Ordem econômica e política nacional de recursos hídricos: hermenêutica constitucional para o desenvolvimento sustentável

This research proposes a study about the interpretative techniques application that are compatible with the national legal system under the principles for Sustainable Development characterized in Brazilian Constitution. It verifies the actual possibility of reconciliation between national development and environment protection, with reflections under the water legal protection. It was proposed, therefore, to point subsidies for jurisdictional decisions involving development and the environmental goods, protected as constitutionally guaranteed principles. It was assumed that, both development and environment protection represents basic rights that are eventually placed in conflict situations, considering the many legitimate economic activities within the Brazilian State. A representative case analysis was elected within the current national scene, detailing the judicial and political conflict involving the Transboundery water Project from the São Francisco River Basin to another Northeastern river basin in Brazil. The implementation of several constitutional principles with elements from legal hermeneutics provides subsidies for the legal analysis about the conflict between development and environmental protection. It was assumed that the main discussion item about rights due to development today is the institutions influence and their results, among them the rules, laws and interpretative elements for the constitutional text objectivity, as the institutions credibility and the Supreme Courts interpretations. The use of interpretative resources for specific conflict situations about constitutional principles by Superior Courts, on the search, would bring a contributory factor for decision safety, related to sustainable development principles, elimination of inequalities and regional protecting for the environment. Specific aspects of Law No. 9.433/97 that introduced the National Water Resources Policy were examined, with its instruments, in order to specifically contextualize aspects of the Brazilian water resources management politics

Desvios de finalidade no Direito Constitucional Tributário brasileiro: aspectos estruturais e teleológicos da tributação na Constituição Federal de 1988

This work deals with considerations regarding common types of tax misuse that are present in the 1988 Brazilian Constitution. Thus, the work aims to unveil dogmatic features present in these practices that are considered illegal and are beset with vices such as power misusage. The research also aims to acknowledge the unconstitutionality issues regarding other guidance on behalf of goods that are responsible for the gradual positive approach realized by the 1988 Brazilian Federal Constitution. Thus, the work systematically used methodological procedures that aim to interpret the logical premises present as in the structure proposed by incidence rule matrix as in Ihering´s correction criteria considered as effective in itself. This is done also considering themes such as the Brazilian Public Tax legal matters. The work also performs a teleological debate of the Brazilian National Tax System as well as other related themes. It is understood that power misusage or any regards increase in aliquots. This can be observed in the quantitative criteria present in central aspects regarding taxes that are described in the constitutional regime either regulatory or induced nature, such as §1º, of the normative information present in article number 153 which is considered predominantly as tax raising such as pointed out in the 1988 Brazilian Constitution. On the other hand, it is seen that the type of misguidance with goods is understood as a practice that deviates as well as cuts connection with (rectius, unattaches) tax resources that are gathered and destined to specific constitutional purposes. At the end, the work deals with issues that aim to identify possible causes that lead to the use of norms and patterns that regulate such deviations. The research emphasizes ratio issues that are present in tax inspection proposals and invalidation that aim to restore the logical compatibility of these normative actions included in the Constitutional Tax Legal matters that was put forth by the 1988 Brazilian Federal Constitution

Liberdade de expressão artística: concepções filosóficas, fundamentalidade constitucional e política da pluralidade

