Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias

The main aim of this research has been to analyze the identity patterns of the teacher s staff of fundamental education public schools in the Metropolitan Area of Natal-RN. It sets out from the hypothesis that being a teacher within this context grows out of the regularities of a specific habitus, which, according to Bourdieu, develops into mental schemes of thought and action within a specific social group. This habitus forms the basis on which is built the social representation of being a teacher prevailing in the group, as well as the symbolic differences that typify its identity variations. Three data sources have been fundamental in building up this thesis: (a) formative essays of students graduating from a Higher Teacher s Formation Course, as well as observing some of the public defense of these essays during field work; (b) a questionnaire aimed at classifying economically, socially, and culturally a sample of public teachers of the Natal-RN county; and (c) submitting a sub-sample of this group to the process of Multiple Classification Procedures (MCP). The analysis of data was done according to the multidimensional, non-parametric statistical procedures of both the Category Content Analysis and Enunciation Analysis methods. The results of the analysis took into account an ample set of variables, its associations and implications, the cultural and social profile of the population under scrutiny, their life styles, as well as the strategies they developed in the process of becoming a teacher, and the social representation of being a teacher . We came to the conclusion that the social identity of the teachers corps, or as we prefer to say it being a teacher , is a result of a set of regularities produced by the habitus that gives social shape and meaning to the existence of the group proper. We note the existence of identity variations caused by the variables (a) educational level; and (b) mode of action in fundamental education (if these are the first or last grades where the subjects operate). However, these variations will not break the power of the regularities that give shape, meaning, and social visibility to the group. The social representation of being a teacher points to the tensions, ambiguities, and trends inherent to common sense, as well as to a strong tendency to reassign a new meaning to being a teacher. Our thesis, therefore, is that the identity configuration of the teachers corps under scrutiny is characterized by an integrative synthesis, by-product of a habitus that is superimposed, and at the same time co-exists with different identity variations

A transversalidade no currículo do ensino fundamental: as questões ambientais em foco

This thesis is the result of an investigation about the transversality of the environmental issues into the daily curriculum of High Schools (from first to eighth grade). The research field was the county of Santo Antonio de Jesus in the state of Bahia, Brazil. The investigation is related with the challenge that the present model of social development and organization has put to the school institution: to bring the regular discussion about Environmental Education (EE) to the school s daily life. Facing the complexity of the socio-environmental issues and the basic functions of Education, the object of study was restricted to the identification of the challenges and paradoxes of the EE inside the curriculum organization of Politic-Pedagogic Project of the schools and the teachers daily practices. About the methodology, we adopted different references for the qualitative research: sociology, history, economy, and education. As for the investigative procedures about the teacher s practices, we related the school s daily practices to the context of the community. We also adopted several investigative procedures, such as questionnaires, interviews, observations and formative intervention. The theoretical basis was organized based on references to curriculum organization, environmental culture, teacher education and also considering the pillars of a capitalistic system that is based on consumerism and that generates social exclusion. At the initial considerations, we contextualized the contemporary environmental issues in an attempt to interpret the conditions of the EE transversality into the school s daily practices, which are still oriented to the traditional Cartesian Education. Based on the collected data, we found the reasons for the teachers dilemma and reluctances to the insertion of the environmental issues into the organization of the work plan and into the management of a school. Nevertheless, the results also signed promising possibilities to the EE tranversality, in case the curriculum of the school could be more sensible towards the cultural and social-economical issues of a community. We especially questioned The National Curriculum Parameter s (PCN), which is considered highly insufficient to inform the teachers about the environmental issues, facing the actual local conditions of social and pedagogic work. The final considerations showed the role and the importance of this research as one strategy to organize the curriculum education into the perspective of the transversality of environmental issues inside the education of both teacher and student

