Papel do munic��pio e rela����es federativas: atua����o de munic��pios cearenses nas pol��ticas de forma����o continuada de alfabetizadores

The investigation analyze s the role of the municipalities in the ongoing development of literacy teachers, having as a field of study the municipalities of Jaguaruana and Palhano, both in the State of Cear��. The political - educational space adopted as a sample of the study is the p eriod between the years 2003 and 2006, when the emphasis on cooperative action among the federated entities is observed in the Government’s guidelines and Brazilian educational policies, showing the municipal presence in the implementation and execution of these policies. T he historical - dialectical materialistic perspective, understood as an analysis of the social reality as historical elaboration and product of the human praxis, is expressed as the required theoretical - methodological path. The investigatio n is operationalized through interconnected stages: one that involves bibliographical and documental analysis, in which the theoretical input of the research is added, as well as the Federal, State and M unicipal documents accessed ; and another, regarding t he field work, studying the specific character of the object and its mutual rela tionships in the municipalities . The research brings the notion of intergovernmental relationships and cooperative mechanisms as central theoretical tools and, dialoguing with them, ideas such as decentralization, municipalization and municipal autonomy are inserted into a theoretical/practical body, through which the historical and logical aspects of the object are detailed. The study describes and interprets the policies of on going development of literacy teachers with focus on the national guidelines formulated since the 1990’s and on the govern mental incorporation in the national and subnational spaces. In this sense, the analysis is based on the comprehension of the interrel ationship between the municipal policies and the p olicies created by the S tate or Federal G overnments in order to offer ongoing development of literacy teachers. Considering the investigated sample, it shows how the municipal role and the relationships bet ween the State and municipalities of Cear�� have emerged, as well as their characteristics regarding the education management policies, taking into account the practices of municipalization and cooperation between the State and municipalities in their histo rical composition. It shows the practices which aim at the ongoing development of literacy teachers observed in the researched municipalities, pointing out the realities and specific marks left by municipal presence in the area, demonstrating the assigned role and the role played. Based on the points of view of the managers interviewed in the municipalities of Jaguaruana e Palhano, it is possible to note the meaning and effectiveness of the policies carried out. With such elements, it discusses the municipa l asymmetries in their homogeneities and heterogeneities rega rding the execution of their federative role. The analysis shows that th e role of the municipalities vary according to the historical, political and social interventions in each municipality. In the fields of formulation and execution of educational policies, the actions of the municipal governments, situated and with expressive interferences, reveal asymmetries in the sense that some municipalities have bigger autonomy and participate more effect ively in the production and distribution of policies than others. In terms of the researched realities, the study shows that taking care of the policies of ongoing development of literacy teachers is not a task that should be assigned exclusively to the mu nicipalities, nonetheless it is a role that they play with varying degrees of success. This role is in fact a joint competence of the federated entities, in the scope the Brazilian cooperative federalism.

A educa����o como instrumento na constru����o do imagin��rio republicano: Grupo Escolar Bar��o de Mipibu (1909-1920)

The purpose of this study is to search the school group Bar��o de Mipib��/RN, which is located in a city called S��o Jos�� de Mipib��. The aim of this work is to discuss about the use of education as a tool for the formation of the republican imaginary society norte-riograndense. We defined a period from 1909 through 1920. The choice of this work is about how this could be important to the Brazilian History of Education and local, as well as for Cultural History and extends to studies of everyday school life and history of school disciplines. Their achievement was through bibliography search and document analysis. The first was through a review of bibliography on the national and local historiography about the School Groups and productions of the Brazilian Republic. The last one, through the following sources, namely, just the same building of the school group Bar��o de Mipib��, furniture inventories, class daily, terms of visits of Education Directors and reports of the Directors, book Our History by Rocha Pombo, Educational Legislation, Legislative Congress posts, the decree of creation of School Groups, in particular Bar��o de Mipib�� and the Group Model Augusto Severo, as well as the internal statute and finally, interviews with Alumni of the 50s. The study is inserted in the history of education and as the theoretical to assist in the analysis of sources on the imagination of the study, we looked for support in Jacques Le Goff (1994), Bronislaw Bazcko (1985), Cornelius Castoriadis (1982). At the end of this work it was possible to get the understanding that the Republican government found in the educational Field, one way to spread their ideals and collaboration in building the social Imaginary of the republic, which was constituted in the early twentieth century.

