Uma proposta para o ensino de eletromagnetismo no nível médio

This paper aims at building a proposal for teaching of electromagnetism in the secondary level in the state public school in Natal, RN, encompassing at the most possible comprehensive manner the fundamental aspects of electromagnetism. The methodology employed here is prioritize physical concepts rather than instruments (such as the mathematics), which should have the connotation of just tools, or of aids in the context of physics teaching in the referred teaching level. The proposal is to give teachers a consultation resource, from differentiated lesson plans, which have as main focus activities based primarily in texts and active participation of students in the teaching- learning process and the implementation of the PCN+ proposals (BRAZIL, 2000), which suggest alternative ways to make the practice in the classroom more exciting, targeting a significant teaching-learning process for both the teacher and the student. This material was applied during the 3rd and 4th term (i.e., bimester) throughout the school year of 2007, in the State School Teacher Varela Barca in two classes (3V1 and 3V2) of 3rd grade of secondary level. As evaluation of the implementation of this proposal one can cite that students were more secure when to apply the concepts, when conducting the experiments, and less anxious when formal evaluation of the evidence, showing greater motivation when presented to electromagnetism contextualized in their everyday situations. The product of this educational work includes, besides the dissertation, the lesson plans, itineraries and experimental assessment of the instruments used (Annex E to I)

A linguagem do blog escolar em um trabalho com multiletramentos: compartilhando sentidos

This research, part of Applied Linguistics field, aims to analyze the language of a school blog, developed with the participation of students, as a work based on the conception of multiliteracies, focusing on the construction of different meanings. The research is carried on from the building and maintenance of a school blog, the Ieceblog, with students of Ensino Fundamental II, since 2008, in a private school in Natal-RN. The investigation of the language produced on a school blog is justified due to the interactive conceptions of writing and reading on the virtual environment. Given the fact that new technologies are a reality in the schools opened to the practices of multiliteracies, it is assumed that text, image, video, audio, non-graphic signs and hypertext intensifies the produced interaction, in which the students become real authors. In this perspective, some voices belonging to the statements that are formed through the posts and comments chosen to the analyses and reflection on the blog space as locus of productions of senses inserted in the school and the world environment, as well as for the identification of the language resources used to intensify the senses that emerge from it. From the view of dialogism conceptualized by Bakhtin Circle, the qualitative interpretive-research deepens the experience of a school blog focusing on digital language in line with the vision of digital literacy. From the blog posts, a corpus that promote the exposure of different manifestations of language in the design of digital multiliteracies is elected. Thereby, the method used was the dialogical analysis of speech based on Bakhtin s studies and the Circle. The corpus was taken from the blog s posts in order to point up the different language manifestations in the following categories: (i) mood reinforced by the mockery, (ii) search for compliance with school sphere, (iii) conflicting social values and consistent complicity between sense and verbal imagery, and finally (iv) social practices that take place from and through the discursive genre. The study points to the tension between the active voices in several directions, revealing the distorted unit of posts which, under the analytical observation raises multiple meanings in a responsive manner. The analysis of the dialogue interaction in which intersperses the digital one becomes more apparent that the multiliteracies events that are mediated by language in addition to structure of the language and makes us rethink the students

Relações de poder, fragmentação e gestão do território no semi-árido nordestinho: um outro olhar sobre o Cariri paraibano

This study aims to analize the Cariri Paraibano territory, as a product of relations of power that were being established along its historic process of territory formation. In this process, the fragmentation and the territory management are fundamental elements to socioterritorial reality comprehension. The theoretical-conceptual basis is based on notions of territory, region, power and territory management, which are articulated to the opinions and empiric confirmations origined from interviews made with several social actions. They also were made photographical records and researches on books, newspapers and magazines, as well on other information sources related to the object of studying. Obtained data confirm the pressuposement on which the relations of dominations and the used methods by the power s owners in the region created a little fruitful political practice and little adequate to the process of active participation of the local population on the territory management, even being on disagreement with the new political-institutional mechanisms, which take to political-administrative more democratic and participative in the country

Ensino de matemática, história da matemática e artefatos: Possibilidade de interligar saberes em cursos de formação de professores da Educação Infantil e anos iniciais do Ensino Fundamental.

