79 resultados para educadoras leigas práticas pedagógicas sociais
Resumo:
O objeto de estudo desta tese o ensino de projeto de arquitetura no contexto acadmico brasileiro. O trabalho procura analisar esse objeto nos aspectos relativos ao ensinar a fazer e ao aprender a fazer , por meio de uma perspectiva epistemolgica e cognitiva, a partir da produo cientfica dos Seminrios UFRGS (1985) e Projetar (2003-2011) sob o olhar de trs estados constitutivos: conservao, permanncia e transformao. A metodologia de investigao qualitativa e seus pressupostos so investigad os por meio do mtodo hipottico-dedutivo em busca de um conhecimento aproximativo. Dentro do universo pesquisado, as hipteses conduzem: primeiro, investigao e caracterizao de estruturas que se conservam; segundo, investigao e levantamento de valores e conceitos que permanecem adequados por sua capacidade de adaptao s mudanas e paradigmas; e, terceiro, por procurarem destacar práticas pedagógicas que indicam novos caminhos na maneira de agir e de se pensar o ensino de projeto de arquitetura. A pesquisa demonstrou que, embora em menores propores, ainda se conservam aes e posturas pedagógicas que: valorizam os ideais funcionalistas e racionalistas da arquitetura; adotam posturas deterministas, caminhos prescritivos ou intuitivos no ensino da concepo arquitetural; no apresentam clareza metodolgica na abordagem da problemtica arquitetnica; os contextos urbanos so pouco explorados na experimentao; utilizam um sistema de concepo baseado em princpios estticos cannicos e universais, sem problematizar as causas da transformao da arquitetura contempornea e qual o seu papel numa sociedade complexa e diversificada. Com relao s novas perspectivas encontradas, a anlise da produo cientfica demonstrou que a prtica pedaggica do ensino de projeto de arquitetura no Brasil passa por transformaes crticas valiosas. Essa constatao foi percebida, por meio, tambm, de reflexes e de práticas pedagógicas que valorizam a integrao de contedos; que possuem um discurso crtico e conciliador com relao necessidade de renovao de práticas, paradigmas, meios e contedos; que esto abertas s posturas cooperativas e s estratgias para a constituio de um corpo terico-prtico para o ensino do projeto que no se limite ao campo da arquitetura; que reconhecem a importncia das novas tecnologias computacionais na concepo projetual e no ensino do projeto, assim como, as tecnologias e estratgias que atualizam as solues projetuais no uso adequado dos recursos ambientais; que consideram o espao acadmico como um lugar propcio para as experincias projetuais e pedagógicas; que manifestam um esforo em considerar a participao do usurio, assim como em realizar um processo de apreenso de contextos complexos como objeto de estudo, adotando uma postura de valorizao do processo projetual. O trabalho conclui que a educao do arquiteto deve estar atenta aos aspectos relativos incluso da realidade sociocultural e ambiental como referncia para o fazer arquitetural em detrimento da primazia dada racionalidade tcnica, uma vez que essa realidade permite a mediao, entre o ser e o mundo , como uma estratgia que supera qualquer antecipao programtica e viabiliza a transformao e a construo do prprio ser e do mundo . Assim, se o aprender fazendo necessrio para a formao do arquiteto, que esse fazer seja refletido e retroalimente a prtica
Resumo:
SILVA, Dany Geraldo Kramer Cavalcanti e et al. Lixo hospitalar: na estrutura curricular de cursos superiores de saude na cidade de Imperatriz-MA. Educao Ambiental em Ao, v. 27, p. 00-10, 2009.