A Experi��ncia como ordena����o da realidade: uma estrat��gia org��nica para a educa����o cient��fica

Knowledge is understanding. According to the philosopher Gaston Bachelard our immediate contact with the reality is only worth as confusing and provisional data. This phenomenological contact requires inventory and classification. For this reason our first reading on any phenomenon is limited to a basic levels of reality. Elements such as dynamics, functioning or detailed characteristics of what is observed can only be accessed at higher levels of reality, explains the physicist Werner Heisenberg. The ideas woven by these two great intellectuals oxygenates the notion that a well-made thinking does not require only observation and description of the nature, but assigns value and meaning to the knowledge. Based on these ideas and on the cognitive horizon brought by the complexity sciences, this research aims to nurture a reflection on our understanding of the world built from a rational perspective of experience, as an organic sequence of research. This arguments, over the study, describes how the experience is able to oxygenate a well-made thinking, as the concept created by Edgar Morin and expanded by Concei����o Almeida. I argue that the experience as a path of investigative research allows one to ventures in the shadows of the unknown to access upper layers of reality. The experience is, therefore, an organic strategy for a well-made thinking - A nutritious mud that oxygenates, regulates, repairs and configures the quality of understanding. As a thread to discuss this ideas I've used my professional journey over a year and a half as a Natural Sciences' teacher on the Federal University of Rio Grande do Norte, where I could see how experiences helped on breaking a simplified understanding of the world. I chose to work with the research problems developed by 398 students over these three semesters. The problems were essential to the questioning of the phenomena that once seemed obvious or uninteresting, bringing out operational reasons and dynamics of the observed structures. Experience, in this sense, is the founder of dynamic thinking, as the need to deconstruct the phenomena's first impressions, assigning value and meaning to gestated knowledge.

A educa����o popular para todos de uma cidade educadora (Natal, Rio Grande do Norte, 1957-1964)

This work has as a research subject of popular education policies of the city of Natal, Rio Grande do Norte, in the years 1957 to 1964. It aims to identify and analyze popular education policies developed and implemented by the Municipality of Natal in these years. To get the historical data, we establish as a guiding reserch question the following: Which elaborated educational policies were implemented by the Municipality of Natal in the years 1957-1964? and took over as the method Evidential Paradigm as proposition in Pinheiro (2009). This is anchored in documentary sources of Educational Legislation at National, State and Municipal levels as well as in the newspapers Folha de Tarde and Jornal de Natal; in existing documents from the archives of the Historical and Geographical Institute of Rio Grande do Norte (IHGRN), the Municipal Public Archives of Natal; iconographic sources; interviews and academic publications. In addition to these sources, we were inspired by the works of Aristotles (2011), Hobbes (2009), Freire (2011), G��es (1980), Germano (1989), Cortez (2005) and Galv��o (2004). This research allowed us to understand that policies of popular education of Natal (RN) were based on a democratic educational practice, supported on three pillars, namely: participation and involvement of Natal population; construction and reconstruction of teaching practices in prioritizing their action programs to mass literacy and the training of lay teachers; and the democratization of culture. This historical process made Natal on educating city.

Desenho de defici��ncia visual: uma experi��ncia no ensino de artes visuais na perspectiva da educa����o inclusiva