The right to artistic expression, freedom granted in the western democratic constitutionalism, is a fundamental right that cyclically, compared to other cohesive rights of expression, has been forgotten and put in an irrelevant juridical-dogmatic position. The first reason for this behaviour that disesteems artistic freedom is the valorisation of rationalism and scientificism in the modern society, subordinating academic researches to utilitarianism, relegating the purpose of feelings and spirituality on men s elocution, therefore, we investigate, guided by philosophy, the attribution of art on human formation, due to its capacity in harmonising reason and emotion. After that, we affirm the fundamental right to artistic expression s autonomy in the 1988 valid constitutional order, after a comparative explanation of freedom in the Fundamental Laws of United States, Portugal, Spain and Germany; and the construction historic-constitutional of the same right in the Brazilian Constitutions. In this desiderate, the theoric mark chosen is the Liberal Theory of the fundamental rights, guiding the exam through jusfundamental dimensions: juridical-subjective and juridical-objective. Whilst the first, classical function of resistance, delimitates the protection area of the artistic expression right from its specific content, titularity and its constitutional and subconstitutional limits, the other one establishes it as cultural good of the Social Order, defining to the State its rendering duties of protection, formation and cultural promotion. We do not admit artistic communication, granted without legal reserve, to be transposed of restrictions that belong to other fundamental rights and, when its exercise collides with another fundamental right or juridical-constitutional good, the justification to a possible state intervention that tangentiates its protection area goes, necessarily, through the perquisition of the artist s animus, the used method, the many viable interpretations and, at last, the correct application of the proportionality criteria. The cultural public politics analysis, nevertheless, observes the pluralism principle of democratic substratum, developer of the cultural dialogue and opposed to patterns determined by the mass cultural industry. All powers are attached, on the scope of its typical attributions, to materialise public politics that have the cultural artistic good as its aim, due to the constant rule contained in §1, art. 5º of the Federal Constitution. However, the access and the incentive laws to culture must be constantly supervised by the constitutional parameter of fundamental right to equality

Do olhar inquieto ao olhar comprometido: uma experiência de intervenção voltada para a atuação com alunos que apresentam paralisia cerebral

Compte tenu de l importance de la formation des enseignants pour répondre, de nos jours, aux besoins des élèves dont les caractéristiques marquantes sont la diversité et la différentiation, desquels nécessairement font partie , à un échelon croissant, des personnes atteintes d une déficience quelconque ; devant le constat que les actuelles politiques d éducation, en fonction de leurs limitations, peuvent être considérées comme un des principaux facteurs qui entravent la concrétisation d un vrai processus d inclusion de ces personnes ; compte tenu, encore, que le confront des situations éducatives concernant le processus d inclusion de ceux ayant des déficiences physiques, notamment lorsqu il s agit d élèves atteints de paralysie cérébrale, engendre chez les enseignants un état de troublante inquiétude du fait de ne se sentir convenablement préparés pour se confronter avec des situations pareilles, cette recherche, centrée sur cette problématique, a chosi comme objectif planifier, mettre en marche et analyser un programme d intervention pédagogique dans une école régulière de la ville de Natal/RN, auprès de quatre enseignants de l école fondamentale (7e Série) qui avaient reçu, dans leur classe, deux élèves atteints de paralysie cérébrale. S utilisant comme recours méthodologique de la recherche-action, le programme d intervention s est structuré autour de troix axes thématiques : l attitudinal, le pédagogique et le vécu en milieu scolaire, sous la forme de discussions théoriques et la mise en oeuvre de ces thématiques. Les données qui devraient être soumises à l analyse ont été collectées à partir des procédés d observation, d entretiens avant et après l intervention, du régistre de photos et d un questionnaire. Les interprétations faites, basées dans la comparaison du discours des sujets ont signalé que les enseignants ont progressé dans la maîtrise des savoirs scienfiques concernant la paralysie cérébrale et dans la connaissance des personnes atteintes par cette déficience. Par rapport aux valeurs et significations attribuées par les enseignants à ce programme d intervention à partir de leur choix des photos dans l ensemble du déroulement de ce processus formatif, elles s expriment par une prise de conscience très marquée, de la part des enseignants, par rapport :aux besoins éducatifs des élèves atteints de paralysie cérébrale ; à l importance et au vrai rôle que l école doit jouer face aux politiques d éducation inclusive ; aux difficultés vécues par ces personnes, qui réclament le plus profond respect de leurs ingularités ; la reconstruction d une nouvelle image concernant ces personnes ; la constatation qu il est possible aux enseignants d adapter et même de créer à l école des ressources et matériaux pédagogiques envisageant la qualité du processus d enseignement et apprentissage de l élève atteint de paralysie cérébrale ; finalement, la perception de l importance du travail en équipe, d un milieu scolaire accessible à ces personnes et de l appuis de la famille dans le contexte de l éducation inclusive. Les résultats obtenus, issus de ce programme d intervention, d après l évaluation finale des sujets, de part de témoigner de son efficacité, montrent que l intervention a été une excellente opportunité d habiliter ces enseignants et d améliorer le processus d enseignement à l école choisie comme le locus de cette recherche

