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

Gestão escolar e alfabetização de crianças na escola pública

Dans le scénario actuel marqué par l'insuccès de l'école publique en alphabétiser les enfants, l'objectif de cet étude est d'analyser, dans le cadre d'une école publique (dont les enfants, d'après les numéros officiels, deviennent lettrés au cours des trois premières années), des actions de gestion scolaire qui favorisent le processus d'alphabétisation. Pour cela nous suivons les principes de la méthode qualitative et adoptons l‟études de cas. Le terrain empirique est une école publique de la ville de Parnamirim (RN) et les sujets sont sa directrice, la vice-directrice, trois enseignantes des trois premières années de l'enseignement fondamental, deux coordinatrices pédagogiques, deux parents et six enfants. Pour la construction des données nous adoptons le questionnaire, l'analyse documentaire, des entretiens semi-dirigés et l'observation non-participante. Les fondements théoriques qui servirent de jalon à nos interprétations se retrouvent dans les conceptions actuelles de gestion éducationnelle et d'alphabétisation, ainsi que sur le processus d'apprentissage et de développement et pratique éducative. Dans cette étude, le concept de gestion est pris comme manière de dépasser la perspective bornée, bureaucratique, comme condition fondamentale de la qualité d'enseignement et de transformation de la propre identité des écoles, des systèmes d'enseignement et de l'éducation brésilienne; un concept déposé sur (et à partir de ) la mobilisation dynamique des sujets humains organisés collectivement. L'alphabétisation d'enfants est comprise en tant qu'enseignement-apprentissage du langage écrit dans une processus qui entoure deux dimensions indissociables: l'appropriation du système d'écriture alphabétique et le développement d'habilités/pratiques textuelles, dont les spécificités de développement impliquent systématisation et internationalité, caractéristiques de l'école en tant qu'institution éducative. A travers l'analyse des données fondé en quelques principes de l'analyse de contenu nous constatâmes que la gestion de l'école objet de la recherche, bien que marquée par des contradictions, développe des actions qui exercent un rôle fondamental dans les processus et résultats de l'apprentissage de l'écriture par les enfants. Ayant identifié les actions, nous construisîmes les catégories suivantes: 1) Actions relatives à l'organisation de l'école comme institution; 2) Actions relatives à organisation du processus enseignement-apprentissage; et sous-catégories: 1.1 Création et manutention d'infra-structure adéquate; 1.2 Promotion du travail collectif et autonome des professionnels; 1.3 Construction/formation permanente de l'équipe de professeurs; 1.4 Participation des parents dans la dynamique de l'école; 2.1 Disponibilité de ressources pour l'apprentissage; 2.2 Systématisation de la planification du processus enseignement-apprentissage e 2.2.1 Systématisation de l'évaluation de l'apprentissage. La catégorisation construite, bien que sa réflexion, signale que les actions qui favorisent l'alphabétisation des enfants s'approchent des conceptions d'une éducation de qualité sociale et de la démocratisation de l'éducation, bien que la propre institution de la gestion de l'école ne soit, pas encore, démocratisée. Notre étude réaffirme que la gestion de l'école, comme tout pratique humaine et sociale, a un caractère essentiellement contradictoire, inachevé et lacunaire, mais qui, jusqu'aux limites des contradiction, l'on trouve des possibilités, mises en évidence dans les actions de la gestion intimement articulées avec le succès de l'apprentissage et qui, par conséquent, peuvent construire une référence pour la réflexion sur les pratiques de gestion de l'école engagées engagée avec l'apprentissage et avec l'alphabétisation des enfants

Grupo Escolar Duque de Caxias festas escolares: uma celebração de múltiplos significados - 1949 1962

