Educar para o lar, educar para a vida :cultura escolar e modernidade educacional na Escola Doméstica de Natal (1914-1945)

La recherche propose un nouveau regard sur l Institution Scolaire École Doméstica de Natal, en essayant de tenir compte de la multiplicité des auteurs et des pratiques développées à l école qui définissaient le mieux et expliquaient les phénomènes de cette réalité éducative et des rapports avec le temps et le lieu où elle s insérait. Pour ce faire, les concepts de mémoire et culture scolaire ont été fondamentaux pour la compréhension de ces pratiques, parce qu ils ont contribué à notre lecture historique-culturelle de l ensemble d aspects institutionnalisés à l école, comme son curriculum, ses finalités, ses façons d enseigner et d apprendre, ses règles de conduite, ses normes, enfin, ce qui caractérisait son organisation et ses pratiques quotidiennes. C était l École Doméstica de Natal l institution pionnière dans le modèle d éducation féminine au Brésil, nous le reconnaissons en priorité et nous visons à le circonscrire à son indélébile contribution à l Histoire de l Éducation de Rio Grande do Norte. Conçue par un modèle d organisation scolaire européen pour l éducation féminine, l École Doméstica de Natal a été inaugurée en 1914, en ayant comme créateur l intelectuel de Rio Grande do Norte Henrique Castriciano de Souza. Sa singularité, s opposant aux écoles féminines existantes au Rio Grande do Norte et au Brésil en ce temps-là, était dû au modèle scolaire adopté, qui appuyait sur la formation d une femme préparée à répondre aux aspirations modernes surgissant avec l avènement de la République. Ce contexte exigeait de l école la formation d un modèle de femme dans les aspects moral, physique, culturel et intelectuel modelés sur les idéaux de l ordre et du progrès. Ce serait une nouvelle méthode d éducation scolaire qui pourrait favoriser la modernisation des anciennes méthodes d enseignement, provoquant le surgissement de modèles qui impliqueraient une nouvelle organisation pédagogique aux écoles de l`État et conduiraient la ville à de nouveaux et hauts paliers de culture et civilité. Avec cela, l école contribuerait à ce que la femme joue un rôle dans la société d une manière plus active, sociale et mieux adaptée. Les mots ordre, nouveau, civilité, moderne et progrès se répandaient et s entrecroisaient avec des valeurs archaïques toujours permanentes et enracinées dans la vision de vie et l idée de monde d alors. Ainsi, on voyait que l École Doméstica était une institution modèle, spécifique dans sa fonction, qui apporterait à la ville et, particulièrement au Rio Grande do Norte, des idées de civilité, ordre et progrès

O trabalho do gestor escolar: intensificação e implicações administrativas e pedagógicas na gestão da escola

Analyze the work of the school manager who now faces the changes experienced in school management for the last two decades. We propose that there have been changes in school management that have generated a larger number of activities to be developed by managers, causing both the intensification of work and a greater involvement of professionals in the financial-administrative dimension of their work in opposition to the political and pedagogical dimension. This study has a historic-critic approach. That is why we performed semi-structured interviews with school managers of the city schools in Natal RN, BR as a methodological procedure. We also analyzed the literature as well as the documentation relevant to this subject. From the study it was possible to conclude that changes in the field of school management and also teaching have led to an intensification of work of school managers and that such changes have not been followed by corresponding improvement in working conditions and teaching career of these professionals. They, as a rule, are considered by controlling agencies and by the school community as the primarily responsible for the school condition and for creating actions or projects that may improve the institutional objectives and results, including even the maintenance of the institution. Moreover, the growing number of administrative activities represents for obvious reasons extra work for these managers, who, when trying to cope with the growing bureaucratic situations, end up misplacing other political and educational aspects of school work, which may undermine the final purpose of school itself. We stress that we must broaden the discussions on the functions of the school manager, so that this worker can actualize a pedagogical project more committed to an emancipatory nature, despite all the challenge in keeping the school running in often-precarious conditions

Atuação da escola frente à violência: estudo comparativo entre duas instituiçoes de ensino

