Nestor lima e a modernização conservadora da gestão educacional no Rio Grande do Norte entre 1924-1928

This study attempts to investigate the school administration in the Department of Education of Rio Grande de Norte, in the period 1924 to 1928, in the context of conservative modernization in its management, implemented by Nestor Lima dos Santos. Addresses the trends of administrative Nestor Santos Lima and sequence of these variables so that we can correlate and monitor the development of various economic, social, cultural and political, to show how influenced and even determined the direction of education, not only the state of RN, but throughout the country. For this purpose, it is the recapitulation of the history of life, experiences of work and travel reports of this important figure, including administrative concepts, aiming to identify the school administration, introduced by him in the 1920s, as those who received influence of characters that included the social and historical context of the time, reconstituting the ways following the education. It was developed by Nestor shares in Lima on the administration of public schools, their way of management, and can see how was the process of modernization of education in Rio Grande do Norte state and how it followed the rapid changes, experienced by Brazil, during this period. Show up on the design aspects of modernizing Nestor Lima in the Department of Education, the Director General of Administrative Acts, the internal record of school groups, Isolated Schools, Schools rudimentary and the newly created Board of Education, highlighting the Internal Rules of Council but the General Regulations of the Department of Education. This work also highlights the proposed administrative Nestor of Lima, while educational model of an operating system of the organization, training and education, which is present in the area of production of discourse, through body practice, characteristic of the record established levels of policy development and implementation of educational instruction in all state. Key-words: school administration. Conservative modernization. Public Education

Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre

Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditions of learning and development. This requirement implies changes in the educational system, as well as in the teachers‟ everyday; and these changes manifest themselves through the complexity of the functions which are assigned to the teachers and the school. The news that are generated from the perspective of the inclusive education asks for new formative models for teacher‟s performance, once he tries to (re)build knowledge, knowings and doings among troubles and conflicts as a way to decrease the impact caused by the necessary transformations. This research approached this context in order to understand the social representation about the inclusive education from teachers who work in the regular public school system in the Municipality of Cruzeiro do Sul, State of Acre. To approach the symbolic content, we elected the Multiple Classification Procedure (MCP) as the methodological approach. For that, it was necessary to apply the Technique of Free-Association of Words (TFAW) to 60 participants what provided data to the first step of the chosen methodological procedure. The criterion of choice of the participants took into account if they dealt with student who has special educational necessities and with public schools. Later, we applied MCP to 50 teachers from specialized course in inclusive education subgroup 01 and 30 teachers who has no specialized formation subgroup 02. The collected data from this step was examined through multidimensional and content analysis for a better understanding of their symbolic dimensions. The results from the multidimensional analysis showed that the subject inclusive education‟ for subgroup 01 involved the following facets: circulating discourses that meant the naming of the characteristics that teachers think indispensable to inclusive education; teachers in relation to the inclusive practice that was focused on the relation between teaching and included student, and repercussion to the student that showed the advantages that the inclusive education provided to the student who has special educational necessities. Subgroup 02 dealt with the following facets: characteristics of the included student that approached teachers‟ view on this student; negative aspects that regarded the naming of the obstacles in the achievement of inclusive education; and teacher‟s relations to the inclusive education that approach professional, affective, and formative elements. The content analysis revealed four categories: disagreeing concepts; conception of inclusive education; dimension of the teacher‟s inclusive doing, and difficulties and resistance to carry out the inclusion of a student who has special educational necessities in the regularschool. Both analyses multidimensional and content one showed that the constitution of elements in a social representation of inclusive education was a mixture formed by the characteristics of this sort of education and the school integration, materialized on the figure of the different‟ student. The representational field of the subject inclusive education‟ was associated to the social representation of the student who has special educational necessities, making clear the deficiency/ difference, and causing the difficulty of the teachers in achieving what they say about the phenomenon

Anayde Beiriz e a escrita de si: (Educação, história e relações de gênero)