As aulas régias da Capitania da Bahia (1759 1827): pensamento, vida e trabalho de nobres professores

Simultanément à l' expulsion des jésuites du contrôles de l' éducaton formeI du royaume portugais, l'Ordre du 28 juin 1759 a décrété une reforme générale aux études, comme une des partie d'un ensemble de mesures modernisatoires qui ont été établisent dans le Royaume et dans ses domaines à la période comprise entre 1750 et 1777, pendant le royaume de D. José I et sous la direction de son principal ministre, Sebastião José Carvalho e MeIo, plus connu par le titre de noblesse de Marquis de Pombal. Notre thèse, locaIisée notament à la Capitanie de Bahia (Capitanie - division politique administrative du Brésil Colonie) entre les années de 1759 à 1827, a comme objet d'études les singularités du magistère bahianais et comme objectif, à partir de Ia référence théorique de l'histoire sociale des idées, comprendre comment les membres de cette nouvelle catégorie professionelle, crée pour préparés des cadres professionels mais bien qualifiés pour exercer leurs fonctions de burocratie de l'État, ont pris contact avec la pensée reforniste ilustré portugais du siècle XVIII, ont été véhiculé autant par des étrangérisés, comme par la législation pombalina (du Marquis de Pombal) et comme cet ensembIe théorique rapporté à la pensée, la vie et le travail d'enseignant de ces premiers représentants du magistère bahianais. L' analyse de la documentation (des lettres, et des ordres royals, des licences officielles pour exercer la fonction, et des serments des professeurs royal pour les plusieurs villages et capitanies; registres de correspondence reçues et envoyées par les chambres des villages; registres et correspondences expédiées par plusieurs autorités; provisions; tous les types de licences et autorisations; désignation; testament et inventaires) montre que les professeurs royals, malgré la quantité pas très nombreuses de membres, ont été extremement actifs sur les décisions les plus importantes de la période de celle qui est connue comme la crise du système colonial, qui, en Bahia, a eu ses particularités dans un mouvement d' émancipation politique seulement au mois de juillet 1823. Finallement, on a le but, dans le contenu de cette thèse de doctorat, d'offrir une connaissance sur l'histoire de l'éducation brésilienne et bahianaise qu' on retrouve encore entouré de doutes, préjugements et imterpretations équivoques qui insistent d'anaIyser le Brésil sous un stigmate du retard du royaume portugais, malgré sa production récente dans l'historiographie

Uma reavaliação do pensamento lógico de George Boole à luz da história da matemática

The aim of the present study is to reevaluate the logical thought of the English mathematician George Boole (1815 - 1864). Thus, our research centers on the mathematical analysis of logic in the context of the history of mathematics. In order to do so, we present various biographical considerations about Boole in the light of events that happened in the 19th century and their consequences for mathematical production. We briefly describe Boole's innovations in the areas of differential equations and invariant theory and undertake an analysis of Boole's logic, especially as formulated in the book The Mathematical Analysis of Logic, comparing it not only with the traditional Aristotelian logic, but also with modern symbolic logic. We conclude that Boole, as he intended, expanded logic both in terms of its content and also in terms of its methods and formal elaboration. We further conclude that his purpose was the mathematical modeling of deductive reasoning, which led him to present an innovative formalism for logic and, because the different ways it can be interpreted, a new conception of mathematics