It is a descriptive, exploratory study, quantitative comparative approach, whose general objective was to analyze the violence at school in a comparative way in the context of two schools in Natal / RN. The specifics were to identify the types of manifestations of violence in the contexts of public and private schools, to identify the position of the leadership, teachers and school staff during and after the occurrence of manifestations of violence in the school environment, to identify measures to prevent violence within of schools. The results show that 68 of the 121 participants (56.20%) were female and 53 (43.80%) were male, 38 (31.40%) were between 40 and 49, 85 (70.2%) lived in the south of Natal (RN), 46 (38.02%) specialization, 68 (56.20%) were Catholic, 63 (52.07%) married, 41 (33.88%) received between 03 and 05 and 68 minimum wages (56.20%) were teachers, 51 (42.15%) 02 employees (01,65%) and directors, 46 (38.02%) providers had between 05 and 14 years and 11 months experience in teaching 70 (57.85%) less than five years in the job, 68 (56.20%) worked between 20 hours and 40 hours per week, 81 (16.30%) worked in the 9th grade of elementary school II. As for the sizing of violence, 111 (91.74%) respondents witnessed episodes of this event who work in the institution, 100 (82.64%) witnessed verbal violence, 87 (71.90%) called for parents when some event happenedviolent that it caused injury to students, 66 (54.55%) believed that family violence is the main reason for young people practiced bullying, 44 (38.98%) reported daily episodes of bullying, 64 (52.89% ) the event happens in the courtyard. Of the 37 victims of violence at school, 22 (59.45%) suffered verbal abuse, 18 (48.65%) experienced violence once a week, 36 (97.30%) were attacked by students, 104 (85.95 %) are able to differentiate the bad acts of bullying behavior, 28 (23.14%) separated the involved coordination and communicated verbally, 23 (19.00%) stated that the coordination of schools talked with parents about the aggressive behavior of the student. Regarding the actions taken to minimize bullying, 69 (57.02%) participated in any professional education process, 47 (38.84%) was the educational process at another institution, 49 (71.01%) took courses lasting 12 to 24 hours, 59 (48.76%) stated that interaction with parents and family was the most stimulated by the school to try to minimize and prevent the event and 116 (95.87%) participated in meetings at the institutions surveyed , 58 (50.00%) responded that the meetings took place every two months and 121 (100.00%) reported having no refresher course on school violence in the schools surveyed. We conclude that violence in schools has been expressed in any social class and that professionals are poorly prepared to deal with the situation. So we hope that education professionals through the reading of our study may realize that school violence takes place in any institution affecting the lives of all who make up the educational universe. It is extremely important that these professionals always seek to empower through knowledge so that they can develop strategies to prevent and minimize the bullying to change the reality of the workplace

Clima e cultura de segurança do paciente em uma maternidade escola: percepção dos profissionais de enfermagem em terapia intensiva

Since the publication of the report "To Err is Human" by the Institute of Medicine (IOM) , which estimated that between 44.000 to 98.000 Americans die annually as a result of errors in health care, patient safety spent gaining prominence, emerging studies assess the safety culture by measuring the safety climate. In this context, the aim of this study was to identify safety culture perceived by nursing professionals working in the intensive care unit of a maternity school in Natal/RN through the Security Attitudes Questionnaire (SAQ). This was a descriptive study, cross-sectional and quantitative approach undertaken in the Intensive Care Unit Maternal and Neonatal a maternity school in Natal/RN. The project was submitted to and approved by Brazil Platform Zip/UFRN under number 309 540 and CAAE 16489713.7.0000.5537. It was used to collect data two instruments: a questionnaire in order to collect socio-demographic data of the subjects and the Questionário Atitudes de Segurança , a cultural adaptation to Portuguese of the instrument of the World Health Organization titled Safety Attitudes Questionnaire - (SAQ ) Short Form 2006. The collected data were analyzed quantitatively by the organization in electronic databases in Microsoft Excel 2010 spreadsheet and exported to statistical software for free access to be coded, tabulated and analyzed using descriptive statistics. The study included a total of 50 nurses, 31 and 19 of the NICU Maternal ICU, predominantly female, mean age 35 years, median time of 10 years training and working in maternity, mostly, less than 05 anos. As a result, two articles were produced. The first refers to the first two domains of the instrument entitled "climate of teamwork" and "climate security" . The scores of the two areas were slightly higher in Maternal ICU compared to the NICU, but no sector has reached the ideal minimum score of 75: in the first domain Maternal ICU had an average of 74.77, with medians of 75 and 100, while Neonatal ICU reached an average of 69.61 with median also 75 and 100, while the second field means were 69.35 and 66.01 for Maternal and Neonatal ICUs respectively, with a median of 100 in the two sectors. The second article relates to the field "Perception Management Unit and Hospital", which 9 assessed the perception of management units and motherhood by professionals. In general, the items of the domain in question also obtained scores below the ideal minimum: 63.68 to 51.02 and maternal ICU for neonatal, featuring a clear separation between the management and the professionals who work in direct care. These findings indicate a warning sign for the institution and point to the need to implement actions aimed at patient safety

