Em busca do tempo partido: a consciência histórica e o MST

The work that follows is dedicated to the study of the historic time experience by the political militancy from our time. The political militant from the left-wing is the one that denies the state of current things, recovering a historic experience located far before its time and projecting a future beyond the incessant reproduction of the present relations. We chosen the Landless Workers Movement, not as study object, but as specific place where this consciousness is made and can be comprehended. The historic consciousness study of the landless militancy is, for us, the best starting point to understand the magnification of the historical time operated on the change of social relations lived inside an organization. The time division between before and after, as well as the history being understood as a progress isn t a natural given data, but a construction that obeys the contradictions of the present. It, therefore, must understand how the present lived by the militancy operates changes on the consciousness of time. From documents, reference books, formation notebooks and several materials produced by MST, we try to understand the way that the movement tells his history and lists with this wider experience of the struggle for the change of the current social order. Similarly, when we hear reports of history of several militants, we try to comprehend how this wider narrative re-orients the sight over history himself, over the experience of contradictions on before and after making the landless militant

Testemunhos de um tempo vivido : fragmentos e contextos de uma narrativa de Janduís-RN

Shows up the memory of the elderly, as a consistent experience in the in the construction of the social memory of Janduís, Rio Grande do Norte, where the research takes place. Through an autobiographic narrative, in a qualitative approaching, the intent is to stand up aspects about the individual history and collective memories, starting in a simple question: what did they remember? A question that turns into many others, as how the remember and under which circumstances. So, the lived and remembered moments are the subject of this paper, as these testimonials shows and reveals the citizens typical aspects, intending to telling (again) the city s history by the memories of this people. By oral statements and the analysis that followed, subjective aspects that made a social memory, highlight in violent episodes, that, now remembered, occurred in the historical sediment, which connects several social times, establishing a narrative standard. In Janduís, this standard is about the memory that sticks out their individual ways, and the collective life, in the past, standing out the fair and the events that occurred on it, as the most remembered place, where the memories go stronger. When they narrate are incorporated others facts, the story is reinvented, connecting the past to the future. The paper also revels builders subjects aspects of a social memory, as historical sediment that joins the social times. At the present moment, the fair, to them, is a place that doesn t exist anymore; for the city, is a place of enlargement of women s presence at the trending spaces, which means a place of social transformation. That being said, the fair, in both times, present and past, turns into a analysis object, with important elements to reference narrative s time and place. And how the narrative update the past recorded in the old citizen s memory. What was intended to do was articulate the memory and the history form temporal and special etching that define the place and the narrative context: the lived and the remembered at the group s day by day. In that way, were identify the collective memory s common elements, enunciating the memory and the narratives that update that history, influencing and being influenced, forming in memories in a collective phenomenon fueling the local imaginary

O tempo das brincadeiras : memória, turismo e tradição em Barra do Camaratuba PB

Barra do Camaratuba belongs to Mataraca city, nearby the boarder between Paraíba and Rio Grande do Norte states. It was the chosen community to develop this research, objectifying to study the set of practical of the cultural manifestations and the implications of the local tourist activity, considering the cultural dynamics. We tried to reconstruct stories from the narratives of the oldest inhabitants, natives, among others that they had lived, some how, individual and collective experiences related to the popular tricks and the traditional parties, considering what they speak and imagine about their experiences and its culture. The Lapinha, the Pastoril, the viola s songs, the Balls of Concertina, the João Redondo, the Ox of Kings, the wheel of Coconut were common practical perceivable through the communitarian bonds. Among these manifestations, the only one that resisted for a longer time was the wheel coconut. The São Pedro s fest is another popular manifestation that appears on the current scene like the padroeiro party, while others cultural practical compose the spectacle s scenery. These questions cover many of the narratives of the interviewed ones in the interlaced thing between memory, tourism and tradition. Therefore, we tried to build our research from the memory, participant observation, orality, techniques of the life history, personal depositions, among others basic methods for the reconstruction of a collective memory . Speaking about the past of Barra do Camaratuba is to live again the parties, the blood relations, the terço , the work in the roçados , in the flour house, the fishing, the leisure and the habits of the daily life. In this community, there is the presence of conflicts of social and cultural order, caused for the hegemonic classes that sponsor the parties. In the padroeiro party we perceive that the mercantile logic has started, very recently, to transform the religious factor into an excuse to put into motion the local economy. This way, a community originated from artisan fishers and agriculturists, having the fishing practical as a way of subsistence and the tricks as a reference, they had started to compose a new social picture with the arrival of the others and with the presumption and recent tourist development. We perceive social, environmental and cultural impact transformations, exemplified by a non planned activity or a predatory tourism. The changes will always be pointed and compared with other passing in a sphere of relations lived by the natives, local players and fishers

