O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos did��ticos

PASSEGGI,Luis ��lvaro Sgadari. O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos did��ticos. Revista do GELNE, Fortaleza, v.4, n.1, p. 122-124, 2002.

Pol��tica p��blica e educa����o digital no ensino fundamental em Natal/RN: an��lise de efic��cia da atua����o dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r��rum�� by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

Pr��ticas s��cio-ambientais no espa��o escolar: uma reflex��o sobre a percep����o dos usu��rios de duas escolas do ensino fundamental em Jo��o Pessoa, Para��ba

In the social-historical moment we live in, it is each time more evident the necessity of the people to learn to deal with the environment in conscientious way, taking care of themselves properly through it. In this direction, considering the school as a place where children, young and adolescents spend great part of their time, this work had as objective to examine the perception of school environment for students, professors and employees of two schools in Jo��o Pessoa city - Centro Estadual Experimental de Ensino-Aprendizagem Sesquicenten��rio and Escola Estadual de Ensino Fundamental e M��dio Presidente Em��lio Garrastazu M��dici (Experimental State Center of Learning-teaching Sesquicenten��rio and Basic and High State School Education Emilio Garrastazu M��dici President). From the presupposed that the environments in which and with which people live reflect their daily practices, the field work searched to identify the social-environmental practices that characterize the relation of these users with the school and, from this understanding, to infer some of their concerns regarding the environment as a whole. To analyze the use of the available physical space in the two institutions it was opted the use of the After-Occupation Evaluation, one of the approaches that feed the process of building production or built set, rescuing aspects related to its use, operation and maintenance. Besides analyzing diverse school environments (such as classroom circulations/accesses, library, pedagogical and sportive spaces) in relation to the environmental comfort and the perceptions of the main users of the schools (pupils, professors and employees), the dissertation tried to inquire the care (ambient education) of these users with the school space. In general, it was verified that the two schools have evaluations and perceptions really different for four reasons: (i) management of the schools; (ii) the users perception; (III) localization of schools and (IV) feeling of place, territoriality and appropriation

A concep����o de professores do ensino fundamental (1�� e 4��) sobre a sa��de do escolar

Com a cria����o dos Par��metros Curriculares Nacional (PCNs), a sa��de passou a ser um tema transversal que deve ser trabalhado por todos os n��veis de ensino em toda a escola, principalmente pelos professores do ensino fundamental, os quais t��m uma grande responsabilidade no processo de forma����o dos valores e de condutas dos escolares. Com o objetivo de investigar a concep����o dos professores de ensino fundamental (1�� a 4�� s��ries) sobre a sa��de do escolar, este estudo teve como amostra 45 professoras lotadas em 04 escolas p��blicas e 04 escolas privadas no munic��pio de Natal/RN. Para a coleta dos dados foi utilizado um question��rio semi-estruturado, sendo os mesmos analisados por meio da an��lise tem��tica. A faixa et��ria com maior preval��ncia foi a superior a 40 anos, com 58% de professoras. Com rela����o ao grau de forma����o acad��mica das docentes investigadas, 47% delas tem o terceiro grau completo e, 40% possuem apenas forma����o no magist��rio. No que se refere ao tema transversal sa��de, 27% das professoras n��o realizaram estudos sobre o mesmo e, 40% das docentes n��o se sentiam preparadas para desenvolver esse conte��do, apontando como principal fator limitante �� falta de conhecimento mais profundo sobre sa��de e a falta de material did��tico adequado. Sobre a import��ncia em se trabalhar a sa��de, 29% das respostas referiram-se aos cuidados com a sa��de, e 20% em prevenir e conhecer doen��as. Pode-se concluir que �� necess��ria uma capacita����o espec��fica referente �� tem��tica em quest��o, o que deve ser acompanhada de pol��ticas p��blicas que incentivem o profissional da educa����o e ofere��a estrutura ao ambiente escolar

Narrativas de Forma����o de Professoras dos Anos Iniciais do Ensino Fundamental:Concep����es e Constru����es de Necessidades Formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Cear��-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system

A produ����o tardia da profissionaliza����o docente e seu impacto na redefini����o identit��ria do professorado do ensino fundamental