Festa na escola e a autopoiese do lazer

This study shows the problem of school party and its relations with the perspective of leisure autopoiesis in the lives of students living in student housing. It has aimed to describe and interpret the most meaningful leisure experiences in daily life of a student housing and the ludopoietic processes for the humanescent self-education. From the theoretical assumptions supporting the development of this research have highlighted: Education by Freire (1996); Embodiment by Pierrakos (1990); Leisure by Dumazedier (1999); Party by Duvignaud (1983), Playful by Schiller (2002), Working by Freinet (1998), Autopoiesis by Maturana and Varela (2001), belonging to each day by Certeau (1994). A qualitative study adopts the principles of existential action research, in an ethnofenomenological perspective. As a methodology, we use the metaphor of sowing covering the planting, flowering, harvest and new planting. The scenario was to sow the Escola Agrícola de Jundiaí - RN. Twenty-five students residing in the school participated in research from 2007 to 2008, which involved more actively in the development of an extension project for the implementation of recreational and leisure experiences in that institution. The main instruments used for the construction of data collection were: participant observation, questionnaire, interview, game sand and photographs. The process of data analysis with the ethnofenomenological principles emphasized the following points: experientiality, indexicality, reflexivity, self-organizability, adoptability, archetypal and humanescenciality. New meanings of ludopoietic flowering of seed "party school" were revealed, and you can see the emergence of autopoietic leisure as a big green tree, able to sprout in soil properly fertilized to produce wonderful fruit of joie de vivre

Os discursos sobre a educomunicação na rádio escolar: um estudo etnográfico e m uma escola pública

This research analyzes the discursive construction of Educommunication, from a training course of educommunicators, with teachers and students of school Profº Francisco Ivo Cavalcanti, state public school, geographically located in the city of Natal / RN, studying the constitution of the meanings that educommunication practice in School Radio acquires for trainers and course participants (teachers and students). The socio-historical context in which this research is based corresponds to the new social reality, mediated by information and communication Technologies. These technologies drive the educational institution to train students in the use of different languages that permeate society. But to do so, you must have also enabled teachers to work Communication technology to meet the aspirations of young people and adults who are part of the educational community. The objectives are to identify the conditions of discursive production around the educommunication practice in Radio School, examine the discursive construction of instructors and course participants in Educommunication and its dialogical brands, and see how the course participants relate to their educommunicative practice in the educational contexts, attributing meaning to the place of teachers and students. Therefore, this research uses ethnography applied to the school context as a methodological option, Pecheuxtian Discourse Analysis, the principles of Educommunication, the reflections of Paulo Freire and the concepts of Dialogism in Bakhtin as theoretical contributions. We adopted three areas of knowledge: Language, Communication and Education, in order to produce an analysis committed to the aspects that involve the use of radio in the school environment to promote an educommunicative practice. With this research we have built a web of meanings about the school that we are forming or we want to form in the XXI century, because we used the discourses of teachers and students immersed in new knowledge and practices in order to propel them to be subjects of communication in educational environment for a qualitative transformation of being and doing in school.