Um tempo para Pandora brincar: etnografia acerca do tempo de lazer das operárias

The aim of this paper was to understand women s time as seen through the experiences of the women workers of Sobral-CE, who build free time and leisure time through the subjectivity of their histories as delineated by an everyday life as full of work as it is empty of leisure. The approach used here is an ethnographic one, through participative observation and narratives of working and leisure experiences. These workers everyday life reveals itself in the construction of their leisure time as related to their time of drudgery, in public as well as in private spaces. The responsibility of working away from home, as well as of carrying through domestic chores and of devoting themselves to their husband and their children was imposed upon women in a manipulative manner. This fact deprived women of their possibility of practicing and enjoying leisure activities. With the coming of the so called triple working day, women began organizing new strategies to elaborate, to organize, to create and to turn leisure activities possible. The interpretation of the trajectories of the lives of twenty women workers of a shoe plant in Sobral-CE was realized by the means of an ethnographic study. The thesis consists of the analysis of the construction of social times and of leisure practices, in a context interpenetrated by the cultural conditionings of much work and economic difficulties. The aim of the study was to understand how the women workers of Sobral-CE construct their practices and representations about free time and leisure in the web of sociabilities (possibilities, necessities, dilemmas and dreams). Everyday life is here defined as an ontological dimension of human life. Hence, it does not limit itself to the rituals, the celebrations or the exceptional conditions usually discussed by researchers

Família, aluno e professor: as forças tipológicas da educação básica na região metropolitana de Natal

This work was developed in the research line: "The habitus of study: builder of a new reality in the basic education of metropolitan area Natal" which is being developed with the support of CAPES by the Centre for Education. Acts, especially the problem of academic performance of students in basic education of the public in the Metropolitan Region of Natal (RMN). Thus, the aim of this paper is to construct a typology of students in the 9th year of basic education, attending the public schools (state or municipal) of MRN, 2009, and assess, according to these profiles, what personal characteristics student and their families: economic, social and cultural capital as well as teaching practices create environments capable of favoring a good educational development as measured by the performance obtained in the assessments in mathematics and English language. The data used were provided through the microdata Brazil Exam 2009 held by INEP. We used the methods Grade of Membership (GoM) for construction of profiles relevance of students according to the characteristics already mentioned. With these profiles was verified, which were effectively generating good performance in school curriculum components evaluated. The findings indicate that students belonging to the profile considered good environment, able to achieve better school performance both in Portuguese as in Mathematics, compared to the extreme profiles and adverse deficit

Direito fundamental ao tempo razoável do processo judicial: limites e possibilidades de concretização no ordenamento jurídico pátrio

This dissertation aims to address the limits and possibilities of realizing the fundamental right to reasonable time of the Brazilian legal system process. From this perspective, we analyze a reasonable time concept for the process, consistent with the civil homeland process; the relationship between efficiency, effectiveness, legal security and reasonable time of adjudication; a formal recognition of the fundamental right to reasonable time of the procedure in the Constitution of 1988; and the immediate applicability of this fundamental right. As indicated, the crisis of the Judiciary and procedural delay are problems directly related to the limits and possibilities of realization of the fundamental right under study. Moreover, we also present some mechanisms that can be used to overcome these problems. The subject was developed based on constitutional interpretation of fundamental rights, an approach that will always have this concern to be based on a methodology which includes the normative and empirical-dogmatic fields, realizing the fundamental right to reasonable time of the process. We adopted as methodological approach the study of this issue in judicial aspect, more specifically in the field of civil procedure. Finally, we weave through a critical and analytical view, our conclusions, which demonstrate the possibilities of overcoming the limits imposed to immediate implementation of the fundamental right to reasonable time of the process in our legal system