Le thème de cette dissertation est l Histoire de l éducation de la femme. Une analyse des pratiques culturelles de la professeur Anayde da Costa Beiriz (1905-1930), dans le contexte paraibanais du début du XXe siècle, est proposée. Le référentiel théoricométhodologique de l Histoire Culturelle est utilisé, pour aller contre l histoire passée sous silence dans le canon traditionnel. Basée sur le concept de représentation (Chartier, 1990), rompant avec les anciennes idées de sens intrinsèque, absolu, unique, liée aux pratiques complexes, multiples et différenciées, qui construisent le monde comme représentation. Basée aussi sur le concept de configuration (Elias, 1980), en comprenant que apparemment individu et société sont deux objets qui existent indépendamment, mais en vérité, se rapportent à deux niveaux inséparables du monde social, sont unis par des liens d interdépendance. Un dialogue est recherché entre le passé et le présent et les différentes dimensions: historique, sociale, politique et culturelle vécues par la professeur Anayde Beiriz. Pour obtenir des informations sur ses pratiques culturelles, une recherche des marques de cette histoire dans de multiples sources est effectuée: dans la bibliographie disponible parmi les domaines de la littérature, de l histoire, dês sciences sociales et de l éducation; dans des archives de l Institut Historique et Géographique de la Paraiba et de Natal; dans les Bibliothèques de l Université Fédérale de la Paraiba et du Rio Grande do Norte et chez des bouquinistes. L inventaire comprend: des périodiques, la législation en vigueur, des écrits de contemporains, dês témoignages oraux de parents, des lettres et des photos. On comprend de cette façon, que l idée d éplucher au travers de cette étude, des aspects qui n ont pas encore été vus et rappelés, peut non seulement répondre à nos doutes, mais, peut à partir de la réflexion qui se fait, se traduire par une nouvelle compréhension de cette histoire. En conclusion, des significations multiples sont contenues dans le processus d insertion de la femme dans l éducation à partir des Écoles Normales, qui englobent les relations de genre, l histoire du pouvoir, de la morale, de surpassement, des luttes et insatisfactions. On perçoit l héritage de résistances et de conquêtes. Cela a été sous l inspiration des airs de la modernité avec la Belle Époque, en répercutant dans le monde et aussi dans la Parahyba du Nord, que s est concrétisée la formation sociale de la professeur Anayde Beiriz et des femmes de son temps. L analyse de l écriture de soi confirme le discours normatif du contrôle moral social, le joug et les préjugés soufferts par Anayde Beiriz et l éducation différencié de genre qui ont déterminé ses habitudes et coutumes. C est-àdire, pour la femme, la permanence dans l espace privé, la retenue, l anoblissement des tâches ménagères et de la maternité comme sa plus haute aspiration, le support moral de la famille, la préservation de la tradition et la perpétuation des règles religieuses

Itinerários e marcas na formação do sujeito formador: reflexões acerca de um caminho na educação matemática

This Study inserts in Mathematical Education & Education that search to investigate the (self) formation of formers that gets graduation e pass to graduate others that get graduation and are formers in Mathematical Education. This Is a qualitative search in a perspective from search-formation.The work is formed of four topics. First topic talks about : The self-formation of formers. Second topic: at way of suppositions theorical-methodological from search. Third topic tells over: The life of a former life. Fouth topic A Station called Ubiratan D´Ambrosio created in his reverence and for build all the Knowledge´s Corpus developed by his studies and searches. It´s in sense of come and go from knowledge created at action by mankind to get finality of Transcendency and Survive. Look for to investigate aspects of academical, professional and personal life where are translated in language, thinking and practices oriented for one know-how holistical and transdiciplined in a reflexion, search and the critical it constitute to be a Professor, Teacher, Searcher and Etnomathematic that confered him the merit in 2005 the Prize Félix Klein, that declared Valente (2007), maximum distinction that can receive someone from Mathematical Education. The results point that the narratives of life´s stories are prominences to one re-direction of teach practical in formation´s courses of Mathematical teachers, opening spaces for what the teachers and particularly of Mathematical thinking and take position about your process of formation to be Formers. The Study also given possibilities to propose fourteen stoppages in Station that are beginnings with direction that emerge from studies and searches about the trajectory of life of Professor Ubiratan D´Ambrosio in perspective of re-signify the formative process in education and Mathematical Education

Eram realmente pitagórico(a)s os homens e mulheres catalogado(a)s por Jâmblico em sua obra Vida de Pitágoras?

