Habitus e prática docente nas escolas do ensino fundamental I em Parnamirim-RN

The notion of habitus, developed by Pierre Bourdieu, and laying it down with the teaching practice and vice versa comprise the analysis undertaken here. Naturally, concepts such as field, capital and symbolic power, also prepared by him throughout their sociological research, represent important tools in this research work about the components that make up the Faculty practice. Thus, we focus on the actions that characterize this practice and which has the habitus its triggering mechanism, i.e. a device that not only produces the actions, but also changes from them. Based on this perspective, therefore, we are using as methodological feature the collective subject discourse (DSC) and your software (Qualiquantsoft), which aim to understand how certain collective thinking regarding the issues that afflict him. In addition, we undertook during the fieldwork, participant observation techniques as a tool to capture some nuances that permeate the school environment. Our proposal was to observe in what circumstances the objective conditions experienced by teachers in elementary schools I in Parnamirim-RN, tend to conflict with the provisions incorporated by them in their daily life. To put it another way, it means that it is not always the practice can reconcile Professorial what had previously been prescribed and thus widely accepted, with the way to perceive, evaluate and act for each. Although usually pass unnoticed, this disharmony is more common than you think. Proof of this are the looks directed those who fortuitously doubters fail to adapt immediately to regulations imposed by the education system (SE).

Releituras de Celso Furtado: Brasil (2001-2012)

Seeking to explain the causes leading to the developme nt and attempt to understand it, some economists were organized around central ideas, culminating therefore in the development of economic theories. The knowledge accumulated over the work by these scholars will make a significant contribution in shaping t he thinking of Celso Monteiro Furtado . Furtado developed numerous studies trying to understand the dynamics of underdeveloped structures, what their basic characteristics and the main factors responsible for the perpetuation of the status quo of these stru ctures. Starting from the question "What remains of underdevelopment characteristics in Brazil in the light of the thought of Celso Furtado?", This work is guided by the hypothesis that Brazil has not suffered between 2001 and 2012, significant structural changes that it could classifies it as a developed country. It has been for this work as a general objective to analyze the underdevelopment of elements that persist in Brazil in the light of the thought of Furtado. And as specific, characterize economic d evelopment, from the study of the classical schools, Marxist, neoclassical, Kaleckian, Keynesian and ECLAC of economic thought; describe the economic underdevelopment in light of Celso Furtado ideas; and, finally, evaluate from the particular epistemology of thought Furtado Brazilian economic reality, with emphasis on the analysis of underdevelopment elements. It was found that although there have been important advances in some sectors, the country maintains a significant structural heterogeneity. Hence th e relevance of Furtado's contribution to understanding the economic underdevelopment, because he is still a constant in our reality.

Implementação das diretrizes operacionais para a educação básica nas escolas do campo: embates e limitações do trabalho docente no Rio Grande do Norte

Considering the situation of neglect existing in Brazilian public education and, specially, in the process of rural schooling, this dissertation aims to analyze the process of implementation of the Operational Guidelines for Basic Education in Rural Schools (DOEBEC), regulatory framework of the national policy of rural education. On it, we analyze the conditions of teaching work in rural schools of Rio Grande do Norte (RN), in 2010. The sample of the survey has as reference the representativeness of the chosen universe in relation to the totality of rural schools belonging to the state of RN. To answer the goals of the research, we opted to present a critical analysis of the following points: 1) Implementation of the DOEBEC; 2) Conditions of teaching work and teaching training. The points or categories of research were chosen based in the determinations of the DOEBEC (Resolution CNE/CEB n. 01/2002). For the data collection in the referred schools, we opted for the realization of interviews with the teachers and managers of these teaching establishments, in 2010. It was also utilized, for the characterization of school attendance in rural schools of RN, in 2010, official statistical data available by the State Secretary of Education and Culture (SEEC/RN). The analysis of the statistical data and of the primary data collected in field research indicated that the conditions of teaching work are still an obstacle to the development of the educative work of the teacher in rural areas. According to interviews with the participants of the research, we realized that the DOEBEC, despite being sanctioned in 2002, were still dimly known and discussed by the interviewees of the referred schools in 2010. Thus, we propose that the implementation of the policy of rural education in RN, instituted by DOEBEC’s legal landmark, and reaffirmed by the Rio Grande do Norte’s Charter to Rural Education (Brazil, 2005), is rethought and reconsidered, in the sense of ensuring that the changes proposed in this legal text, inherent to the school functioning, to the conditions of teaching work, to the rural schools’ management, to the remuneration and valorization of teaching work, to the teaching training, to the conditions of school transport, among others, be turned into concrete actions to improve the quality of education offered in the rural schools of RN state.