El objetivo de este estudio consisti�� en capturar y reconstituir el modo por el cual profesoras y profesores vinculados a la educaci��n infantil y a la fase inicial de la ense��anza fundamental producen su identidad docente, en el contexto de una tard��a profesionalizaci��n. El campo de esa pesquisa envolvi�� tres instituciones p��blicas de ense��anza superior, dos en Natal (RN) y una en Jo��o Pessoa (PB), que desenvulven programas especiales de formaci��n de docentes vinculados a las respectivas redes locales de ense��anza. Para el atendimiento del objetivo arriba propuesto, fue utilizada la teor��a de las representaciones sociales para la captura de los elementos constitutivos de las representaciones sociales del profesorado conforme la formulaci��n de Serge Moscovici y colaboradores, consider��ndose, aqui, especialmente, la contribuci��n de Abric en su complementar teor��a de nucleo central de las representaciones. Teniendo en vista la necesidad de identificaci��n de los elementos estructuradores de las representaciones, y definidores de las identidades en cuesti��n, se privilegi�� en la pesquisa la producci��n discursiva docente y sus condiciones de producci��n. La utilizaci��n de sus evocaciones, bien como de las fuentes escritas por los propios sujetos envolvidos, oportuniz�� el afloramiento de las diferentes faces constitutivas del ser profesor/a . El corpus decorriente de ese estudio fue entonces somentido a una serie de diferentes m��todos / t��cnicas condensadas en programas informatizados y otros manuales en um esfuerzo para conferir un mayor rigor al an��lisis de los resultados apuntados. Se utiliz��, a��n, un referencial de an��lisis del discurso para viabilizar la emergencia de diferentes ��ngulos de la configuracion de la identidad en foco. Los resultados apuntam para un significativo deslocamiento de las representaciones docentes, bien como permitem afirmar la hip��tesis, inicialmente puesta, de que la profesionalizaci��n docente ocurre no apenas de manera tard��a, como tambi��n viene provocando una resignificaci��n de los referentes de identidad de esos profesionales

O processo de aprendizagem de professores do ensino fundamental: apropria����o da habilidade de planejar situa����es de ensino de conceitos

La investigaci��n fue realizada con profesores de los a��os iniciales de la ense��anza b��sica, alumnos de la carrera de Pedagog��a Licenciatura Plena del PROB��SICA de Cear��-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiaci��n de esa habilidad, segundo las siguientes perspectivas te��ricas: hist��ricocultural, de L.S. Vygotsky, teor��a de la actividad, de A.N. Leontiev, y la teor��a de la asimilaci��n por etapas mentales, de P. Ya Galperin. La metodolog��a se desarroll�� organiz��ndose en tres etapas: el diagn��stico inicial, con el an��lisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientaci��n del aprendizaje, el control y la evaluaci��n del desarrollo; y el diagn��stico final, con el an��lisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizaci��n de los sujetos de la investigaci��n, el planeamiento de ense��anza de los profesores y el diario de clase, donde se registraba lo que ocurri�� en cada orientaci��n y realizaci��n del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de ense��anza de los conceptos. Durante el proceso de ense��anza y aprendizaje, los profesores han expresado sus dificultades, pero tambi��n las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el an��lisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de ense��anza con la definici��n y con la identificaci��n, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos l��gicos y las categor��as del planeamiento (objetivos, contenidos, estrategias de ense��anza, control y evaluaci��n). En cada etapa surgieron obst��culos, pero tambi��n aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiaci��n de nuevos fundamentos te��ricos. La pr��ctica docente se constituy�� en un elemento que facilit�� la comprensi��n y la apropiaci��n de las habilidades de planear situaciones de ense��anza de conceptos mediante la definici��n y la identificaci��n

A constru����o do princ��pio do coopera����o na Pedagogia Freinet:uma pr��tica em sala de aula do ensino fundamental