Pythagoras was one of the most important pre-Socratic thinkers, and the movement he founded, Pythagoreanism, influenced a whole thought later in religion and science. Iamblichus, an important Neoplatonic and Neopythagorean philosopher of the third century AD, produced one of the most important biographies of Pythagoras in his work Life of Pythagoras. In it he portrays the life of Pythagoras and provides information on Pythagoreanism, such as the Pythagorean religious community which resembled the cult of mysteries; the Pythagorean involvement in political affairs and in the government in southern Italy, the use of music by the Pythagoreans (means of purification of healing, use of theoretical study), the Pythagorean ethic (Pythagorean friendship and loyalty, temperance, self-control, inner balance); justice; and the attack on the Pythagoreans. Also in this biography, Iamblichus, almost seven hundred years after the termination of the Pythagorean School, established a catalog list with the names of two hundred and eighteen men and sixteen women, supposedly Pythagoreans of different nationalities. Based on this biography, a question was raised: to what extent and in what ways, can the Pythagoreans quoted by Iamblichus really be classified as Pythagoreans? We will take as guiding elements to search for answers to our central problem the following general objectives: to identify, whenever possible, which of the men and women listed in the Iamblichus catalog may be deemed Pythagorean and specific; (a) to describe the mystery religions; (b) to reflect on the similarities between the cult of mysteries and the Pythagorean School; (c) to develop criteria to define what is being a Pythagorean; (d) to define a Pythagorean; (e) to identify, if possible, through names, places of birth, life, thoughts, work, lifestyle, generation, etc.., each of the men and women listed by Iamblichus; (f) to highlight who, in the catalog, could really be considered Pythagorean, or adjusting to one or more criteria established in c, or also to the provisions of item d. To realize these goals, we conducted a literature review based on ancient sources that discuss the Pythagoreanism, especially Iamblichus (1986), Plato (2000), Aristotle (2009), as well as modern scholars of the Pythagorean movement, Cameron (1938), Burnet (1955), Burkert (1972), Barnes (1997), Gorman (n.d.), Guthrie (1988), Khan (1999), Mattéi (2000), Kirk, Raven and Shofield (2005), Fossa and Gorman (n.d.) (2010). The results of our survey show that, despite little or no availability of information on the names of alleged Pythagoreans listed by Iamblichus, if we apply the criteria and the definition set by us of what comes to be a Pythagorean to some names for which we have evidence, it is possible to assume that Iamblichus produced a list which included some Pythagoreans

Educação matemática, ciência e tradição: tudo no mesmo barco

Les connaissances de la tradition et position de la Science dehors pour un non-hiérarchique dialoguez qui frappe pour les distinguer mais ils sont undésavouer inséparable étant donné les compléments ils composent. Cet essai assume la possibilité de ce roi de dialogue dans un place spéciale: la classe. Sur ce qui vient au connaissance de la tradition, le centre remarquable est pour la construction de bateaux du travail manuel, una pratique culturellement déployé dans la ville d'Abaetetuba, dans le État de Pará, Brésil. En revanche, la Science est concentrée par le le contenu d'école a adopté dans l'Ensino Fundamental (École primaire). La construction du dialogue est faite en utilisant des activités de l'enseignement qui accentuez des aspects géométriques (solide, géométrique, angles et symétries) aussi bien que par information qui implique le tableau, poésie, histoire, géographie et physique - les deux inspiré dans le chiffre de bateau résumé dans un CD-ROM interactif. Les activités ont eu lieu dans D'Escola Ensino Pedro Teixeira Fondamental (Abaetetuba-Pa), avec étudiants du 6e niveau (plus spécifiquement avec un groupe de 13 étudiants) d'août à octobre2004. Ethnomathématiques et transdisciplinarité sont le support théorique sous-jacent du projet. Dans résumé, c'est possible pour dire que l'interaction entre Science et Tradition, à travers activités au-delà lesquelles vont le le contenu a restreint à mathématiques d'école, contribuées à,: identifiez le contenu a appris pas sur dans série antérieure; renouveler le rôle joué par école dans ses fonctions didactique pédagogiques; réduire le isolement entre information passée historique et les étudiants présent culturel; indiquer des obstacles à l'érudition des mathématiques intéresser aux aspects cognitifs et behavioristes; et provoquer un participation affective qui rôle principal à la qualité d'apprendre l'école contenu aussi bien que les connaissances de la tradition