This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.

O projeto politico pedagógico de enfermagem e o sistema único de saúde: a visão de discentes

This research aims to analyze, in the view of students, the pedagogic project of undergraduate nursing course, of UFRN, and its articulation with the SUS, in an attempt to understand the issues that permeate the teaching and learning of nursing. This is a qualitative study that used the focus group technique as a tool to collect empirical data. There were three meetings, where we had the collaboration of 23 graduating students from the eighth period of the semester 2009.1. For the analysis of information, we use a theoretical framework based on curriculum guidelines and basic principles of the SUS, making the analogy of the results with the metaphor of Greek mythology, Ariadne's thread, in dialogue with authors who discuss education as a transformative practice. Thus, the texture of the yarn was built of five thematic fields: joint the pedagogic project with the SUS; the teaching/service and theory/practice relation; interdisciplinarity or transdisciplinarity; didactic/methodological and relational approaches; and co-participation of students in the pedagogic project. According to the discussions, we find many difficulties in the teaching and learning process of undergraduate nursing in UFRN to strengthen the SUS, including: dislocation of educational institutions with services, professionals, managers and community; dichotomy between theory and practice; reality of services as a learning field and working process in health; posture adopted by professionals, teachers and other subjects included in the process of health education; decontextualization and fragmentation of teaching with the practice in health and nursing; excessive use of very illustrative methodologies, but little problem-solving; difficult and precarious situation in the relations between teachers and between teachers/students, regarding the acceptance of differences; absence of participation of students in the evaluation process and conduct of the educational project in progress. In this sense, we understand the need an auto-reflexive act of teaching and conducting collective pedagogical course with a view to achieving the SUS. Thus, it is necessary to support practices motivated by the polyphonic dialogue and the exercise of symbiosis and autopoiesis of subjects/actors jointly responsible for the ongoing process of learning for life.

Evidências de validação de um protocolo para assistência às pessoas com úlceras venosas em serviços de alta complexidade

Venous ulcers are lesions resulting from chronic venous insufficiency, venous valvular abnormalities and venous thrombosis. Its occurrence has been growing with the increase in life expectancy of the world population. Considered as fundamental aspects in the approach to the person with venous ulcer care with the interdisciplinary approach, adoption of protocol-specific knowledge, technical skill, coordination between levels of care complexity of the Health System and active participation of patients and their families, a holistic perspective. The construction of a clinical protocol for people with venous ulcers can help professionals of high complexity services in patient assessment and the establishment of quality care in a systematic way and focused on the factors that interfere with wound healing. Thus, this study aimed to analyze the evidence of validation of a clinical protocol for people with venous ulcers treated at high-complexity services. This is a methodological study with a quantitative approach, developed in three stages: literature review, evidence of content validity and evidence of validation in the clinical context. Approved by the Federal University of Rio Grande do Norte Research Ethics Committee (Opinion: 147.452 and CAAE: 07556312.0.0000.5537). The literature review was conducted in August and September 2012, becoming the basis for the construction of the protocol. Then the evidence of content validity, which included 53 judges (experts) selected by the Lattes platform to evaluate the protocol items was performed. The judges were contacted by e-mail and rated the protocol via Google Docs . After analyzing the ratios obtained in this step, which reported kappa between 0.75 and 0.96 and between 0.80 and 0.98 IVC, and the suggestions of the judges, the protocol was adjusted and subjected to empirical evidence to validate the clinical setting at the University Hospital Onofre Lopes in Natal / RN. Evidence of validation in the clinical setting involved 4 judges who acted in pairs (paired) evaluated 32 patients with venous ulcers in the clinical context of high complexity. In both stages, we used the Kappa Index and Content Validity Index to analyze the responses of the judges. The parameters set as acceptable for these indices were: Kappa ≥ 0.61 and Content Validity Index > 0.80. Any evidence of content validity, as evidence of validation in the clinical context, the protocol items that have not reached Kappa and Content Validity Index established indices were excluded and some items were modified or added after suggestions. The process of content validation evidence and evidence of validation in the clinical setting allowed the improvement of the protocol for the care of people with venous ulcers initially proposed. The initial version of the protocol, built from the literature, contained 15 categories and 108 items; after evidence of content validity, remained the reduction to 15 categories with 91 items; the final version, clinically validated, is composed of the same 15 categories, 76 items. The protocol was validated in its content and in the clinical aspect, so we accepted the alternative hypothesis in the study. This protocol may contribute to the care system, allowing tailor behaviors and promote greater resolution in the treatment of people with venous ulcers in health services of high complexity