Proposta pedagógica e prática docente na educação infantil

El objetivo que nortea este estudio fue el de pesquisar las relaciones entre la propuesta pedagógica de una institución pública de educación infantil y las practicas docentes. Para el alcance de este objetivo asumimos el abordaje cualitativo de investigación y optamos por la metodología de estudio de caso, siendo empírico una escuela pública de la municipalidad de Caicó. Fueron adoptados como procedimientos, la análisis documental, la entrevista semi-estructurada y la observación no-participante. Los fundamentos teóricos que sirvieron de marco a nuestras interpretaciones se encuentran en las concepciones contemporáneas acerca del niño, de la niñez y de su educación, como sobre los procesos de aprendizaje, desarrollo y currículo para educación infantil, como también la legislatura en vigor, los documentos oficiales y propuestas curriculares de referencia en la actualidad. A partir de ese marco, el niño está concebido como sujeto concreto, marcado por contingencias biológicas propias de la especie humana y, al mismo tiempo, contingencias histórico-culturales. Capaz de aprender y desarrollarse en condiciones de interacción y mediación por medio de la apropiación y producción de cultura. La niñez está comprometida como tiempo y condición de ser niño, marcada por especificidades frente a otras fases evolutivas. Esas concepciones históricas imponen una educación infantil con función de educar-cuidar, mediadora de cultura para los niños, implicando intencionalidad y sistematicidad de las intervenciones institucionales. De este modo emerge la necesidad como principio científico y exigencia legal de la elaboración y implementación de propuestas pedagógicas/curriculares, comprendidas como construcciones colectivas que involucran tanto los principios como proposiciones didácticas que instrumentalizan las prácticas de los educadores de niños, con el objetivo de garantizar la calidad del atendimiento. De esos fundamentos y basado en los principios de análisis de contenido, procedemos a la interpretación de datos construidos a partir de la análisis del documento-propuesta, del habla de los sujetos y de los registros de observaciones realizadas en dos salas de clase. La recomposición de la historia de la propuesta de la institución reveló, en principio, que su elaboración se hace sin una participación efectiva y equitativa de todos los profesionales. Sobre las relaciones entre el contenido en el documento y la práctica de los profesores, esa nos llevó a la definición de Categorías frente a lo que se reveló más significativo en el conjunto de datos: 1) Concepciones que fundamentan la propuesta pedagógica y la práctica docente y 2) Elementos de organización didáctica; y subcategorías: 1.1) Niño; 1.2) Función de la Educación Infantil; 1.3) Aprendizaje y desarrollo; 2.1) Contenidos y actividades; 2.2) Relación Escuela-familia. Del entrecruzamiento de los datos alrededor de esa categorización, emergieron relaciones de encuentros y, de manera más significativa, de desencuentros. Esas constataciones nos llevan a las condiciones de formación y actuación de los educadores infantiles e indican la necesidad que esas sean viabilizadas, en los contextos de las instituciones formas de participación efectiva de los profesionales responsables, sobretodo los profesores, en la elaboración e implementación de propuestas pedagógicas para instituciones de educación infantil. Prácticas que pueden convertirse en modos de actualización permanente y de efectivación de las propuestas, como también de formación continuada de los profesores. Por consecuencia, de posibilidades de mejoría de la calidad de la educación de los niños

Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA

For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions

O conceito de morte: significações de professoras dos anos iniciais do ensino fundamental