Cette recherche est ancr��e dans les racines de la p��dagogie de C��lestin Freinet, un des plus importants ��ducateurs du XX��me si��cle, car ses propositions naissaient de la r��alit�� de l ��l��ve lequel ��tait, de ce fait, valoris��. Au d��but de ses recherches, Freinet s est rendu compte que pour pouvoir ��difier une ��cole qui, effectivement, atteigne les classes populaires, il devrait r��aliser des changements dans le milieu scolaire. Notre travail le principe de coop��ration dans les actions d��velopp��es par le professeur et ses ��l��ves dans le quotidien de la salle de classe. Les d��cisions pour la r��alisation de ce travail ont exig��, de notre part, une profonde et globale r��flexion vis �� vis des pas qui devraient ��tre entam��s, consid��rant que notre intention n ��tait pas de faire une simple intervention dans le syst��me scolaire avec une programmation pr��-��tablie, sans instruments cr��es �� priori pour le d��veloppement d actions dans le contexte scolaire. Comme questions principales nous pouvons souligner: Comment la coop��ration contribue pour le v��cu des ��l��ves? De quelle mani��re ce principe se r��alise dans le quotidien de la salle de classe? Le principe coop��ratif, pourrait-il agir comme une alternative qui favorise la dynamique de la salle de classe et des relations entre les ��l��ves? Le principe de la coop��ration exige la cr��ation d une ambiance en salle de classe dans laquelle il existe des ��l��ments m��diateurs dans la relation professeur-��l��ve. Ainsi, l organisation de la salle a un caract��re important; il faut consid��rer la participation des ��l��ves dans la construction de ses connaissances. Pour cela, il est n��c��ssaire cr��er des structures qui doivent ��tre compl��t��es �� partir de l activit�� des propres ��l��ves. Dans la ligne de cette pens��e nous avons, donc, comme objectifs sp��cifiques: 1) Investiguer, dans l action p��dagogique du professeur, l utilisation de strat��gies pour la consolidation du principe coop��ratif pour la salle de classe; 2) Faire une r��flexion �� propos de l organisation du travail coop��ratif d��velopp�� par le professeur en observant comment celui-ci est r��alis�� en salle de classe; 3) ��tablir un r��pertoire des v��cus de coop��ration construits en salle de classe par les ��l��ves et le professeur. Ainsi, pour d��velopper une interaction avec les sujets de la recherche [professeurs et ��l��ves] des ��tudes ont ��t�� d��velopp��s ancr��s sur les principes de la recherche qualitative de type ethnographique pour consid��rer ce dernier un r��f��rentiel m��thodologique plus indiqu�� �� l utilisation des t��chniques d observation, interviews et analyse de documents, car ces t��chniques sont, traditionnellement, associ��es �� l ethnographie. Cette recherche a pour but comprendre la vision de ce qui arrive quotidiennement dans la salle de classe observ��e et les multiples relations imbriqu��es dans le processus de motivation de l apprentissage utilisant la coop��ration

Geometrizando no segundo ciclo :relato de uma interven����o pedag��gica voltada �� constru����o de conceitos geom��tricos no ensino fundamental

This work has proposed to relate the experience product of a pedagogical intervention, performed in a public institution of teaching situated in this capital. It had as objective to validade the applying of a teaching module of geometry, more specifically about the conceptions of perimeter and ��rea in the second cycle of fundamental teaching. This dissertation has presented the problematic which involves the teaching of geometry in different contexts. It has adopted the broach of the radical constructivism while methodological theoretical referencial through which it has tried to explain the phenomena that involves the teaching and the apprenticeship. It appropriates Jean s Piaget contributions related to the development stages, while referencial that will dialogue in the search by sense and comprehension of the geometric apprenticeship process and it runs over Richard s Skemp (1980) theory in order to explicit the student s apprenticeship according to the levels of instrumental comprehesion and relacional comprehension . The research has presented datum related to initial diagnosis evaluantion, the pedagogical intervention and analysis of the activities and students perfomance displaying still the results of the final evaluation. According to the results got, we could check the students group growth front to the acquisition of the concepts of perimeter and ��rea in comparison with the previous knowledges presented in the initial diagnosis evoluation of the students participants of the research. We have concluded evaluating the objectives of the research, connecting the strategies and reasoning employed by the students in order to resolve the questions and then to reach the objectives proposed by the teaching module. We have presented still the main obstacles to the apprenticeship of such concepts

Nas asas de ��caro: uma an��lise da Pedagogia Freinet do 2�� ao 5�� ano do Ensino Fundamental na perspectiva da a����o docente continuada