Gestão estratégica no terceiro setor: uma análise comparativa da construção de mapas estratégicos de organizações sem fins lucrativos

The strategy has an important role in organizations by identifying factors that need to be emphasized to organizational success and strategic map currently contemplates as a preview of organizational strategy, prepared from your planning. Third sector organizations need to take a competitive posture, establishing a sustainable position and maximizing the use of resources towards their social or humanitarian goals. This research aims to investigate the process of building strategic maps of two non-profit organizations by identifying and characterizing the steps common to these organizations. The research is characterized as qualitative descriptive and applied knowledge. Developed from bibliographical reviews and participant observation gathered in a case study, the data was collected in two third sector organizations and the results show that how to conduct the process may influence directly on your result lists. Among the steps identified, emphasis can be given to the formation of a team, the definition of strategy, the definition of strategic objectives, the gathering of those goals into perspective and the identification of the cause-effect relationship that relate. Marked as optional, but effective, conducting an event outside the premises of the company to complete the process, or any portion thereof. However, stands out as essential the active participation of senior management in the process, as a way to give credit to the initiative. These steps, its characteristics and its factors are described from comparisons between the processes adopted by the organizations surveyed

Avaliando a aprendizagem de língua inglesa em uma escola de ensino médio a partir de contribuições discentes

This study discusses the evaluation of the English language‟s learning developed in a public high school from Lajes-RN in 2011 starting from a qualitative evaluation proposal (SAUL 1988; CANAN, 1996; DEMO, 2008) aiming the production of knowledge about the evaluation process developed in the classes of English language involving the contributions from students. To diagnose and characterize the evaluation process of English language of the researched school, identifying the representations that students attributed to the evaluation, we have implemented the evaluation instruments suggested by students to perform the evaluation of language learning and allowed a reflection about the student‟s participation in the construction of the evaluation process of the English language, subject discussed by Sant‟anna (2002) and other theorists (CANAN, 1996; BRAZIL, 2002; PEREIRA, 2009). To conduct the research work, we use the qualitative approach with ethnographic basis, substantiate in authors like Bogdan, Biklen (1994), Mazzotti; Gewandsznajder (1998), Strauss, Corbin (2008) among others. The methodology was the action research (ANDRÉ, 1995; NUNAN, 2007; LANKSHEAR; KNOBEL, 2008) described as research of empirical basis which associates an action with a resolution of a collective problem, because in it, its researchers and employees are engaged in a cooperatively way (THIOLLENT, 1985). When we treat about the evaluation of English language‟s learning (ALMEIDA FILHO, 1993; SCARAMUCCI, 2009) practiced before and after the contributions made by the students of the second year of the refereed school, the study considers that high school students have a more critical and reflective conscience with regard to their evaluations, not just opining on the assessment of learning English but also about the assessment of other subjects from their scholar curriculum and so this research presents possibilities for performing the act of evaluation which consider the participation of students in decisions regarding this process, because we cogitate that when the teachers share the decisions with their students, teachers can add quality to the evaluation process