A educação destina a algumas crianças no Piauí (1730 1859)

L'histoire culturelle de l'éducation de l'enfant dans le Piauí, de l'année de 1730 à l'année de 1859, je mange écriture dans ce travail de thèse, est motivé dans l'analyse sócio-histórica de la forme scolaire à la lumière des théorisations des historiens Gui Vincent, Bernard Lahire et Daniel Thin, avec l'objectif de refléter concernant le passage d'instauration de la socialisation des enfants dans les écoles publiques, religieuses, particulières et domestiques. La recherche concernente à la thématique éducation de l'enfant dans leurs conceptions politiques et culturelles levou-em à définir, je mange objet d'étude, les manières d'instruire les enfants dans l'(s) école (s) et dans la (s) famille (s). La thèse du travail ici défendu est de que l'éducation destinée aux enfants dans le Piauí, dans la période de 1730 à 1859, était soumise aux acquisitions des habilités de lecture et d'écriture, principalement, analogue à leurs conceptions politiques et culturelles. La judicieuse recherche de corpus documentaire (licences, avertissements, troupeaux, lettres, correspondances, consultations, métiers, règlements, régiments, rapports, lois, dispositions, cartes scolaires, cartes d'inscriptions) pour l'écriture de la thèse il se procède nous quantités formulaires et digitales du Portugal, Brésil, Pará, Maranhão et Piauí. L'analyse de l'ensemble des sources nous a permis de comprendre que la socialisation scolaire de l'enfant dans le Piauí n'a pas maintenu le mêmes façons pendant cette longue période qui a été de 129 ans, malgré des récurrences, celui-là a acquis des formes et des sens divers qui variaient comme les circonstances politiques et culturelles, les exigences du commerce, les espaces et les sujets qui l'ont vécue intensément

A aproximação entre educação escolar e trabalho: a experiência da Casa do Menor Trabalhador

It aims to consider the possible relationship between formal school education and work, from the experience of the State School House of the Minor Worker CMT of Natal-RN in this first decade of the 21st century. In this institution, children and adolescents are enrolled in the Fundamental Teaching sponsored by the State Public System studying the regular curriculum contents defined for this level of teaching, and in the opposite shift they take part in career workshops which are kept by members of a religious congregation. CMT has had as its object, since its foundation, to take children and adolescents from the streets and to provide them with a full time education associating basic education and training/qualification for the job market. In our research, we tried to learn a little bit of the expectations, concerns and knowledge of the young participants of two workshops: carpentry and bakery, so that we could gain sufficient understanding of the learning process of these youths, while still keeping an approximation with the reality of the aforementioned subjects. It was possible for us to conduct a description of the contexts and of characteristics of the subjects which make up CMT, capturing concrete aspects and aspects of the thoughts of students, teachers, instructors and coordinators. The main point of our research was: how does the approximation between formal school education and work take place in the House of the Minor Worker? To search for possible answers we have made use of basic techniques for the data construction - questionnaire, observation, conversation groups, assessment drills which allowed an approximation and a good dialogue with the participants. We also discussed the job world in the context of the capitalist exploration, from the contributions of Mèszáros (2005), Frigotto (1989); (1993); (1999); (2002); Ferretti (1994); (2004); Kuenzer (1989); (1997), in order to understand the skills demanded of the worker and the necessity of an education which allows the professional qualification of youths eager to enter the job market, through the first job. In this perspective, the study that we have systematized here aims to show the relevance of an education which manages to take a firm and conscientious stand in connection with the hegemonic capitalist project and to provide for a humane, ethical, responsible, critical and civic background