Over the past 30 years, Art Education in interface with disabilities has been a subject of increasing interest in research in academia, especially with regard to Special Education, but still has some shortages in terms of socialization studies to discuss this type of teaching from the perspective of inclusive education. In this scenario, this paper presents an analysis from the field of teaching Visual Arts in the context of school inclusion, with emphasis on teaching drawing to the visually impaired. The conducted literature indicates a number of authors who discuss teaching drawing to people with visual disabilities, who are dedicated primarily to the Special Education context. In this sense, the shortage of research that discuss this teaching from the perspective of inclusive education, this research aimed at the inclusive approach to teaching drawing in the school context. Thus, the aim of this study was to develop a proposal for a pedagogical intervention in Visual Arts, with reference to drawing and its construction process, with the participation of seeing and unseeing students. Therefore, the methodological approach, which was qualitative, was the intervention research, in the light of the Bakhtinian principles of dialogism and otherness, with exploratory study characteristics. The locus of the research was the State School Admiral Newton Braga Faria, which is located in Alecrim, on the East Zone of Natal / RN and is near the Institute for Education and Rehabilitation of the Blind - IERC / RN. The class chosen for intervention was the 7th grade “C” afternoon shift, which had children aged 12 to 16, with 27 students enrolled, three students with disabilities: 02 blind girls and 01 deafblind boy with light hearing and visual loss. As interlocutors of the research, we could also count on the Art teacher who served as a collaborator, as well as teacher in the school’s Multifunction Resource Room. The instruments and research procedures were observation, semi-structured interview, field diary and the photo / video recording. In the development of research, we conducted 10 workshops with multisensory teaching sequences, articulating the physical, tactile and graphical expressions as intrinsic to the reading and production of drawing for both seeing and unseeing students. The process and data built on research allowed for a reflection on cultural experiences with drawing in the school context and on the interactions between seeing and unseeing students in the production and analysis of tactile-visual drawings. They also point out the construction of a teaching approach to drawing, in the context of the common class, from educational workshops that enable artistic and aesthetic interactions from the perspective of school inclusiveness. Thus, we argued that the mobilization of the tactile, physical and graphical expressions can be adopted in a multisensory approach that enables a pedagogical focus that involves all students and is not restricted to the presence of students with visual impairment.

Apontamentos sobre Educa����o Integral, Programa Mais Educa����o, Programa Segundo Tempo e Educa����o F��sica Escolar

In today's educational context of Brazil the theme of integral education has deserved having to induce policy, nowadays, the More Education Program. In this sense, this thesis focuses on the aspects of integral education that emerged in the country's history to reach the More Education Program (MEP) and offers some thoughts on how physical education is presented within the institutionalization of intent of Integral Education in Brazil. Thus we have as main objective to discuss the pedagogical setting of Second Half Program (PST) in the MEP, and to identify possibilities to integrate their actions with the School Physical Education. In the case study methodology was adopted, with the appropriate schools accompanied by Team Collaborator 3 of the Ministry of Sport, using as a source of evidence the first assessment protocol carried out by the Cooperating Teams of Educational Monitoring and Administration of the Second Time in Brazil specifically evaluations carried out by Team Collaborator 3 (EC3), under the Department of Physical Education, Federal University of Rio Grande do Norte, which followed the covenants of the More xi Education Program in the municipalities of Bayeux / PB, Araruna / PB, Natal / RN and Parnamirim / RN, in the year 2012. in our case it is noticed that the activities developed by PST, accompanied in schools, have an organization and pedagogical practices that converge with each other, but are configured with disjointed practices of Education classes physical, aspect that differs in what would be thinking pedagogical actions to comprehensive education schools.

Ser gestora da educa����o infantil: quais sentidos atribu��dos na cultura profissional?

This research has been the aim understanding the senses that managers attribute to school management of the Child Education from his owner teacher high degree formation and his professional culture. The need to research about the sense attributed to the school management of the Child Education by the managers could be considered as contribute to school management studies in the manager team perspective itself. It depart from idea that attributed senses reveal the reinvention process of the professional culture those escape from a regard less attentive and take divers forms, been construct and reconstruct in the social interactions in the live quotidian of school community. The empirical investigation has developed in the Centro Municipal de Educa����o Infantil (CMEI) Marilanda Bezerra, located in Natal city (RN), during the years of 2012-2013. The methodology is endorsed in the qualitative approach with character of an ethnography type research in education having as main information’s construction tools the semi structured comprehensive interview. This permit (by the interlocutor’s oral discourse) the interpretation of the senses and values selfattributed to hers actions, the personal notebook of ground registers, the record of the interpretative analysis, the evolutionary plans and the participant observation. It distinguish auteurs as Jean-Claude Kaufmann, Adir Ferreira, S��nia Kramer, ��lvaro Marchesi, J��lia Oliveira-Formosinho, Maurice Tardif, Telmo Caria, Andy Hargreaves; those supported this paper theoretically and methodologically. The analysis and the experience interpretation point to the possibilities of sharing actions of the Child Education unity with the community, featuring the importance of a participant and collaborative school management practice of the CMEI, highlight the value of this school management possibilities more horizontal and interactive in an essay of constitute a democratic and critical space to the professional culture, with a decisive participation of the managers team. This educational manager form has demonstrated sensibility, creativity, innovation and the possibility of social transformation through institutional action and Child Education teacher’s practices, cohabiting with the challenges, the dilemmas and the problems of work quotidian and the lacunas of a fragmentary formation.