Turismo em jogo: a dinâmica da reterritorialização em Tibau do Sul/RN

The work seeks to understand the process of reterritorialization triggered by tourism development in Tibau do Sul / RN, noting its economic, socio-cultural and political implications to the local society. Tourist activity was addressed as socio-cultural phenomenon, considering the case of (dis) (re) territorialization and power relations between staff producers of the tourism space. Given the complexity of this issue and the need for further studies that focus on the reterritorialization cases generated by tourism in the northeastern coast, given the action of the agents involved in the construction of the spaces generated by tourism, this work is then justified. For such a study an exploratory and qualitative study was conducted, through a survey of secondary and primary data, and interviews with leaders of public, private nonprofit community in the investigated county. In this sense, it was found that the process of (dis) (re) territorialization in the city investigated, permeates the contradictions resulting from the conflicts existing power while providing the location and implications for economic and sociocultural dimensions, its heart is found in the political, the relationship between entrepreneurship - established mainly by outsiders who own businesses in Pipa - and local government - composed entirely by insiders who work in the municipal headquarters, that until then, hold the political and the economic power. Thus, to understand the regionalization of tourism it is necessary to analyze its economic, socio-cultural and political dimensions, referring to the complexity of relationships between producing space agents. It is believed that the reterritorialization can be capable of producing territorialities contextualized to the culture, history, economy and local politics, understanding that the active participation of the natives will contribute to a less perverse, since this has been one of the faces experienced by local people

Vivências do pai/ acompanhante no processo da hospitalização do filho

The presence of the man with the hospitalized child is still insignificant and the relationships established in hospitals culminate in several situations that can to influence his experience. The study aimed to analyze the experiences of the parent / caregiver during the hospitalization of their child. In intention to develop the research, it was conducted an exploratory and descriptive qualitative research approach, developed with 11 fathers who accompanied sick childen at the Paediatric Hospital in metropolitan area of Natal, Rio Grande do Norte, Brazil. As inclusion criteria men should be aged 18 years; have favorable emotional conditions to answer the questions are be accompanying his child aged between one to five years old in clinical or surgical. Data collection occurred in March and April 2014, using an interview script. This step prior to the approval of the Health Department of state of Rio Grande do Norte, approved by Universidade Federal do Rio Grande do Norte Committee on Ethics in Research by Certificate of Presentation and Ethics Consideration No. 22821513.1.0000.5537. The data treatment occurred following the content analysis method in thematic modality proposed by Bardin. According to statements the following categories emerged: "The presence of the father in the hospitalization of a child" and "Responsibilities and parental attitudes the hospitalization of a child”, which were analyzed and discussed based on the literature on the family in the hospitalization of the child and considerations about the care of the child. It was founded that the respondents the experienced institutionalization son were inserted in a context of active participation of tasks and sharing responsibilities. Thus it was considered in the study the need of enforcing rights of the father as a family entity in practice of them child care instead of social and gender issues that are still strongly rooted in contemporary society. Given this, it is necessary that the nursing staff consider the various situations faced by man during infant hospitalization with the first fruits of this approach to the care of the son process minimizing the sequelae stemming from being away from the family nucleus