O piso salarial nacional: a valorização do professor na Constituição de 1988

The paper investigates the legal mechanisms used by the Legislature and the Executive to implement the constitutional principle of the teacher s minimum wage, which is proclaimed in the Constitution as a strategy of professional appreciation for this category. The text demonstrates that the legal mechanisms used to value the teacher were: the 1988 Constitution, the constitutional amendments to this Charter updated and modified the original text in relation to the matter, and finally, the Minimum Wage Law . Article nº 206 of 1988 s Federal Constitution established that basic education teachers, who work in public schools, would be entitled to a national minimum wage. Law nº 11.738/2008 ( Minimum Wage Law ) regulated the matter and made other determinations on the relationship between the State and the teachers such as the establishment of parameters for the distribution of the workload of teachers. Based on this law, since 2009 the minimum wage has been set annually by the Federal Government. However, state governments and municipalities throughout Brazil protested prescriptions contained in the Minimum Wage Law . In this context, some governors and mayors led the Supreme Court regarding the constitutionality of this law. The complainants considered that there was unconstitutional by the following: definition of the teacher s workday, which in the complainants point of view was competence of local governments; ensuring that teachers receive salaries tied to the minimum wage with retroactive effect; transformation of the minimum wage in basic salary, lack of sufficient budget in the states and municipalities to honor with the new values to be paid to teachers and, finally, determining workload for the teacher to perform other activities besides classroom activities. At the trial held at the STF the majority of Ministers rejected the claim and considered that the Minimum Wage Law , taken together, was constitutional. However, this decision did not alter the position of the managers or the interpretation of the ministers who agreed with the unconstitutionality of some aspects of the law. This means that one law can present differences in interpretation between ordinary people and among members of the Judiciary. The search showed the following conclusions: the law is not a definitive parameter of justice, because it is deeply linked to various interests; the development, implementation, and judgment of laws dealing with minimum wage of teaching are linked to historical and cultural aspects of society; the demand for enhancement of teacher and setting a minimum wage has only emerged in the late twentieth century, a fact explained in this work based on data that indicate the recent concern of Brazilian State with schooling a phenomenon typically Republican and with the professionalization of teaching emerging concern from the knowledge society; the Legislative and Executive search mechanism to implement the minimum wage of the teachers because of the contemporary need for professionalization of teaching

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

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

Autoconhecimento e práticas corporais: para uma educação transpessoal integradora do saber ao ser no processo de formação inicial dos alunos de educação física

This thesis deals with the self-knowledge importance and corporal practices and the contribution of the Transpersonal Education for the initial formation process of students of Physical Education. In this context, students are stimulated to come in contact with the bases of learning to know, to make, to live together and to be for the promotion of integral education. We give priority to holistic conception of educating based in Emergent Paradigm. In this conception, student in initial formation is led to get back the view of integral being, life and love as education basis. We had as starting point, the essential dimensions to the learning geared toward the embodiment integration, autopoiesis and trans-disciplinarity. This work presents tracks for the teacher formation of Physical Education. It deals with the unfolding of teaching experiences in 2006, in Graduation Course in Physical Education of Universidade Federal do Rio Grande do Norte, in subject of Corporal Conscience, offered to undergraduate students which can be characterized as an action-research. This process was chosen as knowledge and intervention method because it allowed knowing and acting at the same time, studying the conditions and results of accomplished experience. In shared meetings with reflected experiences, we appeal to the experiences of situations that had mobilized the corporal, emotional, mental and spiritual dimensions of participants. The data collected through observations, accounts, questionnaires and interviews of learning processes had been starting points for the beginning of dialogue along with students of Graduation Course in Physical Education. The findings had been interpreted through of hermeneutics and discourse analysis. In this research, participants are considered as protagonist and boosters of educative process. The theoretical basis was supported by Transpersonal Education which contributed for a peace culture and respectful relationship. In its initial formation process, this research protagonists had evidenced of the importance of transpersonal education, geared toward action and changing, new ways of being and living together, facing the daily conflicts from a human and rational perspective. The research emphasized the importance of a new look on the teacher formation of Physical Education to face the limits of fragmented formation. Thus, we recognize that through the teacher education process, the transpersonal education provided wide significant changes reported during research, extending and re-meaning different learning levels such as: cognitive, emotional, attitudinal, and behavioral geared toward the personal and transpersonal development, reiterating the relevance of self-knowledge for development and establishment of pedagogical practice which prioritizes the life direction. The necessity of integrating knowledge to being in the initial process of teaching formation was emphasized in all the transpersonal meetings