A crian��a com paralisia cerebral na educa����o infantil: um olhar sobre a pr��tica docente

La inclusi��n de los ni��os con discapacidad en la educaci��n infantil, adem��s de ser un tema poco planteado en la comunidad cient��fica, es un reto actual en lo que se refiere a la pr��ctica docente. Bas��ndose en este aspecto, nuestro objetivo en esta investigaci��n realizada, que result�� en la elaboraci��n de este trabajo, fue analizar c��mo se procesa la pr��ctica docente con vistas a la inclusi��n escolar de un ni��o con par��lisis cerebral, en un Centro Municipal de Educaci��n Infantil (CMEI), en la ciudad de Natal / RN. M��s espec��ficamente, buscamos: reflexionar sobre la pr��ctica de la profesora responsable por la clase, en lo que se refiere al desarrollo del ni��o con par��lisis cerebral; analizar las interacciones entre educador y ni��o con par��lisis cerebral; observar la pr��ctica docente en la perspectiva de favorecer la interacci��n entre el ni��o con par��lisis cerebral y otros ni��os. Para ello, realizamos una pesquisa exploratoria, cualitativa, y as�� que optamos por el m��todo del Estudio de Caso. Utilizamos como procedimientos metodol��gicos el an��lisis documental, la investigaci��n bibliogr��fica, la entrevista semiestructurada, la observaci��n y la filmaci��n de escenas relacionadas a la pr��ctica docente. Los sujetos de la investigaci��n fueron la profesora y el ni��o con par��lisis cerebral. Los datos construidos durante la investigaci��n se��alaron el hecho de que la pr��ctica de la profesora no estaba encaminada a las necesidades espec��ficas de la alumna con par��lisis cerebral, todav��a, se desarrollaba de una manera similar para todos los ni��os en la clase. La presencia de limitaciones significativas para la inclusi��n de la ni��a con par��lisis cerebral en la educaci��n infantil puede ser considerado como el resultado de la ausencia de una adecuada preparaci��n docente, tanto en el nivel de la formaci��n inicial, cuanto de una formaci��n continua y tambi��n la escasez de directrices para el maestro, en proceso; directrices estas acerca de la educaci��n de los ni��os con par��lisis cerebral, lo que hac��a imposible a la profesora contribuir de manera efectiva a su mayor desarrollo cognitivo y social.

A crian��a com transtorno do espectro autista (TEA) e o professor: uma proposta de interven����o baseada na experi��ncia de aprendizagem mediada (EAM)

The presence of students with Autism Spectrum Disorder (ASD) in regular schools has increased and with it, the need to develop interventional strategies that enhance their learning. One of the tools that can facilitate this process is Mediated Learning, defined as an interaction style where the teacher selects, modifies, enhances, and interprets environmental stimuli in order to promote student learning. In recent years several studies have used the Mediated Learning Experience Scale (MLE; Lidz, 1991) as a tool to assess the mediator behavior. These studies have suggested that the EAM Scale can provide important guidelines for planning educational interventions, particularly those involving students with special needs. In order to extend these findings, this study aimed to evaluate the effects of an intervention based on the Mediated Learning Experience on social / academic skills of a child with ASD, enrolled in the 4th grade of a regular elementary school. This collaborative study was held in the city of Parnamirim, state of Rio Grande do Norte, in 2014. A 9-year old boy with ASD and his teacher participated in the study. The research used a quasi-experimental A-B design (baseline and treatment) to evaluate the teacher's behavior. Qualitative procedures were also used to analyze the dyad´s responses. Teacher and student behaviors were observed in three school routines during baseline. Based on the results of this phase, a training program was designed for the teacher. Dyad behavior was analyzed again after training in the same routines. The results of this phase showed qualitative and quantitative changes in levels of teacher mediation. Additionally, data indicated that the child enhanced his social and academic skills during the intervention.

