Corpo e escrita: linhas e entrelinhas da produção de conhecimento em sala de aula

Body and writing: Lines and between-lines of production of knowledge in the classroom it is an ethnographic research, longitudinal character, based on experience while experienced educator of the Escola Municipal Professor Amadeu Araújo, located in the city of Natal-RN, from which are made reflections about texts written by students who have distorted age/education level, in the process of literacy. Here as initial goal: to discuss the production of students writing as a process body, considering the record of experiences and the impressions they have made during the teaching process. We initially by a conception of phenomenological body, by understanding it in its complexity, a phenomenon that is made from its relationship with the world and with the Other. The records examined were produced between the year 2000 and 2005 involving writings of 106 students, constituting a universe of 136 texts, from which, delimited a corpus of 27 texts. The relevance with respect to the theme and recurrence in which they were detected, were up to elements that allowed a systematization methodology, defining the following units of analysis: Body, written in everyday; body, written and sexuality; body, written and enjoyment poetics; body, writing and other stories. We used the techniques of search, participant observation, based on the actions and interactions body expressed during the experiment and the analysis of documents that consisted of students in the texts and secondary sources, among them, the records of daily class, reports and projects developed, as well as reports of my pedagogical practice, as a researcher inserted in the investigative process. The experience developed, showed a writing school able to express nuances of human complexity, showing that learning is made in the action body, crossed by various forms of language and pointing to the relevance of a pedagogical work able to articulate the dialogue between the written and registrations body of the students, as subjects of learning

O conceito de morte: significações de professoras dos anos iniciais do ensino fundamental

Cette étude appartient à l un des principaux défis de l éducation dans l actualité qui est la production de connaissances concernant la mort comme objet d investigation théorique et empirique dans le domaine éducationnel. Des recherches récentes signalent le besoin d une éducation contemplant des études sur la mort et montrent l école tel qu un lieu de débats et reflexions à propos de ce thème. Cette reflexion est relevante et fondamentale, étant donné que la mort fait partie du cycle de la vie et se trouve présente dans les contenus scolaires des différents domaines de la connaissance. Ce travail a, donc, l objectif d analyser les signification attribués à ce concept mort et la relation qui s établit entre eux et la pratique des professeurs de l enseignement fondamental. Il adopte en tant que référentiel les principes de la recherche qualitative du type étnographique (André, Chizzotti et Meksenas), dans une approche socio-historique et en ce qui concerne la formation et le développement des concepts (Vygotsky, Kopnin, Guetamanova et Ferreira). La participation des professeurs a été faite par l observation participante, registres en cahier de bord et application d un instrument de construction de données pour l appréhension des significations attribués aux concepts qui sont à la base de la pratique de cinq enseignantes des premières séries de l Enseignement Fondamental d une école publique du réseau d enseignement de l État du Rio Grande do Norte située dans la Zone Sud de Natal. De ce fait, les analyses et les interprétations des observations de la pratique dans la salle de classe et des réponses aux quinze questions liées au thème ont permis de construire les significations des concepts qui appuient les pratiques enseignantes de ces professeurs, tout en mettant en relief la fragmentation et la désarticulation entre les expressions décrites dans les questionnaires et les pratiques développées en salle de clase. Ces reflexions mettent en évidence la nécessité de re-penser l articulation entre l énnoncé et la pratique des professeurs à propos de cette thématique au cours d une formation initiale et continue

Espaços transversais em educação matemática :uma contribuição para a formação de professores na perspectiva etnomatemática