Formação de Docentes em Serviço: o processo formativo da experiência de estágio supervisionada

Este estudio que busca para identificar como la formación de un grupo de profesores experimentados ocurrió, el tener como objetivo para saber el modelo formativo de curso de Pedagogía conveniado con el pasillo de cuidad municipal de Teresina páctico acentuar el educativo en la forma de período supervisado de entrenamiento, para saberlos que habían sido construidos y reconstruidos por medios de learnings continuos de estas noticias para saber que son decurrente del proceso formativo. Para lograr la investigación adentro los dirigimos en la pregunta siguiente: ¿a donde estará eficaz la medida el proceso formativo en la pregunta provoque los cambios cualitativos en el práctico de los profesores, objeto de estudio? Tomando para la base este preguntar, defendimos la tesis de eso que el proceso formativo debe promover cambios cualitativos en práctico el pedagógico y en desarrollo profesional de el colectivo de experimentado profesores. En nosotros todavía los apoyamos, en las cuestiones siguientes de los norteadoras del estudio: 1- ¿Cono el proyecto formativo del departamento de métodos y las técnicas de la técnicas de la educación del UFPI era considerado, en vista del perfil de profesores con el promedio de diez años de experiencia? 2- ¿Cono el proyecto citado contribuye a la cuenta de la elasticidad del necesidades profesionales de los profesores en quienes dice práctico respecto el educativo el período del entrenamiento supervisó elevado a través en servicio? 3- ¿Que obstáculos las dificultades pedagógicas emergen del proceso formativo? Uno esta sobre una investigación que si los rellenos en os parámetros del investigación cualitativa de la matriz del etnográfica, soporte en el método de autobiogáfico, sin, sin embargo, asumís el cono solamente referencia: valorizou desde el punto de vista teórico conceptual y del perspectiva en el paradigma centrado en lo pensamiento de lo profesor. Varios autores fueran consultados para la composición de lo referencial teórico, opción esta que expresa las orientaciones de la línea de la pesquisa Formación y profesionalización docente del Programa de Pós Graduación de la UFRN. Dentre los autores podemos citar: Brzezinski; Freire; García; Gatti; Gauthier; Imbernón; Nóvoa; Nuñez; Perrenoud; Steves; Stenhouse; Schön; Ramalho; Tardif e Zeichner, entre otros. Tomando cono base es a perspectiva, consideramos que la práctica profesional debe ser iluminada por un teoria. Cuando lo profesor se apoya en una referencia su lado profesional gana una consistencia cualitativa e la aprendizaje de los alumnos consiguen niveis deseaveis. Asi, nos apoyamos nos aportes teóricos metodológicos encima citados, para iluminar nuestra relexión sobre nuestro objeto de estudio. La investigación que desarrollada teniendo cono ciudadanos 8 formadoras e 8 profesores pupilas de practico la educativa periodo supervisado del entrenamiento del curso del conveniado Pedagogía. Cono campo de la colección de información, habían estado implicados 7 escuelas de la ciudad, sitio de trabajo de los profesores y la agencia de formadora el UFPI. Los datos recogidos que analizamos habían sido recogidos por medio de cuestionarios, entrevistas biograficas, documentos personales (proyecto de la intervención práctica y diaria del el educativo), comentarios y proyecto del político pedagógico de la agencia formadora. Los resultados confirman que el modele formativo desarrollado práctico adentro el educativo el período supervisado del entrenamiento contribuyo de la manera significativa para avance del profissionalidade de los profesores. Los descubrimientos sugieren, la emergencia de un nuevo perfil de docente, siendo observado la parte de las características ligadas al sexo, edad, tiempo de ejercicio de la docencia, de la formación y de los saberes profesionales adquiridos y construidos en longo del proceso formativo. Lo proceso formativo posibilitó las docente la capacidad de transformación y rompimiento con antiguas practicas tradicionales por uso de nuevas estrategias de acción pedagógica