As necessidades formativas de professores para o trabalho com a educa����o integral

In Brazil, since the 1990, the country has been operating an extensive transformation in the education system. This situation is justified, among other reasons, the search for answers to the new demands that modern society gives to school, to new technologies and information and communication systems. To better put the Brazilian school that context, the federal government, through the Ministerial Decree No. 17/2007, created the More Education Program as a measure to combat low levels of development of basic education in the capital cities and metropolitan areas, aiming at the implementation of comprehensive education in schools. After the first year since the implementation of the program, there are advances in the permanence of students within the school. But as for the teachers, there is a gap on ownership and consequent acceptance. Considering the reality of the state system of schools of Basic Education in Natal - RN, this study investigates the training needs of teachers in institutions working with More Education Program, envisioning the educational relationship with Macrocampos contained in this national project. Answering this question allows us to absorb the concept of such needs in teachers, as well as to check priority in relation to the continuing education of teachers for this new pedagogical reality.

Promo����o, vencimento e avalia����o de desempenho do professor do ensino fundamental: o PCCR da rede municipal de ensino de Natal/RN (2004-2010)

This study is about the enhancement of the elementary school in Natal/RN, (PCCR - Law No. 058/2004), concerning to the horizontal promotion through the performance evaluation. It uses as reference the education policy on the legislative field hegemony and the managerial model. The analysis of the teacher´s valorization is based on the policy of Funds (Fundef and Fundeb) in the Brazilian social and educational agenda. The study focuses on the Career Plan, Career and Remuneration of teachers in the period (2004-2010).The study focuses on the Career Plan, Career and Remuneration of teachers in the period (2004-2010). The thesis argues for the necessity to adopt a direct relationship between career development and horizontal promotion for more others fifteen classes, no matter to any conditioning variables. In addition, the performance shall be evaluated by interval of 25 years to reach at least the provisions decided in the law, which determines the salary adjustment in 5% at every two years, as pointed at the PCCR, about teachers remuneration, and teachers qualifications. A work of a bibliographic and a documental review about the education funding with the purpose of enhancement of educational work, career concepts, and also promotion and evaluation performance as well was performed based on experts authors in this field. The survey was organized with the aim of articulating quantitative and qualitative information, analyzing data from the teacher's salary - payrolls and paychecks - also applying a questionnaire. After the implementation of the PCCR, it was found that the wage indices for horizontal promotion during the teaching career are tied to a strategy for evaluating the performance which disqualifies the teacher‟s salaries in a minimum percentage of 25% (up to 25 years) and there are also elements that disturb the promotion strategy. The national minimum wage was set in three salaries by the PSPN Lei nº11.738/2008 but it never reaches the three salaries at Natal/RN educational system.Otherwise, the elements that structure the horizontal promotion in fifteen classes, throughout the career, flout the minimum years of teaching work, long established in 25 years. In addition, changes in terms in the salary increase depend on individual efforts by professional development through titration. Concerning to the career, despite of the category approving its PCCR, neither this instrument nor the Funds Policy managed to establish regulations were able to cope effective rules for valuing the teachers in the educational district system. It is necessary to ensure, in percentage terms and financial, the real remuneration of teachers with the attainment of horizontal promotion, reviewing the elements that structure the career and the determinants of performance evaluation.

Preceptoria em profissionais de sa��de: viabilizando meios para uma forma����o pedag��gica em hospitais p��blicos em Natal-RN

This study aimed to construct and carry out a distance course of pedagogical training for health professional performing preceptorship functions in public health institutions. The preceptorship in health is a pedagogical practice that occurs in workplace, led by assistance professionals with teaching position or not, where the vast majority of these acts intuitively, reproducing their own training, confusing transmitting information with education. These preceptors often do not dominate the pedagogical knowledge, necessary for the organization of training activities, such as the various teaching-learning processes and the different assessment types. Student supervision is essential in the training process of students in the health field, and on the occasion of supervised internships that the teaching-learning process is based on practical experience with participation in real life situations and professional work. It was realized an exploratory study, descriptive with qualitative approach, with the development of tutoring teaching course in health as final product. Applied semi structured research instrument from may to july 2014. It were evaluated 162 health professionals who perform the preceptorship, which made it possible define the preceptor's profile and identify the educational requirements related to the educational process, which justified the construction of the program content and the professionals’ perception analysis about preceptorship through identification of three categories: clinic knowledge valuation; valuation of professional orientation and valuation of professional future. The course was available on distance mode through Moodle platform with forty hours of work load from October to November 2014. With the aim of capacitate the health professionals to development of necessary abilities and skills to tutoring performance through thoughts about tutoring concepts, professional training within the curricular guidelines and SUS precepts, the role of health professionals as educators, application of active teaching methodologies, and evaluation methods. The applications were done online through the provided link; 300 vacancies offered, 243 professionals applied, chosen 134 that works on tutoring, where 49 represented professionals that works on the location of the study. The course lasted 45 days, and counted with tutors responsible to interact and evaluate the students. 28 professionals joined the course, 12 concluded. Opportunities were identified to stimulate the involvement, however the professionals’ satisfaction shows that, make an investment on tutors education, starting from the Permanent Education precepts, will provide a bigger appropriation of the knowledge to the education and therefore the awareness of their role as an educator on work ambit, proportioning essential tools to tutors act while enabler of integration between theory and practice and result better teaching-learning process.