A recepção da criança com deficiência intelectual ao texto literário na educação infantil

The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic

Consciência corporal e educação física escolar: possibilidades de intervenção

The investigation about the body consciousness in school Physical Education had as main objective reporting a possibility of intervention, linking it directly to the contents of Physical Education and considering it as a crosscutting theme in this research. In this scope, we worked specifically with two contents of Physical Education - knowledge about the body and fights. During the study, we are going to discuss about teaching strategies for the themes of body awareness. To develop this work, we used the following study questions: how is treated the body consciousness in Physical Education and how it has been addressed in educational interventions? What are the difficulties found to the themes of body awareness on different issues of school Physical Education? How body awareness thematized in contents in Physical Education is received by the students and what are the attitudes demonstrated by them during the development of these lessons? Based from questions of study, we used the following methodological tools: participant observation, interviews, photographic records, debates, films, dramatizations and dynamics, which they were performed to stimulate students' critical thinking about their body and the other children s one. The research with ethnographic characteristics was conducted in two schools: one elementary school I, in Natal and one elementary school II, held in the municipality of the João Câmara, in the state of Rio Grande do Norte. We developed a structure in order that the three dimensions of contents conceptual, procedural and attitudinal were experienced by students. The work is structured in five chapters. At first, we made an introduction to justify the motivations that led us to write about body awareness at school. In the second chapter, we discussed reflection about the body and its possibilities of understanding, reflecting on the body and how this awareness was being treated in physical education classes at school. In the third chapter, dealing with the body awareness and dialogue with the Physical Education, we had made a theoretical approach, from authors such as CLARO (1988), NÓBREGA (2000), ARAGÃO (2004), MELO (2006), LORENZETTO and MATTHIESEN (2008) in order to situate the body consciousness and its relationship with physical education. In the fourth chapter, we talked about body awareness thematized in physical education contents: knowledge about the body and fights. We introduced the teaching experience developed in the school and we discussed with authors such as OLIVIER (2000), DARIDO AND RANGEL (2008), among others, about how was the reflection about the body leaving of these experiences. The fifth chapter was intended to closing remarks, in which we concluded that the body awareness, treated in physical education in school by sociocultural and historical aspects, it will contribute in building a man, a body and a society. Although the body consciousness is crafted in a few moments of Physical Education, based on the practices of body awareness or alternatives; in our proposal, we pointed out another perspective to work with body awareness, bringing its elements to permeate and pass through the contents of Physical Education. At work we can see a suggestion for that these experiences are carried out by other Physical Education professionals, obviously adapting the activities according to age and educational level of students

Uma visão local de um projeto nacional: o curso mídias na educação

The essay "A local view of a national project: the course in Media Education" presents a research aimed at analyzing how the course Media in Education is being implemented by both Federal University of Rio Grande do Norte and State University of Rio Grande do Norte, with the intention of pointing out weaknesses in its use, which should be resolved in order to contribute to the design of other courses along these lines. Therefore, we performed a survey in which data collection, have used open questionnaires available in online pages created specifically for this purpose and administered to alumni and former participants, course participants and tutors from the two universities involved in the research. Through these questionnaires, we identified, especially, those aspects that negatively affect the provision of course related to the student's profile, the virtual learning environment where the course is hosted, the meetings, the contents and activities, the mentoring and the dropout, and the changes to improve the implementation of the course. The research collaborators are professors of public basic education. To understand the continuing education of teachers, conducted through distance education, using the virtual learning environment, we contextualize this from the nineties, in the context of the Brazilian educational reform took place in that decade. The Media in Education course is presented as a different proposition because it allows teachers to follow different pathways, materialized in the learning cycle. At the end of the study, we conclude that the implementation of this course, of the RN, the conditions for dialogue to happen, specifically, are not given

Podcast na educação brasileira: natureza, potencialidades e implicações de uma tecnologia da comunicação