Olhares sobre a formação do professor de matemática. Imagem da profissão e escrita de si

The main focus of this thesis is the formation of a mathematical teacher at a college institution. The general aim is to describe and to analyze the formation process of a mathematical teacher which is an undergraduate student in Mathematics at the Instituto de Educação Superior Presidente Kennedy IFESP, in Natal-RN. It is based on a qualitative ethnographic approach, and has its theoretical anchorage in the (auto)biographical narratives, the social representative theories, and the mathematical education. The number of participants in this investigation was 12 undergraduate students, which corresponds to 25% of the total number of students. The corpus utilized in our analysis included 48 (auto)biographical essays, 12 (auto)biographies (formation's memories), and 12 contextualization files, besides the research's diary. The sources were obtained from the whole program of studies, i.e. from November 2003 to December 2006. The analysis revealed that the reminiscences of the 12 students' academic trajectory influenced their professional formation, since their images of a mathematical teacher were intrinsically related to the one they had before. These representations were being either demolished or constructed in a network along the assertive image of their profession, changing afterwards the mathematical representation and the teaching way of this discipline. Our study also shows that the beginning of their teacher career was marked by mechanical practices influenced by their old teachers. The (trans)formation of themselves and their teaching practices happened in a smooth way as soon as they increased their knowledgements in Mathematics, and it reflected upon the way they learned mathematics. The writing of their (auto)biographies helped the set up of new knowledgements, leaving to a self-consciousness as well as a self-formation, and contributed for the construction of a new way to see and to live the profession. Therefore, a mathematical teacher, for the undergraduate students of the IFESP involved in this work, is made at the interface of the familiar, academic, and professional context, besides the reflexive writings about the formation path, the way of life and the relationships among them

A formação do professor alfabetizador em cursos de Pedagogia: contribuições e lacunas teórico-práticas

To the we assume the disciplines of the area of Literacy of the course of Pedagogy, our intention has been the one of working the literacy, the reading and the writing as alive processes, as social practices inserted in the history, continuators of the subjectivity, done in the culture and producing of culture. The importance of the course of Pedagogy in the teachers' formation is unquestionable; however our goal is to highlight, in this work, the paper of that course in the formation of the teacher alphabetized, while mediator of the literacy process with an inclusive vision. In that to walk, it appeared us the following subject: which the contributions and the gaps theoretical-practices - of degree courses in Pedagogy - experienced for the exits of that course, in the specific pedagogic work of alphabetizing children, young adult and/or our study aims at to investigate, under the perspective of teachers alphabetizer licensed in courses of Pedagogy, the contributions and the theoretical-practical gaps of those courses, in the formation of the educator alphabetizer. In this sense, our work if it bases on the presuppositions of the qualitative investigation that leaves of the foundation that there is a dynamic relationship among the real and subjective world, an alive interdependence between subject and object, an entail indissoluble between the objective world and the subjective (CHIZZOTTI, 1998, p.79). The research is characterized as a descriptive and interpretative study and for the collection of data; the questionnaire, the semi-structured interview and the documental analysis were used. We took the following providences for the choice of Locus and of the subject of the research: it visits to the schools; compatibility of the criteria previously defined for choice of Locus and of the Subjects. For the choice of those schools, we defined the following criteria: that, in your individuality / totality, they were located in integral neighborhoods of, at least three of the four administrative areas of the city of Natal; that, in your individuality / totality, they contemplated the public spheres and private of attendance; that, in the year of accomplishment of the research - 2004 - they were offering infantile education and/or fundamental teaching; this last one gone back to the children of the initial years and/or for the youth and adult of the first levels of the modality of EJA; and that made possible the researcher's access. Front to the particularities of our study object and considering the criteria of choice of the locus, four public schools and three private schools were selected. Like this being, in those schools, we would look for the subject of our work that they would owe: 1) to be working, in 2004, with children's literacy, youths or adults: they as teacher (the), it as coordinator (the) that guides teachers alphabetizer, in public schools or peculiar of the city of the Natal-RN; 2) to be exit (the) of the degree course in Pedagogy, supplied by institutions of superior level (public or matters) of the city of the Natal-RN; 3) to have concluded your course of Pedagogy in the period of 1990-2004; 4) to have, at least, 01(one) year of experience in literacy rooms (TARDIF, 2002). The subjects interviewees concluded your courses of Pedagogy, in the period from 1990 to 2004, in institutions different from the city of Natal/RN, being five to the whole: two public IES and three deprived IES. Of the analysis of the data, the theme emerged, ' teacher's Alphabetizer Educational Formation in Courses of Pedagogy', with the following categories: contributions of the courses of Pedagogy; More important disciplines in the educational formation; Areas / Aspects lacunars of the courses of Pedagogy. The pedagogic practice of the teacher alphabetizer demands a formation from him found in you know educational, requested in the children's literacy, youths and adults. In that work, we defended the thesis that the course of Pedagogy is the locus, par excellence, for that formation, in spite of possible structural limitations and curricular of the referred course. In spite of the countless contributions of the pedagogy course for the formation of the teacher alphabetizer, our data appear for the need of a revision of the proposals curricular of that course, getting the attention for the importance of a proposal formation curricular more gone back to the literacy process / literate and for the social inclusion. We thought that, although insufficient, the teacher's formation in that perspective is a fundamental condition for a practice pedagogic alphabetizer to be promoted, in fact, inclusive and promoter of the school success