El trabajo que aquí se presenta tuvo como objetivo investigar una institución escolar en la ciudad de Macau / RN. Esta institución, que fue innovadora en su contexto social y pedagógico, fue pesquisada a la luz de los parámetros de la historia cultural. Una escuela que fue creada en el siglo XX, en el año de 1923, cuando el país aún vivía la efervescencia de la implantación del nuevo ordenamiento político - la República. Elegimos como objeto de estudio las fiestas escolares, que tuvo lugar en esta institución durante el periodo 1949-1962, procurando aclarar cómo ocurría la realización de estas fiestas y cómo fueron fundamentales para el funcionamiento de las relaciones políticas, sociales y culturales en el ámbito escolar. El análisis y la interpretación de las fuentes documentales escolares, los documentos de otras instituciones, las entrevistas abiertas, la información oral, la legislación de la educación y de las escuelas, los periódicos y documentos oficiales de la época relacionados con la temática y que formaron el corpus documental, se basaron por obras de Souza (1998), Juliá (2001), Castro (1997), Kossoy (2001) Saviani (2005), Escolano (1992) y Carvalho (1990). Por tratarse de una institución de enseñanza, el análisis central es la cultura escolar y la historia de la educación brasileña es el campo de la investigación, haciendo una relación de las fiestas escolares. En el relato, se reconstituyen las festividades cívicas, solemnes y recreativas, además de los elementos de formación que se evidencian en el discurso de la educación moderna. Para ello, buscamos entender que, en las prácticas cotidianas de la escuela, había un método de actuación que seguía las directrices del Departamento de Educación. Estas directrices eran dadas por medio de las normas y decretos editados y se adentraban en el discurso en torno de las iniciativas emprendidas para difundir las nuevas prácticas pedagógicas, y dentro de ellas, en el momento apropiado, los profesores dedicaban un tiempo de sus clases para explicar acerca de los días festivos y sus organizaciones. Estas constataciones fueron certificadas por la documentación listada y por las entrevistas abiertas, y nos señaló para el modelo escolar propugnado por el Grupo Escolar Duque de Caxias, que era fruto del nuevo orden republicano

Gestão ambiental na educação: um estudo sobre fatores que afetam o comportamento ambiental de professores do ensino médio, na cidade de Floriano-PI

The present work sets out environmental issues in educational field. The aim of this research was to investigate the factors capable to influence the environmental behavior of the teachers in High school of the public school in Floriano, state of Piaui. For this, the methodology utilized an explanatory and descriptive search like a survey; questionnaires were applied with open and close questions establishing shifts that made up the following aspects; knowledge, behavior, responsibility, participation and trait of the teachers. The statistic techniques to analyze the data were descriptive analysis and analysis of multiple regression. The results reveal that teachers care about the real surrounding problems and believe that the school must develop ambient activities to stir the consciousness, it is important to the environmental improvement of the city. However, the results point out that are developed little activities related to theme concerned, besides the level of ambient consciousness given to the students are median. It was observed that teachers have little knowledge about theme like Agenda 21 and ISO14000. After identifying some factors of environmental knowledge, it was showed recommendations. The Agenda 21 recognizes in the educational field a mean of popular consciousness; the school should develop an education according to national policy of the environmental education

Uso da internet em ambiente acadêmico :estudo com docentes em institruição de educação tecnológica no Brasi

The last decade, characterized by the vertiginous growth of the computers worldwide net, brought radical changes in the use of the information and communication. Internet s use at business world has been largely studied; however, few are the researches about the academic use of this technology, mainly if we take into consideration institutions of technologic education. In this context, this research made an analysis of internet s use in a technologic education institution in Brazil, analyzing, in particular, the Centro Federal de Educação Tecnológica do Rio Grande do Norte CEFET/RN for that standard use of this Information Technology (IT) tools and, at the same time, studying the determinant factors of this use. To reach the considered objectives, a survey research was effected, be given data collected daily through the research s questionnaire application to 150 teachers who answered a set of closed and scaled questions. The quantitative data were qualitatively analyzed, arriving a some significant results related to the standard use and the factors that influenced in the use of these Internet technologies, like: the age scale, the exposition s to the computer level, the area of academic graduation, the area of knowledge where acts and the title, exert significant influence in the academic use of Internet between the professors

