Por uma pedagogia do oprimido midiático: meios de comunicação e suas intervenções na escola

En este trabajo nos ocupamos de la convergencia de la fotografía, el vídeo y la música, intermediado por una estación de radio en la escuela, instalada en la escuela Municipal de Djalma Maranhão, Natal, Rio Grande do Norte, en una clase de 5º año de jóvenes y adultos en el año escolar 2007. Se analizan las intervenciones causados los que participan en la vida escolar, a partir de las actividades realizadas por ellos, en la producción de programas de radio. Los procedimientos metodológicos sobre la base de la etnometodologia (COULON, 1995a, 1995b), en la investigación cualitativa (BOGDAN, BIKLEN, 1999, DENZIN y LINCOLN, 2006), participante como observador (MAY, 2004) y la investigación-acción (THIOLLENT, 1992). La comprensión de Paulo Freire en la comunicación e la educación es nuestro principal referente teórico. Los experimentos citados en los medios de comunicación revelaron varias posibilidades de mejora en la enseñanza y el aprendizaje, como el aumento de la autoestima de los estudiantes, social y de inclusión educativa de personas con discapacidad, disminución de la timidez y facilitar la comunicación entre los sujetos, lo que permite el diálogo entre ellos, intervino en sus relaciones sociales, más allá de los límites de la escuela. La investigación confirma, entonces, que la comunicación y la educación son parte de la misma naturaleza

Pau e lata para uma educação musical: uma partitura de vidas

The field of experience and reflection in this dissertation is the Pau and Lata: Artisticpedagogical project and its activities in the field of music education It was created in 1996, by the Community School Sementes da Luz, located on Tabuleiro do Martins district, Maceió / AL. The work extended to the Rio Grande do Norte and later returned to Alagoas, keeping their activities in both states, involving approximately 280 people. The issues that moved us front the experience of Pau e Lata were: What are the main references and theoretical-methodological elements that constitute the formation of the musician in Pau e Lata? How members perceive this project and include themselves in the educational process of music formation? How it works and what is the meaning of the use of instruments and the learning of musical writing and reading? These questions lead us to undertake this dissertation, in order to deepen reflection on the processes of musical training on Pau e Lata, relating the experiences of its members in the process and the theoretical references governing their educational practice. In this sense, we outline the research objectives, which are: describe the Pau e Lata project, focusing on their context of action and their methodological processes; investigate the relationship between the effective participation of its members in the process of composition of the artistic and pedagogical repertoire and its performance in the field of cultural militancy in the environment where it operates. The writing process of this research is based on the phenomenological perspective. Therefore constitute our methodological research path two roads that communicate: 1) the organization and description of historical record of Pau e Lata (supporting documents, certificates, posters, etc.) and memories of the researcher and from other members of the group. 2) the formation of focal groups and writing and sending, via online, testimonials the participants of Pau and Lata relating to issues scrap and onomatopoeia, respectively. Participated in this process 11 components, adding the presence of the researcher, with the age between 21-45 years, all members of Pau e Lata, Core UFRN. The results of this research are focused on the discussion of three axes that describe and guide the work of the Pau e Lata: collective work, the use of the scrap as instrument and the onomatopoeia as base of a methodological process of musical training. This score was composed of three parts. The first part is presented from a collection of references from Pau e Lata, composed of printed and videographic records. The second part refers to the instrument used by Pau e Lata, and the perception of group members on these instruments, which occurs so that they are integrated in the training of the musician.The third axis tells how and what it means learning of music writing and reading, that occurs in two related aspects: the teaching-learning process and the body as a musical element in this process, associated with other actions characterized as studies and theoretical deepening

Processo identitário e saberes docentes: um estudo a partir da prática de ensino no estágio do curso de pedagogia da UFRN