Alfabetizar crianças na escola pública: fazeres docentes em discussão

The most recent data of the Brazilian Test (BRAZIL, 2005) and of the SAEB (BRAZIL, 2007) have reaffirmed the serious situation of the Brazilian public school, where great part of the students, after to conclude 4º year of basic education, does not present minimum knowledge of reading and writing. In this picture, the situation of the state of Rio Grande do Norte, whose students had presented, in the last evaluation is particularly difficult, the worse performances of the country, in this area. The data also discloses that the failure pertaining to school, closely tied with the failure in the literacy, not only remains, as takes other aspects. In consequence of this picture, the literacy, even so widely argued in the last few decades, still instigates inquiries, as it is the case of this work. Our study got shaped due to reflections, as much to the theorizations to which we had access, as of the emergent questions of ours pedagogical practice. Through the past three decades, the studies in the area of literacy with the purpose to understand the constituent nature of the process, its aspects and its determinative ones has been intensified. The produced knowledge has contributed for the overcoming of the reductionist form as if it thought/thinks, in some contexts - this process. Such statements impel them to reflect concerning what is happening in the school, limiting or making possible the pertaining to school success. With these concerns, we delimit, as focus of study, the teaching action, having the following stunning question: What to make professors, in the context of the public school, to propitiate or hinder the process of literacy of the children? In this direction, our object of study is to make them professors who can propitiate or hinder the process of literacy of the children, in the context of the public school. The objective work to investigate, from practical of professors the teachers, that to make professors related to the literacy process - they can propitiate or hinder the learning of the written language, for the pupils of the public school, at the beginning of the school process. The work if inscribes in the qualitative boarding of research and if it configures as a case study, with characteristics of Research-Action, inspired by the following principles: authenticity and commitment and systematic restitution. For the retraction of the data, they had been used: half-structuralized interview; participant comment; meeting of studies and reflection; register in daily of field. We define as locus of study, a school of public net and, more specifically, a group of the initial years of school process that integrates the cycle of literacy . Of the five invited teachers, only one demonstrated interest in participating of the work. Its group of first year of the First Cycle of basic education is composed for 34 children, with ages between six the nine years. The data constructed by means of the described procedures, as well as its analysis, make possible to identify, between the many aspects and to make that they compose the pedagogical dynamics in the context of classroom, the following categories to make articulated with the literacy process: 1. To make of practical the relative ones to the planning, understood as To make relative: 1,1 distribution of the time-space/routine; 1.2 to the didactic activities and/or sequences and teaching interventions; 1.3 to the organization/election of the contents; 1.4 to the materials/didactic resources and 1.5 to the evaluation. 2. To make relative to the interaction professor-pupil, systemize in: 2.1 attention to the diversity; 2.2 to the affectivity. These to make, in the form as if materialized in the practical one observed, had been reflected, jointly with the teacher, as constituting parts of obstacles to a perspective of literacy. By means of the sharing of the reflections, anchored in theoretical conceptions concerning the practical one of teach-learning and, more specifically, of literacy, we register indications of new meanings of these to make on the part of the teacher in conducting them as providers of learning of its pupils, first purpose of its teaching performance. This finishing, possible synthesis at this moment is, therefore, point of fond and departure for new studies