Escolariza����o de surdos no ensino m��dio em Natal/RN: vendo e ouvindo vozes

La Escuela Secundaria es la etapa final de la Educaci��n B��sica y su objetivo es profundizar los conocimientos adquiridos anteriormente, con vistas tanto a la continuidad de los estudios por parte de los alumnos como tambi��n a su formaci��n profesional. Considerando el car��cter excluyente y elitista de la Escuela Secundaria brasile��a, solo recientemente las matr��culas de los estudiantes sordos comienzan a ampliarse, y los profesores se deparan con el desaf��o de lidiar con ese tipo de discente en aulas regulares. Tanto la pol��tica de educaci��n especial, desde una perspectiva inclusiva, como la Ley nº 10.436/2002 – reglamentada por el Decreto nº 5.626/2005 – posibilitaron un gran salto para la educaci��n de los sordos en el pa��s. La primera, por la defensa de una escuela atenta a las peculiaridades y demandas de sus discentes; la segunda, por reconocer la Lengua de Se��as Brasile��a como medio de comunicaci��n y expresi��n leg��timo de la comunidad de sordos y por indicar medidas que garanticen el derecho al acceso y al ��xito escolar de la poblaci��n sorda dentro de la escuela. Amparado en esas discusiones, este estudio tuvo como objetivo analizar el proceso de escolaridad de alumnos sordos de una Escuela Secundaria p��blica y estatal del municipio de Natal, Rio Grande do Norte. Se realiz�� un estudio de caso de tipo cualitativo. Los sujetos fueron tres discentes sordos que estaban terminando la Escuela Secundaria, una profesora de Portugu��s y dos int��rpretes de Lengua de Se��as Brasile��a. Como procedimiento de investigaci��n, se utilizaron entrevistas (grabadas en audio y video), observaciones y an��lisis de documentos. La participaci��n de los sujetos sordos demand�� cuidados ��ticos adicionales, tales como la traducci��n del T��rmino de Consentimiento Libre y Aclarado y del guion de la entrevista a la Lengua de Se��as Brasile��a. Los resultados apuntan que el acceso y la permanencia en la escuela secundaria fueron garantizados, no obstante hab��a poca participaci��n en las clases y el aprendizaje de los contenidos escolares estaba comprometido. Hab��a traductores/int��rpretes de Lengua de Se��as Brasile��a, los cuales, sin embargo, solo iniciaron sus actividades tres meses despu��s del comienzo del periodo lectivo. La profesora y los int��rpretes no mantuvieron interacciones que facilitasen el aprendizaje o la participaci��n de los estudiantes, quienes se encontraban siempre juntos y en un lugar determinado del aula, sin mayores interacciones con sus pares normo-oyentes. Los discentes sordos estaban terminando la Escuela Secundaria con edades superiores a 17-18 a��os, los cuales revelaron no tener perspectivas de continuidad en sus estudios o de inserci��n en el mercado laboral. Se concluye que la escolaridad de los alumnos sordos en la escuela investigada apunta a la necesidad de una reorganizaci��n curricular que atienda a las especificidades ling����sticas y sociales de esos estudiantes.