Uma escola e muitos sentidos: um estudo com os sujeitos jovens da EJA na Escola Estadual 15 de Outubro

Work that aims to understand the meanings attributed to school knowledge by young students of the EJA State School 15 October, located in the Natal’s North Zone. Young people were elected as the focus of interest for having a numerical expression increased in groups of adult education EJA, but above all, they demand for new issues and specific to school. For the research, we used methodologically the Comprehensive Interview organized by Kaufmann (2013), making use of its own analytical and organization of information, captured through semi-structured interviews and on-site observation. Whereas the meaning ascribed to it in relation to the school knowledge conditions the way to experience the school, sought the theoretical constructions of Bernard Charlot (2000; 2005), the understanding of knowledge as a relation of the subject with you, with each other and with the world, so we know beyond the object content. Analytical work incorporates also the contributions of Marc Augé (1994, 1997) with respect to the understanding of meaning as a social construction. Reflections were also made in light of Michel de Certeau (2012), in that it allows you to take the students as active subjects and producers of survival tactics in life and at school. From the speech of students, seized three units of meaning, namely: the learning considered most important by young students, which make up a set of ethical and moral values; the school as a guarantee of "a better future", in which young people seek to ensure a job in adulthood, however, from a "magical relationship" with knowledge, in that the target of young students is more the certificate completion of the level of education they attend, which is not necessarily associated with school learning. The third core seized sense is the school as a place of socialization, that is, a space where you can meet with friends to talk. There is therefore a relationship with knowledge that is prestigious for the youth of adult education EJA; there is an objective expectation of these students about the school; and they do "use" of the institution to "meetings" that are not necessarily with the curricular knowledge. Consider, therefore, these questions which hold school sense of reframing, is part of an effort to understand the subject of adult education EJA and helps to think ways to ensure continuity and their success in the institution.

Saberes e perspectivas dos docentes em torno do currículo de uma escola pública rural do RN

Este trabajo tiene como objetivo analizar los saberes y las perspectivas docentes en torno al currículum de una escuela pública rural de Enseñanza Fundamental del Río Grande do Norte considerando, sobre todo, los debates sobre la Educación en el Campo en Souza (2006, 2007), Arroyo, Caldart y Molina (2004) y Fernandes (2002, 2004). La propuesta surge como alternativa para la elaboración de proposiciones curriculares para mejorar la calidad de la enseñanza en esas escuelas, según las características específicas de la educación escolar en contexto rural, en la expectativa de que esta sea un elemento para el desarrollo local y global de las comunidades rurales. La fundamentación teórica para responder a la investigación, se respalda en las consideraciones sobre los saberes docentes teniendo en cuenta las lecturas de Gauthier (1998), Tardif (2011), Pimenta (2009), Paulo Freire (1996), Nóvoa (2007, 2008) y las referencias sobre el currículum crítico y postcrítico discutidas en Giroux (1997), Silva (1999), Moreira (2008), Moreira y Candau (2003, 2010), Sacristán (2000) e Sacristán e Gómez (1998). La referencia empírica se constituye de una escuela pública de una comunidad rural en el municipio de São José de Mipibu-RN. Los sujetos sociales de la investigación son cuatro profesores(as) que trabajan en los años iniciales de la Enseñanza Fundamental. Se recurrió a la investigación etnográfica fundamentada en los estudios de Lüdke y André (1986), Sandín Estebán (2010) y Gil (2007), una vez que el análisis del cotidiano escolar, bajo el mirar etnográfico, a través de los procedimientos de la observación participante y de la entrevista semiestructurada, permite el contacto directo del investigador con el ambiente en estudio, registra el no documentado, y percibe la institución escolar como espacio cultural, caracterizando varios grados de acomodación, contestación y resistencia inmersos en una pluralidad de lenguajes y objetivos conflictivos. Las observaciones hechas en la clase y las enseñanzas de los profesores y profesoras permiten comprender que los saberes y perspectivas docentes, a partir de las experiencias del profesorado, lanzan expectativas socioprofesionales sobre la docencia e intensifican el papel fundamental del docente en la construcción de los saberes, de las prácticas y concepciones del mundo rural, de la escuela rural y de la función social de esta. Los hallazgos de la investigación con los profesores sobre el contexto rural apuntan para la necesidad en problematizar verdades socialmente construidas, bajo la orientación de una racionalidad que reconozca el espacio rural como productor de la existencia. A partir de los análisis construidos, se pudo reconocer la necesidad de una política de formación conceptual específica para el profesorado de las escuelas rurales, anclada en el concepto históricocultural del rural. También se reitera la urgencia permanente y continuada en revisar los procesos de formación, vividos en la escuela, que contemplen las peculiaridades de la enseñanza rural, en una visión contrahegemónica del urbanocentrismo, a partir de un análisis crítico sobre el marco legal de la Educación del Campo.