C��lestin Freinet was one of the most memorable educators of the twentieth century. He presented some educational alternatives that had the objective of stimulating the construction of pedagogic actions to promote the social development of the student based upon a work centered on the free expression as the way to self-structure the knowledge. With a permanent proposal of research based on the enquiry-based learning, Freinet set human capacity (cognitive, social-affective, psychometrical) taking cooperation in consideration on the processes of knowledge construction. Based on this referential, this present work has the objective to show Freinet s pedagogy in a continuous teaching action from 2nd to 5th grade focusing the teacher s discourse and also the educative practice of the students of a city public school in Natal. The observed work revealed the teacher s discourse and educative experience and delineated the students development while immersed into Freinet s educational practice. By virtue of the nature and specificity of the theme that guided our research, we chose a qualitative approach to it, as a way of conducting ourselves during our investigative process. We observed and analyzed the method that was used to conduct the activities in the classroom, as well as the ways of expression that the children used through drawings, words (oral text), or through writing. We highlight, among the written texts, the individual and collective texts, and also letters and notes, which during some moments served as a base to express a diversity of languages. The results, after a analyzing the research data, point towards a teaching practice that favors the construction of a significant learning process through the grasping of the school environment, on which all these factors are based: society, knowledge acquisition, abilities, attitudes and values. This learning process also strengthens human solidarity bonds and mutual tolerance, on which the student s social life is seated.

Pedagogia etnomatem��tica : a����es e reflex��es em matem��tica do Ensino Fundamental com um grupo s��cio cultural espec��fico

mongst the trends in Mathematics Education, which have as their object a more significant and criticallearning, is the Ethnomathematics. This field of knowledge, still very recent amongst us, besides analyzing an externalist history of the sciences in a search for a relationship between the development of the scientific disciplines and the socio-cultural context, goes beyond this externalism, for it also approaches the intimate relationships betwe_n cognition and culture. In fact, the Ethnomathematics proposes an alternative epistemological approach associated with a wider historiography. It struggles to understand the reality and come to the pedagogical action by means of a cognitive approach with strong cultural basis. But the difficulty of inserting the Ethnomathematics into the educational context is met by resistance from some mathematics educators who seem indifferent to the influence of the culture on the understanding of the mathematics ideas. It was with such concerns in mind that I started this paper that had as object to develop a curricular reorientation pedagogical proposal in mathematics education, at the levei of the 5th grade of the Ensino Fundamental (Elementary School), built from the mathematical knowledge of a vegetable farmers community, 30 km away from the center of Natal/RN, but in accordance with the teaching dimensions of mathematics of the 1 st and 2nd cycles proposed by the Par��metros Curriculares Nacionais - PCN: Numbers and Operations, Space and Form, Units and Measures, and Information Treatment. To achieve that, I developed pedagogical activities from the mathematical concepts of the vegetable farmers of that community, explained in my dissertation research in the period 2000 through 2002. The pedagogical process was developed from August through Oecember 2007 with 24 students of the 5th Grade of the Ensino Fundamental (Elementary School) of the school of that community. The qualitative analysis of the data was conducted taking into account three categories of students: one made up of students that helped their parents in the work with vegetables. Another one by students whose parents and relatives worked with vegetables, though they did not participate directly of this working process and one third category of students that never worked with vegetables, not to mention their parents, but lived adjacent to that community. From the analyses and results of the data gathered by these three distinct categories of students, I concluded that those students that assisted their parents with the daily work with vegetables solved the problem-situations with understanding, and, sometimes, with enriching contributions to the proposed problems. The other categories of students, in spite of the various field researches to the gardens of that community, before and during the pedagogical activities, did not show the same results as those students/vegetable farmers, but showed interest and motivation in ali activities of the pedagogical process in that period

Ensino de matem��tica, hist��ria da matem��tica e artefatos: Possibilidade de interligar saberes em cursos de forma����o de professores da Educa����o 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.

A (re)significa����o conceptual nas pr��ticas colaborativas com professores do Ensino Fundamental