Esta investigación parte del interés en la comprensión de la cuestión de los conocimientos enseñanza, precisamente el conocimiento necesario para el profesor profesional relacionada enseñanza, es decir, cuáles son los conocimientos, los profesores a construir en su contexto de trabajo. Somos conscientes de que el escenario es un momento de importancia fundamental para el desarrollo del conocimiento inicial de la profesión docente y la construcción de la identidad profesional. Tratando de entender estos aspectos nos preguntamos: ¿Qué conocimientos de los futuros profesores construyen o se movilizan durante la práctica docente desarrollado en el escenario? Nuestro objetivo es entender el proceso de identidad de estudiantes Pedagogía UFRN e identificar el conocimiento construido sobre la práctica docente desarrollada durante el entrenamiento supervisado de dicho curso. Se trata de una investigación cualitativa, y tenía como instrumento de recolección de datos, entrevistas semi-estructuradas con diez (10) en 2014.1 académicos que habían ocupado la práctica docente en el entrenamiento supervisado. Las entrevistas fueron sometidas a análisis de contenido propuesto por Bardin (2011). Como marco teórico, los autores también apoyan en tan Tardif (2012), Pimenta (2012), Nóvoa (1995), Perrenoud (2002), entre otros, se trata de la enseñanza de conocimientos dentro de la profesionalización docente, estableciendo relación con el proceso de identidad. Los resultados indican que, en lo que respecta a la identidad profesional, estudios teóricos en el curso de formación inicial, junto con las experiencias vividas en su mayoría en el escenario, contribuyeron a cambiar lo que los estudiantes sabían acerca de ser un maestro. Por lo tanto, algunos han fortalecido la identidad con la profesión, mientras que otros han renunciado a invertir en la carrera docente. En cuanto a conocimiento construido, se puede decir que los alumnos se dan cuenta de la pluralidad de conocimientos necesarios para una profesión tan compleja como la enseñanza. Sin embargo, a modo de síntesis, este conocimiento a su vez a aprender a planificar lecciones considerando las necesidades de los estudiantes y su contexto social. Los participantes declaran saber cómo llevar a cabo la mediación del aprendizaje a través del diálogo y actividades bien estructuradas y afecto contribuye al aprendizaje. En este sentido, se entiende que las construcciones de conocimiento en el escenario se articularon a reflexionar sobre su propia práctica e indican lo que era más importante en términos de aprendizaje de la percepción de los estudiantes. Sobre la base de este entendimiento, creemos que los momentos de observación (primero paso en el escenario) y el muy regencia podrían considerarse en el proceso de formación, para que los estudiantes se registre el aprendizaje proporcionado por la práctica. Es necesario, por tanto, que los estudiantes investiguen su propia actividad pedagógica, convirtiendo sus conocimientos en una continua construcción y reconstrucción de sus identidades a partir de la importancia social que conceden a la enseñanza.

A pedagogia de projetos e o ensino de música na educação básica da cidade de Natal/RN

This research aims to investigate the use of Project based learning as a method for teaching music in Elementary Schools located in Natal, RN. Its main objective is to analyze how this method is used during the classes of music at school context and which are its implications to the process of music learning acquirement. The specific objectives comprise: gathering the music teachers in preschool that work with project based learning as a method for their classes; identifying how the theory meets their practice; and analyzing how project based learning contributes to the learning process of music within schools. The main scholars adopted as theoretical reference were Boutinet (2002), Hernández (1998; 200), Antunes (2001), Cavalcante (2009), from Education area; and Penna (2008), Fonterrada (2008), Queiroz (2012), regarding Musical Education. Such choice was made in views of identifying the relationship and how project based pedagogy associates to the current Brazil school curriculum. For data collection, mixed methodological strategies were used, of qualitative and quantitative approaches that are complementary for better meeting the research needs. By applying a questionnaire, it was sought to identify the music schools and teachers who reported working with project based learning. Based on these results were selected two schools, one private school and one public school to perform a participant observation in two groups following the development of music classes based on project based learning, and the information were recorded in a diary of audio and video recordings. The results of this work show that the Project Education is a methodology frequently used by music teachers from Natal/ RN contributing to the integration of content and subjects and engages students in activities awakening interest and contributing to the development of music education at school. However, it was identified that many of the conceptions of the teachers about projects are confused by ambiguities from the use of the term in different areas and in various theoretical perspectives as well as the lack of publications that address the music education through the project based learning. It is hoped that this study provides discussions and research about the project based learning applied to music education in elementary school.