Resumo:
ARAJO, Marta Maria de. Formao do educador no curso de pedagogia de Caic-RN: reproduo ou transformao social. Porto Alegre, 1985. Dissertao (Mestrado) - Curso de Ps-graduao em Educao. Universidade Federal do Rio Grande do Sul, Porto alegre, 1985
Resumo:
The aim of this study is to understand the perception of medical students at the Federal University of Rio Grande do Norte (UFRN) about humanization in the context of their medical formation, using a qualitative approach. The focus group and participant observation techniques were used, involving a multidisciplinary team composed of professionals from the areas of anthropology and psychology, as well as professors from the medical course, who studied two groups of nine students in their final year. The data were analyzed using the categorical thematic content analysis technique, from which emerged three categories: student/patient relationship, teaching/learning and student/professor relationship. The first allows us to identify that student-patient contact is an essential experience for adopting a more humanized view of the disease process. The second category shows that unqualified professors in the pedagogic practices inherent to the teaching profession and the theory the practical dichotomy hinder the autonomous and holistic formation of knowledge. Similarly, the lack of practices outside the academic environment and the absence of multiprofessional stimulation interfere in the construction of an integral view of the individual. From the third category, the student/professor relationship, emerge two opposing subcategories (professor model and assymetric relationships), which reflect the importance of the professor`s ethical humanist position, as opposed to an authoritarian attitude, to form the professional attitude of the student. The results point important aspects of the medical formation that may open a discussion about humanization, in the context of new national curricular guidelines
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This research work deals with the compilation of a dictionary on clothing terminology intended to be used as a pedagogic tool as part of the teaching and learning process in the Textile Engineering Course at the Federal University of Rio Grande do Norte. The main terms were selected and assessed by a team of textile teachers and students with the objective to be structured as a conceptual body of information on the following sub-areas of clothing terminology: materials (fabrics and trimmings) and products (garments). This research comprises three main steps: (a) characterization and understanding of the technical vocabulary in the clothing area as well as the identification of a pedagogic demand for a dictionary on clothing terminology, clearly expressed by the textile lecturers and students involved in the assessment of the need and validation of this project development; (b) a proposal for a specific methodology for the compilation of the dictionary which could help the communication process in the lecturing of clothing terminology and (c) based on the terminological principles and the technique of focal groups the dictionary was assessed. The technique of focal groups was used in the first step. In the second step the technique used was that of the terminological methodology adapted to the teaching approach in the Textile Course. In the third step the technique of focal groups was again utilized. It was observed that the main concern of lecturers and students is the lack of a standardized vocabulary, which renders difficult the communication process in both the teaching and learning activities as well as the professional ones in the textile industries. Various aspects, which can overlap, cause this lack of standardization. The main ones pointed out by the study team in the focal groups are: usage of regional words or expressions, usage of foreign words or expressions, analogies, and the low level of formal education, mainly among the industry workers. Another aspect to be considered is the lack of textile literature written in the Portuguese language of Brazil. This evidence shows the importance of a clothing terminology dictionary which will benefit both the education and professional activties in this field of knowledge. This dictionary will also give a substantial contribution to terminological standardization in our research field. With view to fulfill this demand, a dictionary of clothing terminology was compiled with 760 main entries, according to the modern practice in terminology with the necessary modifications concerning our needs. The result of the dictionary assessment was very assertive regarding its structure, contents and possible use in various contexts. The team work emphasized their contribution to the standardization process of the terms that proved to be one of the most important and difficult aspects of this researh work. The significance of this structured terminological dictionary was confirmed by the focal group participants relating to its use for teaching and learning activities, as a reference book, as a source of technical information and also as a tool for pedagogic studies and planning, as well as a significant collaboration to the pedagogic practices in the textile engineering course at University or any other educational institution. Besides, this dictionary can also be used to supply information within the textile field. We are aware that the present work will not exhaust the objectives of this research due to its limitations in opposition to the vast complexity demanded by the compilation of a complete work including all the areas and sub-areas of textile engineering. However, it is an important source for dissemination of concepts on the field of clothing terminology and a tool to effective standardization of the terms used in this subject field