Gestão ambiental na agricultura: um estudo sobre fatores associados à conscientização ambiental em estudantes de uma escola agrotécnica

This study deals with environmental issues on agriculture. In this context, the aim of this study is investigate factors able to influence the environmental conscientization of students of a agricultural technicals school about the aspects and environmental impacts related to the agricultural productive process. Besides, the used methodology on this work was to the application of a questionnaire based in Likert-kind scale with closed questions, they are constituted of variables which consisted of groups denominated perception, attitude, communitarian sense, commitment, sel-consciousness, knowledge and student profile. Like data analysis way was used descriptive analysis and chi-square to check the association significance between the perception variable with the variable ones of cited groups. The results obtained show that the environmental knowledge variable was one of the that showed high significance when it associated to the variables of perception group. The students with environmental knowledge showed high consideration that the production activities on agriculture cause large adverse impacts on environment. After the identification of some factors of environmental conscientization are shown recommendations which school must prepare techniques in aware high school of agricultural sciences with the environmental problems which be able to apply sustainable technologies on agriculture instead of traditional ones through the benefit of environment

Imagem sócio-ambiental do bairro de Cidade Nova, Natal-RN, por seus moradores

This dissertation investigates how the neighborhood of Cidade Nova, located in the western side of the of Natal, is perceived by its residents in order to understand its socio-environmental image, intending to contribute both to define strategies of urban intervention and environmental education in the area and to consolidate a methodology that addresses this kind of problem. The completion of field research used a multimethod strategy to study the socio-environmental image of urban areas. It consists of: (a) review of local history from literature research, data recorded by the City Hall, news published on the city's newspapers and interviews with former inhabitants, (b) application of questionnaires to inhabitants including emotions, visual perception, memory and local social activities, (c) development of a drawing of the district, (d) conducting focus groups with inhabitants, using as a starting point the results obtained in the previous activities. In steps "b" and "c" attended 32 neighborhood residents, 16 of them being Community Health Workers and other 16 persons appointed by them. In step "d" 10 individuals took part, divided into two groups. The result of the research showed a picture of residents coincident with the image conveyed by the media in relation to the issues: violence, garbage, public policy/social support and appreciation of the beauties of environmental (dunes and Parque da Cidade park). Although Cidade Nova has been regarded as a dirty, noisy and dangerous place, most of the participants say they enjoy living on the neighborhood. Overall, the results corroborate and gain theoretical explanations, as they are interrelated. The socio-environmental image is expressed for instance in the elements dunes, dump, railroad tracks and Central Avenue that gain symbolic connotation influenced by time and socio-economic context. The insecurity and other negative characteristics assigned by the inhabitants and the media are parallel to the place attachment, since the environmental legibility, the time/familiarity and territoriality offer inhabitants the preference for place of residence, setting up their social identity.

Avaliação do potencial de toxicidade de florações de cianobactérias como subsídio para ações de gestão ambiental em açudes do semiárido potiguar