This PH.D. thesis is an attempt to show the beginning, evolution and unfolding of the making of a pedagogical work proposal based on culturally-built knowings in the heart of a traditional community, having as one of its starting points the knowings and doings experienced by dish-making women from Maruanum living in the city of Macapá, State of Amapá, Brazil. This proposal is strongly associated with the need we have to think about the nature of (ethnological)-mathematical knowledge generated by particular communities and about the way such knowledge can be discussed, worked out, and validated in learning environments, regardless of the level of instruction and the constraints imposed by government programs and educational institutions. Among its theoretical foundations are studies on instrumental activities that are typical of the Maruanum ceramics and investigative studies from the point of view of ethnomathematics. Methodological development took place with the application of activities, where traditional and instrumental knowledge observed in the production of ceramics had been adapted for and brought into the school environment , participative observation, as well as data collecting and organization techniques, such as interviews, statements, and audio an visual recordings. Analysis of the data collected focused on the relationship between the data-generating potential and the purpose of this study. Our aim is to make and estimate of the potential contributions from local situations and/or problems it would possibly bring to the formative learning of people involved in the educational processes of these communities, with a view to a spatial and temporal transformation of reality

A cultura da produção de farinha: um estudo da matemática nos saberes dessa tradição

This research argues about the mathematical knowledge built in the tradition of the cassava flour production, seeking to analyse these mathematical knowledge in the perspective of the categories of time and measure, built and practiced in the flour production, located in Serra do Navio and Calçoene, in Amapá - Brazil. The following work discuss the identification and the description of the mathematics during the production activities of the flour, where is presented elements related to generation and transmission of the traditional knowledge, which is the basis for maintenance of the tradition of the flour, characterizing the research as an Ethnomathematic study. The methodological procedures highlight ethnographical techniques and elements that characterize the participating observation. The results obtained showed us that the flour workers articulate some length, area and volume measure due to own and traditionally acquired systems, which is apprehended and countersigned by other kind of culturally established system; thus they relativism the measures systems and the official calendars. And it lifts as one of the main proposal that the academic mathematics and the tradition establish knowledge make conjunction of the both knowledge, that is important for a possible reflection and application in the construction of a pedagogical practice in mathematical education, trying to establish points of socio-economic and cultural mark

A Construção social do conhecimento :a reorientação curricular via tema gerador na Escola Cabana em Belém/PA

Cette étude analyse l'expérience de réorientation curriculaire atravers le sujet générateur, vécue dans les écoles qui composent le système municipal d'éducation de Belém du Pará - École Cabana, en ayant comme locus de recherche l'École Municipale João Carlos Batista. Ce mouvement de réorientation curriculaire, qui rompt avec le modèle traditionnel d'un curriculum linéaire, hiérarchique et fragmenté a comme préssuposées théoriquesméthodologiques les principes et les catégories freireanas la pédagogie critique qui estime un curriculum interdisciplinaire, dialogique, démocratique et contextuel, à partir de la systématisation d'une proposition theorico-méthodologique de réorientation curriculaire par le thème générateur, c'est-à-dire, en partant de situations-problème de la communauté scolaire, en faisant des relations négociées par les connaissances scolaires pour la compréhension et possible intervention dans la réalité. Cette proposition est mise en oeuvre non seulement à Belém, mais aussi par d autres municipalités du Brésil. Étant donné que l'École Cabana est une expérience inovatrice dans la tentative de viabiliser une Éducation vraiment démocratique, elle dialogue encore avec autres expériences d'écoles de même nature au Brésil, (comme l'École Plural-MG, l'École Citoyen - RS et l'École Candanga DF). Á partir des idées de Paulo Freire, J. Sacristán, M. Apple, C. Linhares, A. Coulon et autres j apporte des réflexions epistemologiques concernant le problème de la recherche qui consiste sur le registre et l'analyse de la tentative de construction sociale de la connaissance par le thème générateur qui a eu lieu à l'École Cabana dans la période de 2001 à 2004. Comme procédure méthodologique, j'ai développé une Recherche qualitative, de caractère collaboratif, en utilisant comme techniques de rassemble de données l observation participative dans le quotidien écolier, des interviews semi-structurées, et l'analyse des documents et des productions de l'École. Les résultats indiquent l'importance du registre de ce type d expérience, en soulignant leurs avances et reculs qui pourront servir de référentiel pour de futures politiques de réorientation curriculaire dans la direction de la construction sociale de la connaissance et, par conséquent, d'une Éducation plus démocratique et tournée vers une citoyenneté active