This thesis aims to build a panoramic analysis with the intention of providing the theoretical initial a thought articulated educational of podcast, a technology orality distributed demand. This joint search considering the various spheres that educational technology in Brazilian use, both in school and non-school contexts, including scenarios and distance. This study unites questions addressed piecemeal in the area to new perspectives about the podcast, in order to characterize its nature, examining such technology from a perspective of educational technology itself, as well as unveiling its main potentials and implications. The survey was conducted from the combined use of quantitative and qualitative categories, with emphasis on the last one. The method of participant observation was followed by immersion of the researcher in the audience groups of Brazilians podcasts. Data collection with sources held in non-school contexts, from a look at targeted interactions given the blogs of Brazilian productions, as well as from open-ended interviews with producers - made online - besides giving themselves from the hearing itself about five hundred podcasts of Brazil. In the school context, the research focused on a literature review of the literature of the study area. Were added to the corpus described statistics derived mainly from "Podpesquisa 2009," Numerical major survey on the use of podcasts in Brazil. The articulation and analysis of the collected data, we used the concept of Education Paulo Freire (1971, 1987), so that, understanding it as synonymous to communication - understood this concept in Freire - were able to reveal the various ramifications educational podcast Brazilian atmosphere permeated by a dialogic between its participants. Moreover, the ideas of Célestin Freinet (1998) about the cooperation, while education practice, conducted the analyzes productive technology addressed in this work. The philosophical thought of Andrew Feenberg (2003) on the notion of "technologies" buoyed technological design elaborate. Such consideration provided the foundation for the reflections and proposals offered in this study, which, in the characterization of the oral nature of the podcast - especially their version for the deaf - appropriated the placements Luis Antonio Marcuschi (2001) about the relationship between orality and writing. In addition to these references, several other authors were considered, dealing with issues that pervade the theme here delimited, contemplating discussions on topics such as educational interest, online production, inclusive education, among other aspects. At the end, there was the podcast as a technology, while still reproducing social asymmetries Brazilian fairly directed at promoting mitigations hierarchical and open production in digital orality promotes. In view of its technical and educational implications in national use, the technology study has revealed potential relevant to the sophistication of teaching practices with orality, in various contexts, and proved adequate to serve as a motto to the revision of school practices, to even the very role of the school. This, by the prospects unveiled here, can, through the podcast, mitigate their questions reproductivist to constitute themselves as under privileged communication, boosted by critical rescue and sophistication of management through the most basic education component: speech

Avaliação da educação física na escola: análise de uma proposta de intervenção

El presente estudio tiene como tema principal el debate sobre la evaluación de la escuela, específicamente la evaluación de la enseñanza y el aprendizaje de la educación física en la escuela. Presenta las tendencias pedagógicas que influyeron en los modelos de valoración de la educación en general y específicamente determinados que el proceso de evaluación en la escuela de educación física. Analiza la evaluación en educación física de una experiencia de enseñanza en la escuela pública. Para ello, hemos desarrollado la siguiente pregunta: ¿cuáles son las posibilidades de evaluación en Educación Física, teniendo en cuenta su significado y sus implicaciones en el proceso de enseñanza-aprendizaje que experimentan los estudiantes? Ya que era un problema se guían la reflexión sobre nuestra práctica docente, hablamos de la evaluación en Educación Física de cinco cuestiones esenciales para nuestra consideración, a saber: ¿para qué evaluar (razones) para evaluar la (las dimensiones del contenido ), al evaluar (momentos) se evalúa (estrategias metodológicas), que evalúa (responsable de la evaluación)? En este sentido, este estudio tuvo como objetivo discutir el proceso de evaluación en Educación Física, al reflexionar sobre su significado y sus implicaciones pedagógicas en la enseñanza y el aprendizaje de la educación física, y guiado por el informe de una experiencia de aprendizaje experiencia en una clase de 6 º y 7 º grado de la escuela primaria Escuela Fernandes Arcelina Estado, ubicado en la ciudad de Macaíba / RN. Hemos encontrado en este estudio que es la evaluación de la escuela es un proceso complejo determinado por muchos factores sociales,. Jurídica, cultural, estructural, y que sea útil para repensar el proceso de enseñanza-aprendizaje y su propia práctica docente También creemos que nuestro estudio se revela como una evaluación metodológica de las posibilidades. En ella, que se encuentra es posible evaluar en Educación Física que estudia no sólo los resultados de aprendizaje de los contenidos técnicos, habilidades y destrezas motrices, sino que nos permite analizar el rendimiento de los estudiantes en otras dimensiones de la integridad humana, como la las actitudes (valores), los conceptos, los aspectos afectivos y sociales