O cinema como educa����o do olhar

The knowledge is only possible due to we exist bodily. However, during the educational experience, the epistemic potency of the body is neglected, declining the registers of the intelligibility. The current thesis approaches that problem obliquely: from a body and image philosophy which has revealed other ways of doing those registers in the modernity – understood not as period itself, but as a qualification for the negotiations between the real and the intelligible. The referred ways are explored through Merleau- Ponty’s and Michel Foucault’s works, which offer a spectrum about that new negotiation of the real. In order to approach the studied problem, the visibility and the human body motricity in the cinema are taken as analysis object. The mentioned objects have been analyzed through a corpus of movies of which plots are centered at the formal education and they require from the characters and the spectators engagement into a visual performance. Aiming to approach the object, it is questioned how the Education phenomenon is represented by the cinema; how the body is exposed and how spectators can see it. Analyzing the corpus and articulating Merleau- Ponty’s and Michel Foucault’s theories, it has been possible to state the following thesis: the cinema as an education of the gaze. The general objective of this study is to reveal the educational potency of the filmic experience, which provides a new path of intelligibility for Education. In that sense, the body as a visual operator widens the capacity of understanding the real. The current work is divided in three chapters. The first one brings the methodological approach: it is pointed how the theoretical articulation is properly arranged; it explains the method of using the images as indirect language as part of the reality description; the filmic corpus is presented, as well the criteria for the films choices and for the construction of instrument adopted during the object analysis are described. In the second chapter, it is problematized the incapacity of the western society of formulating the real discursively by debating Merleau-Ponty’s and Foucault’s theoretical contributions about the visual performance displayed on the images while the films are watched and analyzed. In the third chapter, the implications of the education of the gaze provided by the cinema are developed, mainly concerning about the place attributed to the visibility during the formulation of the real. Finally, paths are designed for the construction of another approach for the visibility in Education. Assuming the gaze as an experience of knowledge, this study aims to present other ways of being, seeing, thinking and feeling the world. Therefore, it is a proposal to reset the epistemic and subjectification patterns at the educational context.

A presen��a de homens docentes na educa����o infantil: lugares (des)ocupados

A partir da abordagem investigativa da multirreferencialidade, com base em Jacques Ardo��no, e tendo como lentes te��ricas os conceitos de cultura e de g��nero, discutidos respectivamente por Victor Hell, Stuart Hall, Alfredo Veiga-Neto, e Joan Scott, Guacira Lopes Louro, Dagmar Meyer, este estudo tem como objetivo analisar as implica����es da presen��a de homens docentes na Educa����o Infantil, problematizando as rela����es de g��nero a partir de um am��lgama de atravessamentos sociais, hist��ricos e culturais. Para tanto, foram realizadas entrevistas semi-estruturadas com dois homens que exercem a fun����o de educador infantil na rede p��blica de ensino do Munic��pio de Natal/RN/Brasil. A an��lise das entrevistas possibilitou a organiza����o dos dados em quatro focos de discuss��o. O primeiro deles refere-se ��s figuras masculinas (re)produzidas no cotidiano da Educa����o Infantil, cujas representa����es discursivas constroem o homem como “perigoso”, “poderoso” e “respeitado”, ajudando a perpetuar os v��nculos hist��rica e culturalmente estabelecidos entre a figura masculina e as imagens de autoridade, lideran��a, comando, ao mesmo tempo em que refor��a o suposto car��ter natural das rela����es entre a figura feminina e o cuidado infantil. O segundo foco de discuss��o trata da polariza����o entre os elementos do bin��mio masculino/feminino, ativado constantemente nas rela����es que se estabelecem entre homens e mulheres no cotidiano da Educa����o Infantil, tornando as institui����es desta etapa de ensino um local de concretiza����o dos mais diversos significados de g��nero. O terceiro foco de discuss��o problematiza a necessidade de afirma����o da heterossexualidade dos educadores infantis entrevistados, destacando-se a associa����o (geralmente feita por gestores, por colegas de trabalho e pelas fam��lias das crian��as) entre a heterossexualidade masculina e o adequado exerc��cio da fun����o docente. O quarto e ��ltimo foco de discuss��o trata das lacunas da forma����o inicial e continuada de educadores infantis, enfatizando que, de modo geral, os cursos que formam professores para atuar em institui����es de Educa����o Infantil tendem a desconsiderar a inser����o profissional de homens nessa etapa de ensino. Assim, a Disserta����o que ora apresentamos tem como escopo a desnaturaliza����o de estere��tipos de g��nero no cotidiano da Educa����o Infantil, entendendo que este �� tamb��m um contexto muito prof��cuo para o exerc��cio de resist��ncia ��s imagens cultural e historicamente associadas a homens e mulheres.