Proposta Curricular para Educação infantil: (re) significando saberes docentes

The theory contemporary in the field of early children education, as well the legal discourse and official texts valid in our country point to the need for systematization of proposals pedagogic / curriculum in institutions, built and carried out by subjects that act as factor of assurance care quality. Quest us about what knowledge are required to teachers in developing a proposed curriculum for children education. Defined as an object of study, the knowledge teachers necessary for the development of a proposed curriculum for children education. As goals, assume: investigate teachers knowledge necessary for the development of a proposed curriculum in a Public Institution for children education and contribute to the (new) meaning on the part of teachers, knowledge needed to build a proposed curriculum for children education. Assuming the principles of the paradigm of qualitative research, we have developed a research institution of a children education Network Public Hall of Ceará-Mirim-RN, which serves children of four and five years old (preschool) with the participation of 17 teachers and two supervisory (teachers) that institution - subject of our research. Therefore, we have adopted the principles of action research, according to which the knowledge gained through research should build so shared / dialogue in the relationship between researcher and participants, what is the implementation of an effective action formative. As the search procedures developed observations no-teaching participants in the meetings and activities of the classroom; semi-structured interviews (individual and collective) with teachers and supervisors; analysis of school documents and participant observation in the seminars of studies reflective. The latter is implemented as key moments of speech and thought, and finally to (new) meaning of knowledge, the subject of the research-action. For these knowledge, the systematization of the register built was developed based on the principles of analysis of Content that guided us to the definition of two categories 1) knowledge teachers concerning conceptions of curriculum / proposed curriculum and 2) knowledge teachers concerning specifics of children education. From these were built subs representing thematings more specific and significant, among the many that emerged in the analysis: 1.1) Definitions of curriculum and curriculum proposal; 1.2) The subjects makers / implementing a curriculum / proposed curriculum; 1.3) elements constituting a curriculum / proposed curriculum for children education and 2.1) Functions of children education and conception of child; 2.2) The space of the play in the organization of routine. Under the intervention could significant advances with regard to (new) meaning of such knowledge from the subjects, with major disruptions to their original designs. These are presented and reflected in this work. In front of this movement, transformation, made the need for a permanent work in the context of the institution of in-service training, or mediated by pedagogical coordinator or other to assume this role with teachers, in order to provide the development and effectiveness of proposed curriculum consistent and contextualized in practice effective with the children concrete envisage the service to their specificities and a quality education

A Internet como tecnointeração da aprendizagem: valorização da cultura e identidade juvenil

The present study investigates Internet as technological interaction in the school environment as a resource of the teaching-learning process. It aims to discuss the lack of synchronicity between proposals of educational access for Internet use and types of access and interaction applied by youngsters. For the development of this research, I resorted to a qualitative, descriptive and explanatory research focused on a group whose subjects are youngsters from eleven to fifteen years of age in a catholic school which belongs to a group of private teaching schools in Natal city, Rio Grande do Norte state. As methodological option it focus on a group and the observation of its participation, discourse analysis and ethnography, considering facts and data of the pedagogical practice concerning the focused theme, besides the attempt to know the youngsters everyday at school and the relationship between them and juvenile cultures. It recognizes the existence of two moments of the focused group: the first related to internet use like technological interaction; the second concerns to the way Internet is problematic as technological interaction in classroom learning. While contacting with youngsters, the study discusses the concepts of Media Environments, Culture, Identity, Network, Consumption and Citizenship. It recognizes that it is relevant for the school to consider Internet a pedagogical tool, directed not just at research, but mostly as learning environment and as learning construction in a collaborative way. It points out the need of approach between school and media environment, reevaluating the pedagogical practice, offering a new evaluation proposal (self-evaluation). It suggests a renewal in the teacher's pedagogical practice in the classroom and using Internet, valuing the connection between technological interaction and communication as motivation elements of student s learning construction and their effective participation in decisions involving citizenship. It gives priority to educational work directed at the establishment of dialogic relationship between codes, learning and contents, leading to the new findings domain in the media environment, enabling the development of abilities and performances directed at the recognition and consumption of information from a critical reading of the media