The work objectified to apprehend the degree of the teachers' concept concerning the territory concept and to intervene with situations of critical reflections to accompany and to analyze the process of conceptual elaboration. It contemplates on the (new)meaning of knowledge and (new)elaboration of the concept in study done inside a pedagogic intervention. The Municipal School Dr. Julio Senna - Cear��-Mirim/RN and six (6) teacher-collaborators that taught in the 3rd and 4th grades of the fundamental teaching, constitutes the empiric field of the research. Its theoretical-methodological contributions are built in the studies of Vigotski (2000a, 2000b and 2001) on the formation process and development of concepts; in the methodology colaborate (Ibiapina (2004), Bartom�� (1986), Kemmis and Mctaggart (1988), Arnal, Del Ricon and Latorre (1992), Pepper and Ghedin (2002), among others) and in the critical-reflexive conception of the Geography (Soares J��nior (2000 and 1994), Silva (1998), Raffestin (1993), Santos (1994), Felipe (1998), among others). The accomplishment of the work presupposed starting from the reflections on the following subjects: which the teachers' understanding in the school space concerning the territory concept? How does happen the process of conceptual construction territory for the teachers? The analysis of the teachers' previous knowledge on the concept in study, evidenced that its apprehensions on the attributes of the referred concept went mentioned the to light of the perceptible dimension of the real-concrete relationships of the reality linked to the degree of the spontaneous concepts and followed by the ideas of the traditional, humanistic and cultural geographical conceptions (positivism and phenomenology), restricting the territory meaning the notion of State-Nation and place of the men's dwelling. In the intervention process, it was verified to real possibility of the acquisition of indispensable scientific concepts to the process of (new)meaning conceptual of geographical knowledge through the continuous practice of the educational formation, when it was evidenced that the teacher-collaborators acquired high degrees of attributions of the significance of the territory concept to the they elaborate generalizations by means of analyses and syntheses of the concept-attribute (essential and multiples) of the reference conceptual in study

O conceito de morte: significa����es de professoras dos anos iniciais do ensino fundamental

Cette ��tude appartient �� l un des principaux d��fis de l ��ducation dans l actualit�� qui est la production de connaissances concernant la mort comme objet d investigation th��orique et empirique dans le domaine ��ducationnel. Des recherches r��centes signalent le besoin d une ��ducation contemplant des ��tudes sur la mort et montrent l ��cole tel qu un lieu de d��bats et reflexions �� propos de ce th��me. Cette reflexion est relevante et fondamentale, ��tant donn�� que la mort fait partie du cycle de la vie et se trouve pr��sente dans les contenus scolaires des diff��rents domaines de la connaissance. Ce travail a, donc, l objectif d analyser les signification attribu��s �� ce concept mort et la relation qui s ��tablit entre eux et la pratique des professeurs de l enseignement fondamental. Il adopte en tant que r��f��rentiel les principes de la recherche qualitative du type ��tnographique (Andr��, Chizzotti et Meksenas), dans une approche socio-historique et en ce qui concerne la formation et le d��veloppement des concepts (Vygotsky, Kopnin, Guetamanova et Ferreira). La participation des professeurs a ��t�� faite par l observation participante, registres en cahier de bord et application d un instrument de construction de donn��es pour l appr��hension des significations attribu��s aux concepts qui sont �� la base de la pratique de cinq enseignantes des premi��res s��ries de l Enseignement Fondamental d une ��cole publique du r��seau d enseignement de l ��tat du Rio Grande do Norte situ��e dans la Zone Sud de Natal. De ce fait, les analyses et les interpr��tations des observations de la pratique dans la salle de classe et des r��ponses aux quinze questions li��es au th��me 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 d��sarticulation entre les expressions d��crites dans les questionnaires et les pratiques d��velopp��es en salle de clase. Ces reflexions mettent en ��vidence la n��cessit�� de re-penser l articulation entre l ��nnonc�� et la pratique des professeurs �� propos de cette th��matique au cours d une formation initiale et continue

Professoras e projetos: concep����es e pr��ticas no ensino fundamental

The discussion we have established in this study is about how the practice is developing educational projects based on work with because the methodological choice of the teacher. The study of an ethnographic qualitative approach was conducted with a group of six teachers in two public schools in School Administrative Zone north of the city of Natal / RN. Data were constructed from semi-structured, reinforced by the direct observation of the practice of teaching of teachers. The goals outlined were to identify the reasons why the option for the project, listing the benchmarks that subsidized their construction, the observation of everyday experience in educational planning and development of projects developed. In the light of information we can notice a complex and even contradictory, which is confusing the concepts and practices are weakened. The analysis revealed inconsistencies between theory and practice in working with projects, the fruit of little theoretical development of teachers. The adoption of the project as a methodological option has meant a change in direction of the effective action didactic. Reflects on this situation, it was concluded that there is a need to broaden the understanding of the significance of this type of work, covering the different dimensions that involve the practice of research, research and training of teachers. Even preventing the intentions and initiatives of the teachers, it must be emphasized is the process of learning within an approach that focuses the process of learning in multiple dimensions, inter-relational, both the capabilities of students in the areas of knowledge.