Cette étude appartient à l un des principaux défis de l éducation dans l actualité qui est la production de connaissances concernant la mort comme objet d investigation théorique et empirique dans le domaine éducationnel. Des recherches récentes signalent le besoin d une éducation contemplant des études sur la mort et montrent l école tel qu un lieu de débats et reflexions à propos de ce thème. Cette reflexion est relevante et fondamentale, étant donné que la mort fait partie du cycle de la vie et se trouve présente dans les contenus scolaires des différents domaines de la connaissance. Ce travail a, donc, l objectif d analyser les signification attribués à ce concept mort et la relation qui s établit entre eux et la pratique des professeurs de l enseignement fondamental. Il adopte en tant que référentiel les principes de la recherche qualitative du type étnographique (André, Chizzotti et Meksenas), dans une approche socio-historique et en ce qui concerne la formation et le développement des concepts (Vygotsky, Kopnin, Guetamanova et Ferreira). La participation des professeurs a été faite par l observation participante, registres en cahier de bord et application d un instrument de construction de données pour l appréhension des significations attribués aux concepts qui sont à la base de la pratique de cinq enseignantes des premières séries de l Enseignement Fondamental d une école publique du réseau d enseignement de l État du Rio Grande do Norte située dans la Zone Sud de Natal. De ce fait, les analyses et les interprétations des observations de la pratique dans la salle de classe et des réponses aux quinze questions liées au thème ont permis de construire les significations des concepts qui appuient les pratiques enseignantes de ces professeurs, tout en mettant en relief la fragmentation et la désarticulation entre les expressions décrites dans les questionnaires et les pratiques développées en salle de clase. Ces reflexions mettent en évidence la nécessité de re-penser l articulation entre l énnoncé et la pratique des professeurs à propos de cette thématique au cours d une formation initiale et continue

DANÇA: linguagem do corpo na educação infantil

This production is a reflection about the practices/experiences involving the teaching of the dance developed by the teachers in the Núcleo de Educação Infantil (NEI/UFRN), with the children from 2 to 7 years old, having as objectives: describe and interpret the lived experiences with the dance focusing on the meaning of the dance and organization of the pedagogic job, identify blanks in the pedagogic practices of dance and appoint possible perspectives to the teaching of dance on the infant education. The way from the investigation has begun with the following question: Who do the teachers understand the dance and live it on the Núcleo de Educação Infantil? The research of phenomenological orientation toke as methodological reference the qualitative approach from the placed phenomenon type, this one has as beginning the interest on the phenomenon by the way as it happens on the lived experience from where comes the knowledge with we can present about the world, trying to interpret it, understand it on its essence/existence. The interviews showed that the researched subjects give to the dance different meanings and consequently present variations on the manner to organize the work around this knowledge. The most of the teachers recognizes the dance as a culture expression, being a priority on the school the job with the folkloric dances. They recognize too the dance as knowledge/content coming from the Arts and Physical Education areas and its relation with the knowledge from others areas on the pedagogic action. There were found different process on the way to conduct the job with the dance in relates from experiences done with dance at NEI and, therefore, of teach/learn this knowledge. Its perceptible that exists a systematic work with the objective of develop the dance and its various educative possibilities, starting from the research about its origins, the exploration of the movement, the contextualization until the artistic practice. Those possibilities are reinforced on the school s curricular propose. Some experiences have as a priority the free expression, the dance s vision without context or the reproduction of movements as stand manners of teaching dance, situations like those observed on the investigation as products from the blanks on the academic formation from the teachers with must be fixed. The interpretation of the experiences with dance, described by the teachers from NEI, connected with the theoretical referential from the investigation, allowed to appoint three perspectives to the work with dance in the infant education, having as main interlocutors Merleau-Ponty and Rudolf Laban: the dance as the body s language; the dance and its movement factors; imitate, improvise and play: manners of draw ways to dance. On those process are emphasized the dance on the scholar context, the elements that constitute this language and the forms of appropriate from it supported in a ludicrous, poetic and educative vision, having as focus the children s education on its peculiarities and possibilities