A gestão do programa saúde na escola no município de Natal/RN: um estudo de caso

The current conception of health deals with several influential factors, having education among them. Intersectoral organization is essential for Young and adult healthcare services. In this context the Healthcare in School Program was created which foresees a continuous articulation between health and education aiding the effectuation of the Healthcare Single System. The objective of this research is analyze the Healthcare in School Program (HSP) in Natal city in Rio Grande do Norte State taking into consideration the Intersectoriality of actions from the standpoint of the management. The chosen method was the case study, with qualitative approach. The sample was of the intentional kind including all components of the Natal city Intersectorial work group, composed by representatives of the Municipal Education Bureau, the State Education Bureau and Healthcare Municipal Bureau. The collecting data technique was the semi-structured interview. The data analysis was performed through the analysis of contents technique. For Data Show the following analysis categories were considered: Meaning of Intersectoriality; Actions Planning; Permanent and ongoing training for autonomy regarding to Healthcare Promotion; Difficulties and Potentials for actions operationalization. The outcomes allow us to indentify in Natal HSP intersectoral practices not developed yet. The manager professionals of Healthcare and Education do not get to acknowledge the power of Intersectoriality yet. The lack of commitment of some professionals stands out, planning is performed in a sectorial basis and without active participation of learners and community, there is duties accumulation and discouragement group, structural inadequacy and difficulty on the ongoing of the program actions. Despite the existing fragmentation, the program has contributed to the professional qualification and development of education actions regarding to healthcare along with learners. Therefore we conclude that healthcare, education and society have lots of challenges to face in order to consolidate Intersectoriality and the Healthcare in School Program and the and the implementation of the guidelines of the Healthcare Single System in Natal city in the state of Rio Grande do Norte.

O processo de elaboração do plano de preservação do conjunto urbanístico de Brasília: uma representação conceitual da política de preservação urbana no DF

This research aims to provide a reflection on the preservation practices of Brasilia as Cultural Heritage in four analytical/political dimensions: conceptual, urban, political-institutional and legal. In order to do that, the preparation process for the Plan for the Preservation of Brasilia Urban Set (PPCUB) was taken as research object. This preservation plan is representative of the context which determines the relation between goals and preservation practices in the social production process of urban space. Designed by Lucio Costa in 1957, Brasilia received the Cultural Heritage title 27 years later, in 1987. It was recognized a World Heritage Site by the United Nations Educational, Scientific and Cultural (UNESCO) in the same year as it "represents a unique artistic piece of work, a masterpiece of creative genius"; and "an outstanding example of a type of construction or architectural compound that illustrates a significant stage in history" (SILVA, 2003). Brasilia’s urban conception, also recognised in the district and federal levels, gives prominence to the 'urban scales' – monumental, residential, gregarious and bucolic – as the main aspects to be preserved. Despite being an undoubted representative, Brasilia seemingly displays a contradiction. On the one hand, the essential value of the city’s urban design is acknowledged as cultural heritage at international, national and district levels. On the other hand, numerous ways of urban interventions disregard the principles of that conception. In 2012, the international Monitoring Report raised some issues which highlight the following main needs: primary need for clear definition of the urban scales’ characteristics and boundaries; definition of a legal framework that conciliates national and district laws of occupation and use of land; creation of inter-sectors executive authority with both decision-making and financial autonomy; and promotion of heritage educational programs. This report also proposes "to cancel the current process of approval conducted by PPCUB and establish a formal consultation process through a committee made up by GDF and IPHAN, which will enable the active participation of University of Brasilia, the Architects Association, ICOMOS and local organizations" (SEDHAB, 2010). Already in its drafting process, the international recommendations evidence that preserving Brasilia’s urban design conception is not among the goals to be achieved. Thus, this research highlights that the intentional nature of PPCUB’s plans does little towards realizing the current proposals.

A interação ensino-serviço no processo de formação dos graduandos em fisioterapia da UFPB: a percepção dos docentes