Corpo e aprendizagem em Boris Cyrulnik e em Merleau-Ponty

This research seeks to identify views of the body and learning the authors Boris Cyrulnik and Merleau - Ponty, thus tracing reflective for the educational field in several areas, with emphasis on physical education paths . We notice that the above authors present a wide collection of books, needing to develop this theoretical construct a limitation in their works. Therefore , on the theme of the body , were used mainly books The Sixth Sense , Boris Cyrulnik and Phenomenology of Perception , Merleau- Ponty , as both present in their organizational context a specific chapter on this subject . The phenomenological approach is included as path to be taken to devise this study because it is based on daily reflections that the human being perceives through his experiences with his peers and mainstream culture. The phenomenological reduction was carried out from the readings and interpretations of texts, writers and commentators, as well as approaching with life aspects of experience as a police officer and professor of ethics. The interpretation points to the understanding of body and learning that can be propagated within the Physical Education and as a way to understand and learn the constructs lived through sensitivity. The design of the body, feelings and affections of Boris Cyrulnik firm the empathetic bonds between human beings, bringing confidence to explore the world, learning through the new link with the other. This notion is close to the notion of expressive body Merleau Ponty, who holds intentions in their gestures (movements), entwining in time and space. Boris Cyrulnik and Merleau-Ponty expressed as the human being is enigmatic, lying embedded in a social and cultural world, so the experiences to traçarem existential trajetória and learning need in order to enaltercer freedom of expression as a mechanism that can be deployed in the appropriation of concepts and the criticality of the subject facing widespread theories (biological, social, anthropological , etc.) . From the reflections of the research is that recomneda Physical Education , as epistemological working area apprenticeships stemmed body movements should enable reflection on their practice, other do be done, but enabling the creation of different senses and meanings each body attitude

O sertão virou verso, o verso virou sertão:sertão e sertanejos representados e ressignificados pela Literatura de Cordel (1900-1940)

Backland¹ are not only geographic spaces limited by physically established borders. It is a space composed by events, experiences, behavior, symbology, manners related to how to live and see the world. It is developed from historical processes and layers of discourses that contact each other, compete among themselves, establish agreement, promote consensus which define, resignify and update them over time. The present paper seeks to analyze and discuss the forms in which discourses produced by cordel literature² sold and consumed in popular locations, from backlands to coast cities, during the first four decades of 20th century, represented the environment, habits, moral codes, cultural traits, social types, rites and beliefs, related to northeastern backlands. The paper also aims to investigate the forms on how discourses produced by representations contributed to the constitution of backlands as a space culturally constructed. Poems from the poet and editor João Martins de Athayde will be used to establish dialogues between discourses produced by cordel and others discursive modalities, such as, newspapers, prose literature, painting, texts of memoirists and historiography, about backlands, analyzing how those representations circulated, were consumed and absorbed by backlands and other spaces inhabitants, contacted and agreed with other types of discourse, supporting the establishment of backlands as a space and countryside people as a social type

Projetos políticos pedagógicos dos cursos de Odontologia do RN : formação profissional e a perspectiva da atenção à terceira idade

Brazil has been undergoing major demographic change.According to IBGE, the next 20 years the country's elderly population may reach over 30 million people. This tariff provides specifics regarding the process of health / disease. It is essential that higher education institutions are committed to this demand in view of the integrated training of health needs of society. The aim of this study is to analyze the Pedagogical Political Projects (PPP) of courses in dentistry in Rio Grande do Norte (RN), according to the national curriculum guidelines (DCNS) and training from the perspective of health care for the elderly. This is an exploratory study with a qualitative approach: with records and interviews. The study subjects were an Assistant Professor in the development of PPPs for each institution. The scenario in this study were dental training institutions in the newborns. Initially, the analysis of the PPP was by using the Alceste 4.9 software. The interpretation of the contents of interviews with teachers was done through content analysis of Bardin (2010). The PPPs are based on the DCNS, meet the characteristics of regional and seek a generalist, but still strongly directed to technical and scientific aspects of professional practice. Efforts and institutional approaches, involving teachers and students of the courses are being mobilized for training with more articulated network of health services. However, the emphasis on content pertaining to the health care of the elderly, is still limited when compared to those targeted content inherent in children and adolescents in all three curricular structures. It is reasonable to conclude that the historical, political, scientific, cultural and social, present in society, influence the formation of the dental professional RN. The greater participation of society in the process of vocational training in dentistry is needed. This can be done from the involvement of universities with health councils, bodies representing the dental profession and other segments of civil society in order to induce changes that generate ideas and educational practices integrative and interdisciplinary, with emphasis on continuing education for teachers, servants, employees and students. Containing conduct this process inherent flexibility of curriculum, teaching-service integration and coordination abilities and professional skills that are essential to understanding the human being and its complexities