discussed about the changes and curriculum innovations, curriculum as schooling as social reproduction and presents the structure of Curriculum Proposal by Complex of Study. Forth, it is shown how the experiment occurred in basis School Iraci Salette Strozak. At this point, we propose a dialogue on the transformations in the organization of pedagogical work, discussing the elements of the proposal that are being experienced and the changes already perceived. Still, we address the issue of formation of educators and also elements relating to the challenges andadvancements encountered by the school in this area, and possible implications for the experiment.

Um olhar sobre a lei Maria da Penha no Paraná: avanços e desafios

This study aims to analyze the process of implementation of Maria da Penha Law in Paraná from the perception of persons directly involved in combating violence against women in that state. To achieve this goal, the implementation in Curitiba was taken as the main reference, due to its status as capital, being the headquarter of the political powers and the place where are some feminist social movements. We have chosen qualitative approach of interpretative nature as research methodology, because it is a method that allows the analysis of the responses and as a data collection technique. We also have chosen the individual semi-structured interview as interview mode, because it gives greater freedom to the interviewee to discuss the matter, but it is delimited to the study objectives. The research included nine persons, including members of the Judiciary and Public Ministry, public servants and activists. The importance of the study stems from the relevance of the numbers of violence against women in Brazil, and more specifically by the significant occurrence of this kind of acts in the state of Paraná, which currently occupies the 3rd place in the ranking for the most violent states. The paper also discusses gender relations by understanding that violence against women is the result of an asymmetrical power relationship between men and women; human rights because violence is a blatant disregard of women's human rights; on public policies and technologies to confront this form of violence. Among the policies, the Maria da Penha Law is highlighted as one of the most striking examples of public policy for combating violence against women. The research found out which was the participation of Paraná in the discussion and implementation of Maria da Penha Law, identifying relevant facts and people and also what was the repercussion obtained by this law. As for the implementation in Paraná, it was possible to determine progresses, difficulties and challenges of the process. The greatest advances obtained so far are the facilities of: Court of Domestic and Family Violence against Women in Curitiba, Maria da Penha Patrol and Women's Special City Office of Curitiba. As for the difficulties, they are related, among others things, to the physical structure, training of agents, political will, and even cultural issues, which are directly linked to gender issues. Thus it was found that the law is implemented in the state, but there are still several challenges to be achieved, which consist, mainly, of the structure increment for combating violence; awareness and change of mentality of public officials; training of service agents and a greater social participation in combating violence. We concluded that the need for change in gender relations, which is an educational and social evolutionary process and therefore time consuming, is also a challenge.

Controle social e políticas públicas: contribuições para aprimorar o controle social do programa nacional de alimentação escolar

The National School Feeding Programme (PNAE) is a public policy in Brazil for over 60 years and represents one of the most important programs of feeding and nutrition in the world. The role of family farming as a source of employment in rural areas, food provider and for ensuring much of the Brazil’s food security is constantly present at the government's and social movement’s agendas. Law 11.947 of 2009 marked its integration in the food supply for the National School Feeding Programme. Article 14 of aforementioned law highlights that a minimum of 30% (thirty percent) of the funds transferred by the National Development Fund Education (FNDE) to the Programme must be used for the purchase of food directly from family farmers or their organizations. The national school feeding policy under the responsibility of the FNDE and is subjected to agencies of internal control, such as the General Controllership of the Union (CGU), of external control, such as the Audit Courts of the Union and the of the states, and to the social control of the school feeding councils. Those funds are transferred to the implementing agencies, which are the education offices of the states, municipalities and of the Federal District. These entities must annually present their accountings to the School Feeding Councils, which analyze them and then issue a conclusive report to the FNDE, approving with or without reservations, or rejecting them. In this sense, this research aims to propose parameters that should contribute to the improvement of the social control over purchases from family farming for the National School Feeding Programme. The study was conducted by non parametric sampling alongside the managers of the implementing entities, school feeding councils and Family Farming Organizations all across Brazil, from the databases provided by FNDE and by the National Union of Cooperatives of Family Agriculture and Solidarity Economy (Unicafes). The study points out that the legal framework of PNAE seeks to ensure the participation of family farming in the food supply for the Programme, despite allowing the executing agencies to justify the non-compliance of the minimum required in a number of ways. The survey also signalizes that the school feeding councils follow the implementation of the Programme very shyly, and points out that there is room to expand and enhance the participation of these councils and organizations of family farming in the execution of PNAE. Its effectiveness requires a constant and effective process of training of the agents involved in the Programme.

Representações sociais sobre educação ambiental e objetivações em práticas pedagógicas no ensino fundamental

This work presents results, reflections, conclusions and considerations about the research entitled "Social representations of environmental education and objectivations in teaching practices in elementary school ". She intended to make known research whose objectives were to know the current environmental education framework (EA) developed by the teachers of the early years of elementary school of that city; identify their social representations about EA and the ways in which these representations are objectified in their teaching practices. Thus, the methodology is characterized by the qualitative approach; whose data collection instruments were the Free Evocation Questionnaire (QEV), the semi-structured interviews and documentary research. The QEV consists of free recall questions and essay questions, whose data is quantitative and qualitative. Data from this instrument were analyzed according to the procedures of the Structural Approach to Theory of Social Representations. In turn, the analysis of data obtained through the interview and reading the documents followed the guidelines of the Content Analysis method. The theoretical and methodological basis of this research was the Theory of Social Representations and critical approach to environmental education. Thus, the results obtained in the investigation allowed us to identify the social representations of EA of participants; confirm that such representations are being targeted in their pedagogical practices that are characterized as conservative. Also confirm that the teaching documents of the surveyed network are in line with the official documents on EA; the AE actions developed in the network are referenced in the teaching documents of the network and in the official documents of EA and the EA practices of survey participants teachers relate directly with their social representations on Environmental Education.