A estética da Commedia dell Arte: contribuições para o ensino das Artes Cênicas

Theatrical phenomenon borned in the Italy the Comedy dell Art concerned to it climax in the XVI century and spreading itself by the word than can be sight like the theatre base modern. Lasting parallel the conventional theatre since the three hundred years, this gender influenced significativly the making theatrical in the Europe graces the popular character of its simulation turned for the improvise. In spite of treat a theatric manifestation no more existing in the present time, we understand that the Comedy dell Art was constituted in one artistic language whose esthetics centralized in the popular fanciful and in the improvise permitted a rich possibility of verbal and not-verbal communication that today can to be taken again in contemporary productions theatricals. Departing of an approach of esthetics, this work has with purpose concentrate the references esthetics that configure that one artistic manifestation such that one references can contribute for the Arts teaches in the present times. We appeal the text and image of Comedy dell Art, such this historical reference that in context, with fountain investigated that mean and if complementary in one esthetic reflection for the creation of meaning diverse and news interpretations for the purpose investigated if having with base some analysis categories such as: the actor s body, the actuations spaces and the esthetics categories such the ugly, the comic and the absurd. To investigate the Comedy dell Art esthetic in the ambit of the teach of Arts Scenics is a manner of be understand the artistic universe of three century behind that can be meant, revived, in the marking possibilities of an art teach able to incentive the critical, the appreciation, the discussion and the transgression of instituted true. Having investigated the exhibition Comedy dell Art esthetic we rebound four stich that we judge significative for we think the Arts Scenics teach, they are: the articulation between actor s body, the text and the space actuation in the play; statement what it is given between actor s body and the on-looker and the every gesture that did share of scene in a popular scenic space; a conception actor s body that transgress with the true duty socially that is capable the to admit its dimension Dionysian, creative and ambiguous in the to do theatrical; the text conception that get beyond the ambit the word writing by the dramatist and talked by actors, if spreading the other elements significance in the scene like gesture, the parody, the recent news, the gags and the word used in the day-to-day; the scenic space like a statement symbolic between actors and on-looker that make a quality of amusement pact supported by the scenic true of artist that actuate in not usual spaces bid at an auctioning degrees of participation in the building the scenic phenomenon; and the importance of esthetics categories such as the ugly, the comic and the absurd, those categories that foundation like a do scenic transgressor make a possible exchange mutual between actor and appreciator. The statement of esthetics categories in joint continuous between the body, the text and the scenic space evident themselves in doing theatrical and in the its appreciation. We believe that the reflection esthetic about the Comedy dell Art in the arts class, consider the stich detached, can favor possibilities of to share discovery, ideas, feelings and attitudes, and can permit the observation of different stich of view, establishing the statement of individual with the group in a participative and democratic form