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Les proccupations gres par les changements de l ducation nationale pousss par les rformes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de connatre comment ces rformes ont t incorpores par l Universit Fdrale de Rio Grande do Norte - UFRN, constituent les questions centrales dveloppes par cette thse. Cette tude propose montrer, partir d une approche socio-historique, la faon comment la lgislation ducationnelle brsilienne sur la formation de professeurs pour l ducation basique expresse la politique de l tat brsilien et, en mme temps, comment le PROBSICA signifie une rponse de l UFRN cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privilgi plusieurs techniques et procds de collectes des donnes conforme au modle de la recherche participative, savoir : enqute semi- structure, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs pdagogiques et tudiants; reprage, systmatisation et analyses de plusieurs documents. L analyse des donnes, qui a t faite d une faon fondamentalement qualitative, a rvl que le PROBSICA a sa gense l intrieur de l UFRN et reprsente, en mme temps, une rponse de cette universit la demande de la catgorie et la politique de formation de professeurs. Nous esprons que cette tude suscite d autres recherches qui dveloppent des discussions sur les relations entre l tat brsilien, ses politiques ducationnelles et les pratiques pdagogiques de formation de professeurs
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The present work has as objective to reconstitute the biographical profile and pedagogical practices of the teacher Myriam Coeli de Arajo Dantas da Silveira, in the Professionalizing scholl of the Federal Net of the Rio Grande do Norte, in the 60 s years. The choice of the period is justified by being this the time of important changes in the Education, as an example we have the implementation of the Law of Lines of direction and Bases of the National Education, the 4.024/1961. This teacher contributed for the formation of the potiguar s society scholar, acting in the press, the journalism and the teaching, activity that I analyzed in this study. How the pedagogical practices of her had happened in the 60 s years? This question guided the research and, in the search to answer it I used as source the Public Archive of the Rio grande do Norte, the Historical and Geographic Institute of the Rio grande do Norte, the periodicals of the time, photographs, sketch books of Myriam Coeli and interviews with familiar, former-pupils and contemporaries of this master. I verified that her performance always was based in the educational changes lived deeply for her, carrying through a series of activities in the school as: elaboration of the annual program of Portuguese Language, organization of literary competitions and an practice based on the effective norms without leaving to unite respect and the understanding for the pupils. Of this form, the analysis is not summarized only to the practices of a teacher, but the configuration, in part, of the Rio Grande do Norte educational history in a determined period, the 60 s years
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The main objective of this research was studying the meanings of the freedom of expression and what professors of Journalism think about the way those meanings are used in pedagogical practices. The term freedom of expression is commonly used in journalism even though it is not so studied, consequently we don t have a word to define it. Therefore, we related the term freedom of expression in Journalism teaching to the condition as the object of this study, aiming to establish a connection among the term, the right, free expression and the endurance of the right. The theorical support to understand the dynamic of the meanings of the freedom of expression in the social practice of Journalism teaching was based in the Hegeliana dialetic theorical principles and in the language philosophy more specifically in Bakhtin s perspective from which we can mention the social auditorium, immediate conditions of production and a wider social horizon as the main categories of analysis. This study is a qualitative research with an interacionist perspective anchored in a semi-structured interview as a privileged method of data collecting made with ten professors from Journalism graduation. The analysis reveals that, in the interviewers perspective, there would be a deceiving practice from freedom of expression in the journalism teaching in which emerges either in speeches with handbills spreading the fear and/or under a stimulus form to concealment