Trajetórias construídas em caminhos (não) planejados: os sentidos formativos da escrita no estágio supervisionado obrigatório do curso de Pedagogia da UFMA

This research is taking as study aim the mediatory teaching action, its involvement with educational guidance reports of Supervised Obligatory Student Teaching in curriculum managing by formal teachers is more related to the form as each one understands the mediatory action of the pedagogy teaching activities than to the adherence of a common project, that is: the Course Pedagogy Project (CPP). Thus, our aim is meant to understand the attribution from the formal teachers to curriculum managing process, having as forms its action in the supervised obligatory student teaching at UFMA Pedagogy Course. On one side, we look for traces about established relation by them between their professional experience and their report guidance in current course. On the other hand, a research concern comes up to us on the forming meaning of the report writing by UFMA Pedagogy Teachers Course. In order to do that, we used interviews interpreted by means of methodology understanding interview. Starting from oral speeches, we understand that the managing formation in this course is linked to postures not identical and adjustable to conditions the teachers have access. We identify a curriculum subject group and a group that by their conformation adapted is considered as object group of curriculum practices. As for the mediatory action in writing formation process, we noticed that they contribute to teacher information at UFMA in the reflexive critic perspective and or in the bureaucratic reproduction perspective. The report writing at the end of the Supervised Obligatory internship is characteristic of quality quantity assessment display, as bureaucratic process and as reflexive display and didactic pedagogy activity intervention. We defend that the teachers´ guidance under critical reflections, where the writing has a social role, must overcome individual dimension, they must be debated as collective and organized practices. We hope to contribute with such a research on teacher mediatory actions and their implementing with help of reporting writing guidance in the Supervised Obligatory Student Teaching in the Curriculum Teacher managing process.

Formação do educador no curso de pedagogia de Caicó-RN: reprodução ou transformação social

ARAÚJO, Marta Maria de. Formação do educador no curso de pedagogia de Caicó-RN: reprodução ou transformação social. Porto Alegre, 1985. Dissertação (Mestrado) - Curso de Pós-graduação em Educação. Universidade Federal do Rio Grande do Sul, Porto alegre, 1985

Concepções de licenciandas em pedagogia sobre o ensino de ciências nos ciclos I e II da educação básica

O conteúdo de ciências no Ensino Fundamental dos ciclos I e II é ministrado por um professor polivalente com formação em Pedagogia. Sua formação deve possibilitar uma visão global do fenômeno educativo, o que implica a construção de conhecimentos múltiplos e contextualizados, porém com pouco aprofundamento. Este trabalho objetiva identificar as opiniões e dificuldades de licenciandos de Pedagogia a respeito dos conteúdos de Ciências nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com relação aos conteúdos de ciências ministrados no I e II ciclos, você os considera fácil ou difícil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ciências, cite as principais dificuldades que você teria (tem/teve) em ensinar ciências nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ciências Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com relação ao questionamento referente à consideração dos conteúdos de ciências, 52% das licenciandas consideraram fácil, 31% difícil e 17% não responderam a questão. Foram identificadas três categorias de respostas: processo de elaboração do planejamento (20,5% fácil e 20,5% difícil), nível de conhecimento dos alunos (7% fácil e 0% difícil) e natureza dos conteúdos abordados (14% fácil e 10,5% difícil). Foram classificadas três categorias distintas em relação às dificuldades em ensinar ciências: natureza dos conteúdos abordados (50%), aspectos metodológicos (25%), e conhecimento básico (25%). A análise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto à aplicabilidade do ensino de ciências nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada à falta de conhecimento básico destes conteúdos, que somente foram estudados por elas no Ensino Básico, indicando a necessidade de incorporação de abordagens de conteúdos de ciências no currículo do curso de Pedagogia.