Implementação das diretrizes operacionais para a educação básica nas escolas do campo: embates e limitações do trabalho docente no Rio Grande do Norte

Considering the situation of neglect existing in Brazilian public education and, specially, in the process of rural schooling, this dissertation aims to analyze the process of implementation of the Operational Guidelines for Basic Education in Rural Schools (DOEBEC), regulatory framework of the national policy of rural education. On it, we analyze the conditions of teaching work in rural schools of Rio Grande do Norte (RN), in 2010. The sample of the survey has as reference the representativeness of the chosen universe in relation to the totality of rural schools belonging to the state of RN. To answer the goals of the research, we opted to present a critical analysis of the following points: 1) Implementation of the DOEBEC; 2) Conditions of teaching work and teaching training. The points or categories of research were chosen based in the determinations of the DOEBEC (Resolution CNE/CEB n. 01/2002). For the data collection in the referred schools, we opted for the realization of interviews with the teachers and managers of these teaching establishments, in 2010. It was also utilized, for the characterization of school attendance in rural schools of RN, in 2010, official statistical data available by the State Secretary of Education and Culture (SEEC/RN). The analysis of the statistical data and of the primary data collected in field research indicated that the conditions of teaching work are still an obstacle to the development of the educative work of the teacher in rural areas. According to interviews with the participants of the research, we realized that the DOEBEC, despite being sanctioned in 2002, were still dimly known and discussed by the interviewees of the referred schools in 2010. Thus, we propose that the implementation of the policy of rural education in RN, instituted by DOEBEC’s legal landmark, and reaffirmed by the Rio Grande do Norte’s Charter to Rural Education (Brazil, 2005), is rethought and reconsidered, in the sense of ensuring that the changes proposed in this legal text, inherent to the school functioning, to the conditions of teaching work, to the rural schools’ management, to the remuneration and valorization of teaching work, to the teaching training, to the conditions of school transport, among others, be turned into concrete actions to improve the quality of education offered in the rural schools of RN state.

Prevalência de alterações fundoscópicas em estudantes na cidade de Natal/Brasil

Objetivo: Determinar a prevalência de alterações fundoscópicas em estudantes de escolas das redes pública e privada de Natal-RN. Métodos: Avaliação oftalmológica foi realizada em 990 alunos, de 5 a 21 anos, matriculados nas escolas das redes públicas e privada do município de Natal- RN, que estiveram cursando alguma série do ensino fundamental ou médio, no período de 03 a 06 de 2001. Resultados: Alterações fundoscópicas foram observadas em 5,3% dos estudantes. As anormalidades encontradas, por ordem de freqüência, foram: branco sem pressão, 1,0%; cicatriz de retinocoroidite sugestiva de toxoplasmose, 1,0%; atrofia do epitélio pigmentado da retina, 0,8%; nevos da coróide, 0,4%; escavação da cabeça do nervo óptico aumentada, 0,4%; degeneração em treliça, 0,3%; buraco operculado, 0,2%; fundus miópico, 0,2%; tortuosidade vascular aumentada, 0,2%; granuloma sugestivo de toxocaríase, 0,2%; hipoplasia da cabeça do nervo óptico, 0,1%; persistência da artéria hialoidea, 0,1%; persistência de fibras de mielina, 0,1%; retina sal e pimenta, 0,1%; retinosquise, 0,1%. Conclusão: Houve uma baixa prevalência de alterações fundoscópicas na população estudada

Prevalência de alterações fundoscópicas em estudantes na cidade de Natal-Brasil

Objetivo: Determinar a prevalência de alterações fundoscópicas em estudantes de escolas das redes pública e privada de Natal-RN. Métodos: Avaliação oftalmológica foi realizada em 990 alunos, de 5 a 21 anos, matriculados nas escolas das redes públicas e privada do município de Natal-RN, que estiveram cursando alguma série do ensino fundamental ou médio, no período de 03 a 06 de 2001. Resultados: Alterações fundoscópicas foram observadas em 5,3% dos estudantes. As anormalidades encontradas, por ordem de freqüência, foram: branco sem pressão, 1,0%; cicatriz de retinocoroidite sugestiva de toxoplasmose, 1,0%; atrofia do epitélio pigmentado da retina, 0,8%; nevos da coróide, 0,4%; escavação da cabeça do nervo óptico aumentada, 0,4%; degeneração em treliça, 0,3%; buraco operculado, 0,2%; fundus miópico, 0,2%; tortuosidade vascular aumentada, 0,2%; granuloma sugestivo de toxocaríase, 0,2%; hipoplasia da cabeça do nervo óptico, 0,1%; persistência da artéria hialoidea, 0,1%; persistência de fibras de mielina, 0,1%; retina sal e pimenta, 0,1%; retinosquise, 0,1%. Conclusão: Houve uma baixa prevalência de alterações fundoscópicas na população estudada

Eleição nas escolas: uma análise do impacto do diretor eleito sobre o desempenho educacional no Estado da Bahia

In Brazil, the selection of school principals is set in a decentralized manner by each state and city, such that processes may vary with time for a specific locality. In the state of Bahia, school principals were appointed by a higher political hierarchy until 2008, when schools under state administration started selecting principals by elections. The main goal of this work is to evaluate whether changing this specific rule affected students proficiency levels. This is achieved by using a panel data and difference-in-differences approachs that compares state schools (treatment group) to city schools (control group) that did not face a selection rule change and thus kept having their principals politically appointed. The databases used are Prova Brasil 2007, 2009 and 2011, the first one prior and the other two former to the policy change. Our results suggest that students attending schools with principals that are selected and elected have slightly lower mean proficiency levels both in mathematics and in portuguese exams than those attending schools with appointed principals. This result, according to the literature, could be related to perverse effects of selecting school administrators by vote, such as corporatism, clientelism and politicization of the school environment