Blooms negatively compromise the aquatic environment, plants, animals and human health.Some species are toxin-producing, such as the neurotoxin saxitoxin and the hepatotoxin microcystin, which may contaminate water reservoirs, as those existing in the semiarid region of Rio Grande do Norte (Brazil) which are used to supply the population, fishing, aquiculture and recreational activities, thereby providing the risk of human exposure through water intake, dermal contact and respiratory tract. Thus, it is recommended a constant monitoring of the density of cyanobacteria with the quantification of cyanotoxins. One goal with this work was the monitoring of water in four reservoirs in semiarid of RN through the identification and enumeration of cyanobacteria and through the identification and quantification of cyanotoxins by ELISA. Furthermore, we intended to assess the environmental perception of farmers and artisanal fishers in reservoirs of semiarid of RN through semi-structured interviews with questions mostly related to water and eutrophication. Through these objectives the aim was the development of management strategies for aquaculture and prevention of risks to public health. The results showed that the highest values of microcystins were found in the rainy season. Standards for drinking water, according to the guidelines of Ministry of Health 2914/2011 and CONAMA 357/05, setting the maximum values for raw water density of cyanobacteria: 50,000 cel.mL-1; microcystin: 1 μg. L-1 and saxitoxin: 3 μg. L-1. The values found for microcystin ranged between 0.00227 μg. L-1 and 24.1954 μg. L-1. From 128 samples analyzed, 27% were above the limit. There was no clear seasonal pattern for saxitoxins and their values ranged between 0.003 μg. L-1 and 0.766 μg. L-1 with none of the values above the limit. Furthermore, 76% of the densities of cyanobacteria values were above the limit. About environmental perception, 52 interviews were conducted and the results show that the respondents recognize the main uses of water of the rervoirs, recognize the importance and have a positive view about the reservoirs. They also realize that the water has a poor quality and can cause health problems. The results provide data showing the persistence of cyanobacteria and cyanotoxins, many times over the limit, reinforcing the importance of constant monitoring. The assessment of environmental perception gives foundation for later proposed environmental education linked to public health management into the context of this particular population, making it more effective

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

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

Uma abordagem crítica do conteúdo esporte nas aulas de educação física no ensino médio integrado

Researchers have analyzed how sport is being taught in the classroom as a regular subject and how it is accepted as a pedagogical action at school. This study aims to suggest some pedagogic proposal on the Physical Education subject to High School System which would be planned, formulated, and applied based on some critical approach on teaching, as well as analyzing and thinking over its impact on the students' learning, taking in consideration some conceptual, procedural and attitudinal dimensions to make possible for the students to become more critical so that they will understand how this subject works in contemporary time. .We had three specific blocs to develop our research: Historic, conceptual and cultural elements about sport; Public policies to sport; Individual, group and environmental characteristics. The method of this work was based on qualitative research through some research action. The study was made actually at IFRN (Federal Institute of Education, Science and Technology of Rio Grande do Norte state), in the city of Pau dos Ferros. Students from the second year of the computing course in high school were the participants in the research, there were 37 students from eleven different cities near Pau dos Ferros. They answered some questionares and a Research Diary. From the pedagogical intervention we could prove the students have improved their knowledge about the concept on sport itself, leaving the old idea about sport only as a physical practice such as an activity with rules or as competition, we could prove they have sport as a social-cultural event, involving policies, ideologies as well as historical interferences. Another aspect they mentioned was that sport is the citizens' right and as such there must be public policies pro sports. Understanding that sport transpires on peoples' habits as well as their behavior allowed us to identify its influence on our students' quality of life back in their home towns. Therewith, it is clear the necessity of a pedagogical focus on the content of Physical Education at school to make this subject more meaningful, so that the students will become more critical and reflexive about life and will be able be real citizens

Desenho de deficiência visual: uma experiência no ensino de artes visuais na perspectiva da educação 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.

Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRISTÁN, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (NÓVOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALHÃES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

Currículo escolar e inclusão de estudantes com deficiência: diálogos com uma escola pública