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Les rcits sur les expriences de vie se constituent en apprentissages signifiants dans le processus d auto-formation des ducateurs. La formation est un phenomne qui extraple l ambiance scolaire, incluant les expriences qui servent de matrice pour la construction de la connaissance au long de la vie. Dans cette perspective, la connaissance de soi, telle quelle propose par SOUZA, NOVOA et JOSSO, est la notion centrale au tour de laquelle se dveloppe cette dissertation. La recherche a comme ide principale transposer pour la realit des professeurs lexercice reflexif de son enseignement, mdiant la redcouverte de ses expriences de vie, a travers des histoires de soi que, potentialiss, peuvent transformer ses pratiques dans la classe scolaire. Je prends comme point de dpart mes propres expriences comme ducatrice assumant la conviction de la indissociation entre sujet et objet de la connaissance, comme propose dgar Morin pour parler de la science de la complexit. Je fais aussi lusage des rcits de six professeurs du rseau publique de l enseigment, rvlateurs de la construction de la connaissance appuye dans la cohrence de la praxis pdagogique avec son mode de comprendre et sentir le monde. Les oeuvres Mes Dmons d dgar Morin, O Tempo e Eu de Luis da Cmara Cascudo et O Banquete dos Deuses de Daniel Munduruku, ont largit le champs des rcits d expriences que se constituent en matrices des processus de formation. Le travail avec les rcits de formation dmontrent qu partir de la rflection du sujet sur sa propre exprience, il est possible de se projter des nouvelles configurations de la connaissance tenant comme base, la reliaison entre vie, ides, et pratiques pdagogiques. partir de la mtaphore du bcher il est possible de se comprendre la force de combustion des expriences de vie dans la formation des enseignants
Resumo:
This work analyses pedagogical practices of Adelle Sobral de Oliveira, from 1900 to 1940, in order to notice how her performance as educator and administrator took place in Externato Angelo Varela in the Rio Grande do Norte city of Cear-Mirim within a time in which the public teaching started to be considered modern in the State. Adelle was a self learner who developed an important role as a mentality mentor of a generation in the region. As the research corpus we have taken the five Reading Books written by Felisberto de Carvalho used by Adelle in her Externato, interviews with her ex-students and researches in the newspapers of her time, in the Public Archives and in the Historical and Geographic Institute of Rio Grande do Norte, and also in the governors messages, Education Department documents such as laws, and government decrees and acts. It was also taken as a research font the Publich Archives of Cear-Mirim. The aim of this PhD thesis is understand the primary instruction spreading and modernization in the countryside of Rio Grande do Norte, which began with her teaching pedagogical practices. The research results show Adele Oliveira used practical and experimental modern methodological teaching methods in the subjects she taught. Due to this, in her scholar routine, she avoided physical punishment and mechanical teaching and learning strategies
Resumo:
Cet tude et thme de dissertation est devenue ncessaire a partir des inquitudes d ducateur et des pratiques pdagogiques dveloppes aux classes d ducation physique au tour nocturne l cole Municipale Prof. Verssimo de Melo, dont les lves sont des jeunes et adultes que habitent au quartier Felipe Camaro. Ces jeunes cohabitent avec le stigmate de la violence que est toujours prsente dans cette communaut, situe a la rgion ouest de Natal. On peut trouv parmi les lves y matriculs des trajectoires de vie interrompues par facteurs de risque comme criminalit, des adolescentes enceintes et drogues. Ces faits interfrent directement avec les procs d intgration sociale et augmentent la violence, reproduisant les cycles de pauvret et ainsi, limitant les possibilits d ascension sociale. Les rsultats des procdes pdagogiques utilises pendant les classes ont montr la ncessit d approfondir cet tude problmatisant cette ralit et, incitant par les pratiques corporelles et discussion, la rflexion sur des thmes comme facteurs de risque, temporalit, projets de vie et auto-connaissance. En profitant de l intrt de ces jeunes pour la langage cinmatographique comme une faon de mettre en ouvre ces rflexions et rapportant leur connaissance formel avec le savoir et expriences du groupe on a dcid de produire un film court de 15 minutes sur le quartier, idalis et produit collectivement. Pour a, ont a ralis 10 classes-ateliers avec les lves qui ont t connus comme le groupe du cinma . Les ateliers pdagogiques qui sont ici, au mme temps, rfrence de recherche et procde pdagogique, raffirment la notion de rsilience: la capacit de l individu de transformer un obstacle, une adversit ou mme une tragdie personnel dans une situation positive ou comme un renfort de ce que nous avons de meilleur. Dans ce sens, cet tude peut aider les professeurs de toutes les matires, que travaillent a l cole publique et que se trouvent dans ce contexte, considr vulnrable, surtout le professeur d ducation physique. Ce travail peut aussi devenir une rfrence pour aborder des concepts et valeurs que nos aideront renouveler cette vision de monde troite et dterministe, responsable pour la reproduction des cycles de pauvret et violence. Cet tude a t fonde sur des auteurs comme Edgar Morin, Bris Cyrulnik et Conceio Almeida parmi d autres