A configuração da educação física no Instituto Federal de Educação, Ciencia e Tecnologia do Rio Grande do Norte IFRN: contexto e perspectivas atuais.

Over time the Physical Education on IFRN has considered the sport as the only possibility of pedagogical action. In the purpose of investigating the aspects that determine this condition, this study aimed the context of physical education within the institutional framework and its current perspectives in the process of institutional transformation. In this sense, were addressed the following study questions: What political pedagogical aspects that influenced the context of Physical Education on IFRN and how the pedagogical experience on Mossoro s campus incorporated the perspectives of curricular proposals transformation for the High School and the theoretical changes of the Brazilian Physical Education. Methodologically the work was based on a qualitative approach characterized as a descriptive- comparative research. The technique of discourse analysis was employed in the speech of research collaborators having as categories of analysis the professional activities time in the institution; The ratio of official use of the assumptions to the pedagogical practice of Physical Education in IFRN; The sport in the education process of students and The Prospects of Physical Education in the current configuration of IFRN. The data analysis allowed us to infer that the theoretical methodology of pedagogical practice of Physical Education in IFRN need to be reformulated and that it is necessary a contextualization with the curricular principles of the political institutional pedagogical project and with the Curriculum Guidelines for Secondary Education. The teaching experience developed in the Mossoro s Campus was contextualized with the national curriculum guidelines for secondary education and the theoretical changes of the Brazilian Physical Education. We conclude that it is necessary a collective action of the group of teachers to transform the educational profile of Physical Education of IFRN, beyond the institutional support to be able to consolidate the physical education curriculum component in the current dimensions of society, human being, education, science, technology and work, proposed by the philosophical principles and epistemological political project of IFRN educational

Educação a distância e material didático: um estudo sobre o curso mídias na educação

The thesis Distance learning and didactic material: a study about the course Media in the education in Natal shows a research about the didactic material and its insertion in the distance training course to teachers. In this sense, this research aims to contribute to some universities with reflections about the way to elaborate the didactic material to the distance training course of teachers with the following specific objectives: a) identify some aspects in the didactic material in the extension course Media in the Education that difficult media usage by the teachers members of the course in the pedagogical practice; b) discuss about the way how didactic material to the distance training course to teachers has been created; c) stimulate teachers/members to integrate media in their teacher practice. For that reason, we have developed an action-research (THIOLLENT, 2011; FRANCO, 2005), based on it we elaborated a proposal do complement activities to the course Media in the Education that were applied to two classes during the fifth edition of this course. This research is presented in four steps: 1st) analyze of the course modules; 2nd) creation of a proposal to complement the activities; 3rd) applying the proposal to the students during the fifth edition to the course; 4th) analyze of forums and log books written by teachers/students. Data was analyzed by the contents perspective of Bardin (2011). As a theoretical support, we have Tardif (2012), about teachers knowledge; Dewey (1959; 2011) and Freire (2001; 2009; 2010a; 2010b; 2012) related to learning perspective; Candau (2002), Rays (2003) and Freire (2010a), about the relation theory x practice in the teacher training; Andrade (2003; 2009) and Belloni (2010) about distance teacher training; Bérvot; Belloni (2009), Neves; Medeiros (2005) and Prado (2005), related to Media integration. This research revealed the didactic material of the course Media in the Education has not a proposal to articulate theory and practice, due to this, this course opposed the Media integration. For that reason, teachers/members have real problems to integrate Media in their scholar routine. This research confirmed the way this didactic material was formulated did not help the teachers/students to integrate media in their pedagogical activities