This work of qualitative approach, has as its study object the school curriculum, resulting from the implementation of public policies for inclusion in the Brazilian educational field and of the teaching organization in State School Despertar. While we acknowledge advances in government discussions and proposals related to school inclusion in our country, it is still important to develop studies and interventions in the context of basic education focused on the curriculum. With methodological basis in collaborative-critical action research and contribution by Barbier, the survey was conducted in 2013, in a state school in the Natal - Rio Grande do Norte - school system, and aimed to analyze the curriculum of the State School Despertar, in particular issues related to the inclusion of students with disabilities in common teaching classes expressed in the school and in collective situations of continuing education with teachers and interpreter of Brazilian Sign Language (Libras). The school was previously chosen because it had already been locus of research in a study conducted by a professor at the Federal University of Rio Grande do Norte promoting the knowledge of their formative needs. The study subjects were 26 teachers in the early years and the end of elementary school and a Libras interpreter. The instruments were direct observation, semi-structured interviews, document analysis and a proposal for continuing education called Collaborative Group on School Inclusion (GCEI), established with the participating subjects and the other research collaborators. The analyzed data showed eight dialogues built with the State School Despertar, being basic the contributions of Goffman (1988) on stigma and of Forquin (1993) on school culture. As a theoretical framework, there were important contributions on School Curriculum (SACRISTÁN, 2000; 2007; APPLE, 2006; 2008), School Inclusion (BUENO, 2008), Continuing Education (NÓVOA, 2002; GATTI, 2003) and the existing studies on the dialogues between Curriculum and Special Education (MAGALHÃES, 2002; SILVA, 2008; 2010; OLIVEIRA, 2004; VIEIRA, 2012). The study highlighted the importance of extending the dialogue, the theoretical deepening of GCEI for the understanding of school curriculum and the specifics of any students, with or without disability. It will be necessary to revisit the school teaching practices that do not correspond to the students, for instance the formation of classes made in classrooms. It is also important to consider the organization of the school day and its interface with the pedagogical functions of each member of the school in building curriculum practices consistent with the diversity of modes and learning styles. Subliminal aspects of the curriculum should be reviewed, given its implications in the context of the classroom and management. However, significant changes identified in the practices of some teachers, such as the use of audio description, stimulus to the participation of students with disabilities and use of images, favored the development of other students, who benefit of more exciting and participatory classes. Based on the conducted research, we conclude on the importance of collectively discuss the conditions for / in schooling of different students and the (re)thinking of curriculum practices in the school as a whole, and therein lies a paradox because, on the one hand, it is not about minimizing the specific knowledge in dealing with the needs of students with disabilities, on the other, we are not interested in distancing these needs from those inherent in human nature, therefore peculiar to the other students. The questioning of our own practices is the challenge imposed, not to special education, or its target audience, but this is undoubtedly task of education.

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.

Práticas sócio-ambientais no espaço escolar: uma reflexão sobre a percepção dos usuários de duas escolas do ensino fundamental em João Pessoa, Paraíba

In the social-historical moment we live in, it is each time more evident the necessity of the people to learn to deal with the environment in conscientious way, taking care of themselves properly through it. In this direction, considering the school as a place where children, young and adolescents spend great part of their time, this work had as objective to examine the perception of school environment for students, professors and employees of two schools in João Pessoa city - Centro Estadual Experimental de Ensino-Aprendizagem Sesquicentenário and Escola Estadual de Ensino Fundamental e Médio Presidente Emílio Garrastazu Médici (Experimental State Center of Learning-teaching Sesquicentenário and Basic and High State School Education Emilio Garrastazu Médici President). From the presupposed that the environments in which and with which people live reflect their daily practices, the field work searched to identify the social-environmental practices that characterize the relation of these users with the school and, from this understanding, to infer some of their concerns regarding the environment as a whole. To analyze the use of the available physical space in the two institutions it was opted the use of the After-Occupation Evaluation, one of the approaches that feed the process of building production or built set, rescuing aspects related to its use, operation and maintenance. Besides analyzing diverse school environments (such as classroom circulations/accesses, library, pedagogical and sportive spaces) in relation to the environmental comfort and the perceptions of the main users of the schools (pupils, professors and employees), the dissertation tried to inquire the care (ambient education) of these users with the school space. In general, it was verified that the two schools have evaluations and perceptions really different for four reasons: (i) management of the schools; (ii) the users perception; (III) localization of schools and (IV) feeling of place, territoriality and appropriation