Gestão escolar e alfabetização de crianças na escola pública

Dans le scénario actuel marqué par l'insuccès de l'école publique en alphabétiser les enfants, l'objectif de cet étude est d'analyser, dans le cadre d'une école publique (dont les enfants, d'après les numéros officiels, deviennent lettrés au cours des trois premières années), des actions de gestion scolaire qui favorisent le processus d'alphabétisation. Pour cela nous suivons les principes de la méthode qualitative et adoptons l‟études de cas. Le terrain empirique est une école publique de la ville de Parnamirim (RN) et les sujets sont sa directrice, la vice-directrice, trois enseignantes des trois premières années de l'enseignement fondamental, deux coordinatrices pédagogiques, deux parents et six enfants. Pour la construction des données nous adoptons le questionnaire, l'analyse documentaire, des entretiens semi-dirigés et l'observation non-participante. Les fondements théoriques qui servirent de jalon à nos interprétations se retrouvent dans les conceptions actuelles de gestion éducationnelle et d'alphabétisation, ainsi que sur le processus d'apprentissage et de développement et pratique éducative. Dans cette étude, le concept de gestion est pris comme manière de dépasser la perspective bornée, bureaucratique, comme condition fondamentale de la qualité d'enseignement et de transformation de la propre identité des écoles, des systèmes d'enseignement et de l'éducation brésilienne; un concept déposé sur (et à partir de ) la mobilisation dynamique des sujets humains organisés collectivement. L'alphabétisation d'enfants est comprise en tant qu'enseignement-apprentissage du langage écrit dans une processus qui entoure deux dimensions indissociables: l'appropriation du système d'écriture alphabétique et le développement d'habilités/pratiques textuelles, dont les spécificités de développement impliquent systématisation et internationalité, caractéristiques de l'école en tant qu'institution éducative. A travers l'analyse des données fondé en quelques principes de l'analyse de contenu nous constatâmes que la gestion de l'école objet de la recherche, bien que marquée par des contradictions, développe des actions qui exercent un rôle fondamental dans les processus et résultats de l'apprentissage de l'écriture par les enfants. Ayant identifié les actions, nous construisîmes les catégories suivantes: 1) Actions relatives à l'organisation de l'école comme institution; 2) Actions relatives à organisation du processus enseignement-apprentissage; et sous-catégories: 1.1 Création et manutention d'infra-structure adéquate; 1.2 Promotion du travail collectif et autonome des professionnels; 1.3 Construction/formation permanente de l'équipe de professeurs; 1.4 Participation des parents dans la dynamique de l'école; 2.1 Disponibilité de ressources pour l'apprentissage; 2.2 Systématisation de la planification du processus enseignement-apprentissage e 2.2.1 Systématisation de l'évaluation de l'apprentissage. La catégorisation construite, bien que sa réflexion, signale que les actions qui favorisent l'alphabétisation des enfants s'approchent des conceptions d'une éducation de qualité sociale et de la démocratisation de l'éducation, bien que la propre institution de la gestion de l'école ne soit, pas encore, démocratisée. Notre étude réaffirme que la gestion de l'école, comme tout pratique humaine et sociale, a un caractère essentiellement contradictoire, inachevé et lacunaire, mais qui, jusqu'aux limites des contradiction, l'on trouve des possibilités, mises en évidence dans les actions de la gestion intimement articulées avec le succès de l'apprentissage et qui, par conséquent, peuvent construire une référence pour la réflexion sur les pratiques de gestion de l'école engagées engagée avec l'apprentissage et avec l'alphabétisation des enfants

Mecanismos sócio-genéticos da representação social de trabalho docente por grupos de licenciandos de física e de química da Universidade Federal do Rio Grande do Norte

This research aims to understand the social representations Teaching Work in groups of undergraduate students of Physics and Chemistry of the Federal University of Rio Grande do Norte. For this, the proposal was based on the three theoretical and methodological consensus Carvalho (2012) in the explanation of socio-genetic mechanisms constituents of dynamic consensus that has functionality to your organization. It Was used to achieve this goal, the theoretical-epistemological Serge Moscovici (1978, 2003), Jodelet (2011), Wagner (1998,( 2011) and Carvalho (2012). The corpus analyzed results from a qualitative and quantitative research, developed in three stages. The first two (2) questionnaires to fifty (50) of each undergraduate course, a questionnaire and another profile for collection of free associations concerning motes inductors "Give Lesson," "Student" and "Teacher". The second step in the procedure Multiple Classifications, Roazzi (1995), aimed for another thirty (30) undergraduate students for each course, as well as Document Analysis of Educational Projects Curriculum courses in Physics and Chemistry. The data analysis of the first stage focused on descriptive statistics and frequency and average order of the words associated with motes inductors. The results from the Multiple Classification Procedure submitted to multidimensional analysis (MSA multidimensional scalogram analysis) and SSA (Similarity Structure Analysis), were interpreted by the theoretical and methodological proposal of the three consensus, supported by analysis of the rhetorical nature of justifications classifications and categorizations of words, boosted in times of application of Procedure Multiple Classification. The data revealed that the groups surveyed were the same Social Representation with specific dynamic consensual. Thinking Teaching Work for these groups it is considered in three dimensions: the BE-DO-HAVE of teaching. In the group of Physics consensus was clear semantic, which expressed a dynamic in which the interpretations of "Teaching Work" peacefully coexist on perceptions of two concepts: An identity around the "BE" "Teacher" or "BE" "Educator" and the other, how they think about professional development. The type of group consensus Chemistry pointed to a consensual logic hierarchical order in which the gradual between the elements of BE-DO-HAVE attested conflicts and disagreements about the perceptual object "Teaching Work", around what value most, whether they are the attributes of personal or professional-technical dimension of teaching, in the course of professional development. The thesis to explain the mechanisms of socio-genetic Representation Social Teaching Work by theoretical and methodological proposal was confirmed