Representações sociais de professor partilhadas por licenciados a partir de imagens de professor

This investigation had the teacher as object of study, whose objective was to know and analyze the teacher‟s Social Representations (SR) shared by undergraduates, as from images of this professional (teachers´ photos of several levels and school systems). It was searched out the process of depreciation or estimation, in which the teaching profession has been passing, trying to catch, specifically, possible existing correlations among such SR and the reflections in the attitudes developed by these students about their own development and professional practice. The data collection was carried out at the Federal University of Piauí Teresina with 165 undergraduates (15 from each course). It was applied a semi-structured interview, mediated by iconographic grouping (SALES, 2000, 2007), outlining a methodological widening of the studies fulfilled by (ROAZZI, 1995). It was used the function Factor Analysis, available in the SPSS (Statistical Package for the Social Sciences) for the analysis of the quantitative data, and it was proceeded a content analysis through the categorical analysis technique (BARDIN, 1977) for the analytical procedures of the qualitative data. It was resorted to the SR theory (MOSCOVICI, 1978) for the data interpretation and the Theory of Signs (PEIRCE. 1995) in the understanding of the decodification processes of signs that were present in the photos worked. It became evident that the undergraduates perceived the teaching profession inserted in a hierarchical scale of values (positive/negative), directly related to the school system and the teaching level, in which the teacher works. Most undergraduates share teacher‟s SR of negative content, consolidating the hegemonic SR about the teacher‟s social depreciation, although some of them imagine themselves, in the future, inserted among the teachers more appraised, showing that the SR orientate the positive and negative attitudes about the teacher. The presence of SR that mobilize the interviewers‟ attitudes in opposite senses related to the teacher, offer evidence of the necessity of future studies that can use a methodology more focused to understand other motivation factors that the undergraduates give evidence of having to the course they have chosen, besides the ones inferred by the SR caught in this investigation, as well as to establish a correlation between the teacher‟s SR (positive and negative) and the social economic level of the interviewers that share them. Such data revealed itself necessary since the literature signalizes for a relation between the course chosen and the applicant‟s social-economic level, and that the applicants‟ objective conditions to the licenciature courses are related to the subjective hopes that their group supplies

Padre Miguelinho :o intelectual, o professor, o revolucionário - vozes que se fazem ouvir

This research work worries in building the history of the natalense priest Miguel Joaquim of Almeida Castro, Miguelinho, I don't just eat one of the heroes and martyrs of the Revolution From Pernambuco of 1817, as bill the traditional history, but also the educated man, the intellectual and the admired teacher. The studied period understands the beginning of the century XIX, when priest Miguelinho comes back to Brazil, coming of Portugal, to assume teacher's occupation in the Seminar of Olinda, and it ends in the year of 1817, marked by the Revolution From Pernambuco, one of the most important movements in the fight for the liberation of Brazil of the Portuguese domain. Miguelinho, one of the leaders of the Revolution, that also reached the provinces of Paraíba and of Rio Grande do Norte, it was executed by the real troops. Like this, he tries to understand the Priest's conflicting relationship, while representative clergyman, of a Church that almost obtained a religious monopoly, and your ideals per centuries more gone back to a social and economical order of Illumines, that even certain point condemned the attitude of the own Church. The objective, then, is to understand through the path of priest's Miguelinho life, not only the intellectual, the teacher and the revolutionary, but the representation of your political and pedagogic-educational ideas in a die historical moment and the creation of the republican myth, looking for the plurality of an universe that seeks, per times, to flee of our theoretical context