Práticas interformativas e desenvolvimento profissional de professores de jovens e adultos

The docent formation has been instigating researchers who look for ways to better qualify teachers in a way they can form and reform their practice in class. The category we brought for investigation and discussion is the formation that happens in the school these teachers work. This paper aims to study the repercussion of an inter-formative practice for the professional development of teachers from EJA 1st segment. The empirical field for the study was Professor Emília Ramos State School in Natal-RN/Brazil where, since its creation in 1988, has been developing a practice of formation continued on services characterized as Procedure of Inter-formation. The study fits in the qualitative approach of educational research. In methodological terms, it is a study case. Also, we were inspired by some elements from life history since we work on the teachers experiences in the School. Methodological tools such as semi-structured interviews, analysis of documents and participant observation were used. We invited 07 (seven) teachers from the night period of the school to revisit their formation history as teachers from EJA, counting on by their narrations apprehending the contributions of this formation on their professional development. The results collected show the school grants privileges to inter-formative practices based on collective and pair work, as well as on the teacher s reflection about his/her own practice. The Inter-formative Practice that happens in the School has an action-reflection-action basis where the docent action is read under the light of the theoretical support that fundaments the School s Pedagogical Proposal. The results also highlight the relevance of the inter-formative practices on the teachers professional development. This practice contributes to the construction of knowledge and competences, as well as to the identity of the teacher from EJA. For all the teachers interviewed, the School s formation has been the most significant contribution to their development as a teacher from EJA. Despite of the limitations found on using this kind of approach, we hope our study that talks about a well-succeeded experience can contribute to the widening of this type of practice, increasing then, the chances of making the dream of having a democratic high quality public school, despite all the difficulties, come true

Literatura e educação: um caso/uma casa de inclusão

O estudo investiga as contribuições da literatura para a inclusão social na escola, explorando o potencial inclusivo do texto literário. Sua relevância consiste em fornecer ao professor subsídios para ampliar suas competências no ensino de literatura a partir do (re)conhecimento da função inclusiva do texto literário e da construção de uma comunidade de leitores que atenda à diversidade de interesses, necessidades e sentimentos dos aprendizes. Entende-se que a literatura é inclusiva em sua natureza pois, inclui o leitor no texto e permite práticas socializadoras de leitura. O estudo alinha-se à vertente qualitativa caracterizando-se como pesquisa-ação participante. Adotaram-se como procedimentos metodológicos a observação participante e a intervenção pedagógica. O estudo realizou-se em uma turma de 4º ano do ensino fundamental com 43 alunos, de faixa etária entre 8 e 13 anos, matriculados na Casa do Menor Trabalhador CMT, escola pública do município de Natal-RN (Brasil). Os instrumentos utilizados foram: gravação em áudio; diário de campo; entrevistas. Na intervenção pedagógica, realizaram-se 20 aulas de leitura de literatura de contos, fábulas, poemas e adivinhas com diferentes estratégias didáticas. As sessões de leitura foram desenvolvidas conforme os moldes da andaimagem (scaffolding) descritos por Graves e Graves (1995). Tomou-se como referencial teórico os estudos de Aiscow, Porter e Wang (1997), Amarilha (1997; 2006), Aquino (1998), Eco (2003), Caldin (2004; 2003), Cazden (1991), Chartier (1994), Culler (1999), Iser (1996), Manguel (1997), Paulino (2001), Perrenoud (2001), Petit (2008), Sartre (2006), Stainback e Stainback (1999), Stierle (1979) e Zilberman (2005). A análise aponta a relevância do diálogo entre literatura e inclusão social para democratizar a leitura literária e tornar o ambiente escolar mais inclusivo. Confirma a natureza inclusiva do texto literário, no modo como promove a entrada cooperativa do leitor no texto literário em prática socializadora de aprendizado, de compartilhamento de sentimentos, sensações, subjetividades e de acolhimento das diferenças. O estudo revela e consolida a leitura de literatura como uma atividade intelectual significativa, prazerosa e democrática, na qual o leitor, ao colaborar com a construção de sentidos e ao estabelecer relações interativas, passa por transformações que favorecem a inclusão. Ressalta-se a importância do mediador de leitura na seleção de estratégias que viabilizem a democratização da literatura e pela literatura, no pequeno universo da sala de aula, que atendam às necessidades dos educandos, desenvolvendo habilidades leitoras, incentivando o gosto pelo texto literário que educa e convida à inclusão