O Programa Pró-Letramento e a formação de alfabetizadores: repercussões nas concepções e práticas de professores cursistas

This paper intents to investigate the repercussions of the Pró-Letramento - Alphabetization and Language Course Program in the practices and conceptions of alphabetization of learning teachers, according to their own perspectives. The program, part of the National Formation Network of the Education Ministry, in partnership with public universities since 2006, is destined to aid the formation of teachers acting in the first three years of public basic education, with the goal of qualifying them to work with alphabetization and improve quality of learning processes and results. This investigation adopted the qualitative research paradigm as well as the Case Study methodology, being our empirical field a Belém do Brejo do Cruz/PB public school. The subjects are five Program graduation female teachers, including the tutor-trainer and four graduated teachers that already teach in the first three years of basic education. The data, gathered with documental analysis, individual and collective semi-structured interview, and non-participant observation, were analyzed according with Speech Analysis principals. Based on those principals, we intersected teachers enunciations, observation sessions registries and the Program s propositions and built interpretations based on theorization taken as fundaments of the investigation, among which we highlight: studies on a criticalreflexive perspective of a teacher s formation; continued formation as a permanent development process; the principals of historical-cultural approach on alphabetization processes and development with the centrality of language; alphabetization in a interactionist approach. The analysis focused on the Program s repercussions: 1) in the teachers conceptions about: 1.1) learning; 1.2) Alphabetization and literacy; and in the practices and conceptions related to: 1.3) alphabetization in a literacy perspective and 1.4) appropriation of the writing system. The corpus analysis evidenced relations of continuity and discontinuity, approach and distancing between the teachers conceptions and the Program s propositions, as well as conceptions/significance of their speeches and related or observed practices. Observing teachers elaborations evidences the repercussion of the Program s formation, whilst also showing gaps and mismatches in their appropriation process in concepts/assumptions as well as teaching propositions. These mismatches involve interaction relationships between teachers and students, with their possibilities and limitations surrounding the Program s knowledge objects complexity, also linking to the social, economical, political, and cultural conditions that involve both the implementation of the Program in each context and the conditions in which alphabetization in public schools are developed, demanding permanent and accompanied formation processes, investments to improve work conditions and valuing teaching

Literatura e educação: o bullying nos contos de fada, uma discussão possível

This study investigates how the reading of fairy tales can be an instrument for reflection on the bullying phenomenon in the live of students. Its relevance is present the work with literature as an alternative to facilitate the understanding of children and young people about this violence practice, on the basis of the discussion moments, mediated in the classroom. Methodologically based in the principles of qualitative investigation, setting itself as a bibliographic research, and linked to the content analysis in order to make inferences and construct interpretations from the study of tales that encourage discussion and reflection about the bullying theme. In this work were selected the following stories: Cinderella 1812) and a One-eye, Two-eyes, Three-eyes (1812) of Grimm Brothers; John-Slapstick (1837), The Storks (1838), and The Ugly Duckling (1844) of Andersen, to make possible a more explicit interface between literature and the bullying theme, providing fertile material for moments of debate. Was taken as the theoretical reference studies of Eco (2003), Jouve (2002), Zilberman (2003, 2004), Lajolo (2001), Rabbit (2008), Bettelheim (2007), Amarilha (2004), Held (1980), Beaudoin and Taylor (2006), Fante and Stone (2008), Middelton-Moz and Zawadski (2007), Olweus (2006), Jares (2002, 2006), Beane (2010), La Taille (2006, 2009) and Piaget (1994). The analysis demonstrated that the characteristics inherent in the literature allow the realization of readings in which the bullying theme can be discussed among students, to contribute positively in the education of children and young people and reflect about violence. This is possible way, especially because of the involvement promoted by the reading of literary texts, allowing that students see, in fiction, possibilities of change