Escola: lugar político da diversidade sexual e de gênero

This work aims to understand how the public school system has become a failing institution with regards to sexual and gender diversity. I start from the principle that the school system performs a social sorting operation, leaving out of its halls almost all people who don‘t fit into the established heteronormative social order. First, I explore the experiences of primary school (Educação do Ensino Fundamental) professionals from the public network (Rede Pública Municipal) of the city of Natal-RN. I consider their narratives a result of daily practices which denounce the rules that govern and produce them in a broader context. Then I aim to establish a dialogue with the students who are victims of name-calling, teasing and abuse for not aligning with the ―normal‖ gender standards. At this stage of the research, I conducted fieldwork at the State Secondary School of Rio Grande do Norte (Escola Estadual de Ensino Médio). This investigation is guided by the following questions: What challenges need to be addressed in order to recognize the students who have been excluded from the school environment on account of sexual and/or gender differences; additionally, how can their classroom attendance and positive learning experience be ensured? To what degree is the school community concerned with building education practices which value and acknowledge sexual and gender diversity? The research goals were: to analyze how the school and its professionals deal with sexual and gender diversity, investigating which pedagogical practices silence, freeze and obstruct the diversity of student identities; examine how the school and its subjects work toward building new pathways for learning, for coexistence, and for facing the challenges of ―new‖ social demands such as homoaffection; observe the spaces that are cracked open by the presence and the voices of students who demand recognition of their existence.

A criança [pobre] em escola católica na cidade paroquial de Jardim do Seridó (Rio Grande do Norte, 1943-1951)

ARAÚJO, M. M. A criança [pobre] em escola católica na cidade paroquial de Jadrdim do Seridó (Rio Grande do Norte, 1943-1951). Educação e Filosofia (UFU. Impresso), v. 23, n.46, p. 19-36, 2009

Muitas histórias, uma imagem: a percepção sócio-ambiental de alunos residentes da Escola Agrícola de Jundiaí

Tendo como base os conceitos de espaço, lugar, ambiente e imagem, sob as vertentes da Arquitetura e Urbanismo, Geografia e Psicologia Ambiental, esta pesquisa teve como objetivo averiguar a percepção de estudantes da Escola Agrícola de Jundiaí (EAJ UFRN) a fim de identificar aspectos das interrelações pessoa-ambiente que diferenciam tal escola de outras instituições. A coleta de dados utilizou multimétodos e investigou um grupo de alunos residentes na Escola que cursavam o ensino médio e técnico em agropecuária em 2006, analisando seus discursos, comportamentos e atitudes de modo a identificar os principais elementos da imagem sócio-ambiental da EAJ. Os resultados apontaram locais, práticas sociais e símbolos representativos da instituição, indicando espaços (construídos e naturais) adequados/inadequados às necessidades/expectativas dos estudantes incluindo a ampliação da interdisciplinaridade no conjunto de suas atividades. Além disso, a fim de incrementar a análise sócio-ambiental em instituições que promovem experiências exitosas, recomenda-se que os aspectos cotidiano e tempo sejam mais profundamente investigados em estudos futuros na área