O ensino de portugês para crianças estrangeiras: reflexões sobre um fazer docente.

La presencia de personas extranjeras radicadas en la província de Rio Grande del Norte trae a la escuela el desafio de recibir alumnos hablantes de otros idiomas. En esa perspectiva, el estudio tiene como objetivo investigar la practica pedagógica desarrollada por una profesora de Pipa - RN, con destaque en la enseñanza de Portugués para niños inmigrantes en la Enseñanza Fundamental. Esa temática se hace relevante al proponer posibles alternativas para el desarrollo de una acción docente reflexiva y mediatizadora de la enseñanza de una língua segunda. Para la concretización de este trabajo disertativo, se há realizado un estudio de caso de tipo etnográfico y de naturaleza qualitativa en una institución privada de la playa de Pipa - RN, en el período de noviembre de 2007 a agosto de 2008. Se há utilizado como procedimientos, la observación participante, la entrevista semiestruturada gravadaen áudio, la análise documental, el registro en diário de campo y el registro fotográfico. Se há elegido como referencial teórico las discusiones de Almeida Filho (1992, 1997, 2002, 2005), Cunha (1999, 2002), Freire (1996, 2004), Moita Lopes (1996), Vygotsky (1998), Wachowicz (1995) y Zabala (1998). La análise revela que, aunque la profesora observada no tenga conocimientos específicos sobre la enseñanza de PL2 en la escuela regular, su acción educativa há demonstrado avanzos, especialmente, al considerar los aprendizes como sujetos del processo de enseñanza aprendizaje, entre ellos los niños extranjeros; contemplar la identidad y las diferencias culturales y linguísticas de estos educandos; incluyese el aspecto lúdico en la preparación de las actividades; articular vínculos sociales, afectivos y cognitivos, entre otros aspectos destacados. Sin embargo, evidenciase la necesidad de una formación pedagógica específica para el trabajo con niños inmigrantes, a través de la interlocución entre los currículuns de los cursos de Filología y Pedagogia de las Universidades brasileñas, a partir del cual estudios y debates podran ser fomentados en la busqueda por uma enseñanza de PL2 verdaderamente comunicativo y democrático.

Habitus, representações sociais e a construção do ser professora da educação infantil da cidade de Campina Grande - PB

We present here the results of a study whose objectives were to identify the social representation of being a professor of early childhood education in Campina Grande - PB, in the public state and municipal levels, and detect structural diagrams of a possible mental habitus of professorial faculty of education child, which would form the basis for the construction of this representation. As a theoretical base, we adopted the model developed by Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), which articulates the Theory of Social Representations, Serge Moscovici, and the foundations and concepts of Pierre Bourdieu praxiology. It is based also on the Central Nucleus Theory, which focuses on the structural approach of social representations. Thus, puts in evidence the relational dynamics and symbolic, through which individuals come into contact, describe, understand and reproduce the outside world in his image and likeness. 199 teachers participated in the study of child care and pre-schools of Campina Grande - PB and 109 of the state. The methods and techniques used were: a) participant observation of everyday life of teachers of kindergartens and preschools, b) semi-structured interview, c) free associations of words with inducing the expression 'being a professor of early childhood education is ...' and d) semi-structured questionnaire. The data were analyzed in the case of interviews through the categorical content analysis, as proposed by Bauer (2010); free-associations, using the software Ensemble L'Analyse des Programmes Permettant evocations (EVOC), developed by Vergès (2002), which combines frequency and average order of recall (or association) and the questionnaire data, the Statistical Package for the Social Sciences (SPSS). It was verified the existence of a unique social representation shared by the population studied, but its content is structured differently. For local teachers, the centrality of the content is given by the elements commitment, dedication, responsibility, and rewarding teachers for this state revolves around the elements of love, patience, and rewarding responsibility. However, it is constructed mainly based on the related produced by a religious habitus and maternal habitus, which are part of the genesis of the establishment of professorial habitus in focus, among other cultural references of secondary influence. We conclude that a teacher of early childhood education actually researched, is materialized in the practices of educating and caring, in a clear fusion of the role of teacher and mother

Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente

The present work concerns an auto-ethnographic study based on life experiences and reflections of an educator at Escola Viva Preschool and Elementary-Middle School, located in the city center of Natal, Rio Grande do Norte. As a cognitive model of operation, we use the metaphor of the Circle Dance. The objective of this study is to identify, interpret and describe the ludopoetics that are achieved through a Musical Education program, which we denominate, Humanescent. The data of this investigation was derived from the music making by Preschool and Elementary-Middle School students at Escola Viva during 2007, 2008 and 2009, from which 20 learners were selected to form the corpus, along with the description and interpretation of photos of their experiences and sand tray scenes. We justify the methodological systemization of the research based on our own pedagogical practice, which supports Musical Education in the schools based on the principals of Embodiment, Autopoesis and Flow. The methodological systemization was developed through an Action Research model and on the concepts of Systemic Development, with the goal of re-reading the context investigated through the structuring of categories of Ludopoesis: Self-esteem, Self-territory, Self-connectivity, Self-realization and Selfworth. We used an observant-participant research approach with regard to the perception of emergent knowledge, the surroundings, the experience lived and the contextual and vibration of the circumstances. Besides this, we used projection to interpret the experiences lived, in the form of drawings, short poems, letters or sand tray scenes as symbolic interpretations of experience. In the unfolding of the Ludopoetic Process (Selfesteem, Self-territory, Self-connectivity, Self-realization and Selfworth) we draw conclusions about the relevance of the ludic musical experience, which foments the formation of the self based on music learning, and which is demonstrated in the Embodiment of the learners. In the auto-formative process (of learners and educators) we observe the importance of pedagogical work based on Musical Humanescent Education that gives value to the music making path to the construction of music and performance in play, creativity, and sensibility. The experience of making music in a playful way allows for organization of the self and its autonomous production in the joy of living within a ludopoetic process. These findings highlight the educator as in a permanent state of selfformation, which generates moments of flow. However, in Musical Humanescent Education, music is learned collectively, doing a circle dance, experiencing love, fostering an expansion of the creative spirit, and giving recognition to playfulness as a necessary condition for education and to the value of music made with the true nature and sensibilities of the educators

Construindo um modelo de referência ao despertar do interesse dos sujeitos em projetos educativos em ambiente on-line

This dissertation was written for the making of a model to be used as reference to the construction and diagnoses of educational projects in on-line environments. The model approaches a series of characteristics, technical and humans, which if considered can increase the potential of awake the interests to the active use of these projects for the students and build conditions to the development of an active posture by the students, fundamental factor to the educational advances. Focused in the students, not in the technology in use, we propose this model as a guide, reference to be used in a critical way in relation with every educational context. This research was made from the qualitative category, trough the method of study of case, using as reference to the analysis the use of the website guanabara.info - website outside of the school context - by it users, heard through the internet, by the use of semi-opened interview, in a data taken of the primary type. We follow as theoretical references Paulo Freire´s work, considering his vision of education and the building of knowledge as a process which occurs between man, and Celestín Freinet, in his pedagogy of humanized and critical insertion of the technologies in the school. At the end, we show the practical utilization of the model constructed using it for the diagnostics of an educational project in the on-line educational environmental moodle

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

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