The health paradigm, consolidated in the last century, directed the training of health professionals, educated under the aegis of the Flexnerian training, fragmentary and hospital-centered model. However, it proved to be insufficient to meet the demands of the Unified Health System and the population. In this sense, the National Curriculum Guidelines for Undergraduate health courses emerge as a normative framework in proposing a new professional profile, as well as the recommendation of strategies for the restructuring of curricula and teaching practices, and one of them is the teaching-service integration. Therefore, the aim of this study was to investigate the process of training of Physiotherapy course students of the Federal University of Paraíba with the guiding principle of teaching-service integration, considering DCN. In this sense, the chosen method was a case study with qualitative approach. The sample was intentional, including all faculty members of the permanent staff of the Department of Physiotherapy at UFPB, linked to curriculum components whose practice scenarios occur in the SUS network and time longer than one year in that component. The data collection technique was the semi-structured interview. Data analysis was performed using the content analysis technique. The following categories were considered: professional training for SUS, integration of students to the SUS network services, the relationship between theory and practice in the training of physiotherapists, teaching and health professional partnership in the teaching-learning process and programs of training reorientation and their integration with the course. The results allowed identifying positive points in the teaching-service integration: recognition of the importance of integration activities between university and health services based on the insertion of students in the network, the combined actuation with health service professionals and the opportunity to work in a multidisciplinary team; the existence of structured and organized School Network; participation of students and teachers in government programs that offer the experience of insertion in the labor market. The following weaknesses stood out: difficulties in agreement, planning and evaluation of activities by the service; gap between theoretical and practical activities; lack of definition of roles of teacher and health service professionals in the training process and the fragile relationship of reorientation of vocational training programs with the curricular activities of the course. The teaching-service integration as a guiding principle in the analysis of the formation of physiotherapists reveals limits and possibilities for training that meets the health needs of the population. Thus, the choices of educational institutions regarding the care model have an influence on health practices, as well as the commitment by management and services and the permeability to social control instances decisively contribute to the improvement in the training of future professionals. Thus, the commitment of all involved for the effective change in the training process of health paradigm is indispensable.

A interação ensino-serviço no processo de formação dos graduandos em fisioterapia da UFPB: a percepção dos docentes

The health paradigm, consolidated in the last century, directed the training of health professionals, educated under the aegis of the Flexnerian training, fragmentary and hospital-centered model. However, it proved to be insufficient to meet the demands of the Unified Health System and the population. In this sense, the National Curriculum Guidelines for Undergraduate health courses emerge as a normative framework in proposing a new professional profile, as well as the recommendation of strategies for the restructuring of curricula and teaching practices, and one of them is the teaching-service integration. Therefore, the aim of this study was to investigate the process of training of Physiotherapy course students of the Federal University of Paraíba with the guiding principle of teaching-service integration, considering DCN. In this sense, the chosen method was a case study with qualitative approach. The sample was intentional, including all faculty members of the permanent staff of the Department of Physiotherapy at UFPB, linked to curriculum components whose practice scenarios occur in the SUS network and time longer than one year in that component. The data collection technique was the semi-structured interview. Data analysis was performed using the content analysis technique. The following categories were considered: professional training for SUS, integration of students to the SUS network services, the relationship between theory and practice in the training of physiotherapists, teaching and health professional partnership in the teaching-learning process and programs of training reorientation and their integration with the course. The results allowed identifying positive points in the teaching-service integration: recognition of the importance of integration activities between university and health services based on the insertion of students in the network, the combined actuation with health service professionals and the opportunity to work in a multidisciplinary team; the existence of structured and organized School Network; participation of students and teachers in government programs that offer the experience of insertion in the labor market. The following weaknesses stood out: difficulties in agreement, planning and evaluation of activities by the service; gap between theoretical and practical activities; lack of definition of roles of teacher and health service professionals in the training process and the fragile relationship of reorientation of vocational training programs with the curricular activities of the course. The teaching-service integration as a guiding principle in the analysis of the formation of physiotherapists reveals limits and possibilities for training that meets the health needs of the population. Thus, the choices of educational institutions regarding the care model have an influence on health practices, as well as the commitment by management and services and the permeability to social control instances decisively contribute to the improvement in the training of future professionals. Thus, the commitment of all involved for the effective change in the training process of health paradigm is indispensable.

Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRISTÁN, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (NÓVOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALHÃES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.