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Ce projet prsente dans son premier chapitre une tude historique-bibliographique base sur la Pdagogie Freinet en France, ainsi que sa formation rpublicaine, ses courants politiques et idologiques qui ont mouls l organisation sociale et ducationnelle de ce pays. Ce travail montre le rle des courants de gauche dans ce processus, cela se reflte aussi sur le jeune Freinet. Les changements oprs dans la dcennie de 1950 dans le systme scolaire, dans le propre Mouvement Freinet et les ruptures qui ont eues l intrieur de ce mouvement. Cela se termine avec les directions prises dans les dernires dcennies, son arrive au Brsil et les perspectives actuelles. Le deuxime chapitre aborde la reconstitution historique du Brsil dont sa phase coloniale et impriale. Les vnements historiques de la IIIe, IVe et Ve Rpublique sont mis en relief avec ceux du Mouvement Freinet. La phase militaire impose au Brsil et les luttes pour la reconqute de la dmocratie. Il se termine avec les considrations sur la LDBEN 9394/96 et l implantation du Curso Normal Superior; un bref historique de la Pdagogie Freinet au Brsil, des thmes importants travaills dans le troisime chapitre. Dans ce chapitre une recherche qualitative est dcrite base dans l Etnographie Critique et Multirfrentiellel et aussi dans la Recherche-Action. Elle est dveloppe auprs d un groupe de cinq professeurs des premires classes de l cole primaire au collge, inscrites dans le Curso Normal Superior. Les donnes ont t obtenues partir de rencontres rgulires avec le groupe la mdiation didactique , des entretiens, des questionnaires, des observations dans les salles de classe, du travail final du cours, nomm Mmorial de Formation. travers l ensemble des donnes, on recherche les apports et l actualit d une proposition pdagogique historiquement firme pour le dveloppement de la praxis ducative
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The health transition experienced in Brazilian health care model requires a metamorphosis in human and society, placing new demands on health and education. The Faculty of Science, Culture and Extension of Rio Grande do Norte (Facex), aware of their responsibilities to the Health System, which brings the principle of comprehensiveness as its structural axis, dared to implement a course of nursing in complex thinking and Experiential Pedagogy Humanescente with curriculum inter / transdisciplinary. For deployment of proprosta was not enough to reform thinking of educators, there was a need corporalizar new teaching practices that are aimed at the integral formation of human beings. In this context, emerged the workshop on Human Education autopoietic, self-forming area of the educator, where he developed an Action Research Existential (PA-E) which enabled experience, describe and analyze how the human autopoietic educators could contribute to the practice educational humanescente transdisciplinary curriculum project. Were worked out in meetings, knowledge necessary to practice the transdisciplinary 1st Meeting - learn to create; 2nd Meeting - learn to recognize the laws of nature with emphasis on complexity theory, 3rd Meeting - learn to organize, 4th meeting - namely autoestruturar themselves; 5th Meeting - know how to choose, 6th Meeting - knowing innovate 7th Meeting - namely exchange. Next an autobiographical perspective, we chose the metaphorical possibility to narrate the ways and strategies covered by the author and apprentice in the company of the Little Prince de Saint-Exupery, in search of a sensible pedagogical practice complex, which promotes re-enchant transdisicplinar education. The route involved five methodological connections: a literature review which relate to training for care in undergraduate nursing: the study of learning processes that drive the formation humanopoitica, emphasizing the relationship that involves the complexity and embodiment in the educational process transdisciplinary, highlighting the analysis of what is to learn from the findings of biosciences and recent cognitive theories of Maturana and Varela, the description of the interdisciplinary curriculum of the nursing course of Facex and Training Workshop, Human autopoietic, with emphasis on Experiential Education Humanescente; the report of seven meetings of the Workshops (cocoon), recording the experiences and listening to educators (luminescent butterflies), the final reflections with learning opportunized. Experientiality lived through, the expressions and words, educators say the influence of workshops for their teaching practices, highlighting it as a space for selforganizing, creating, learning and enchantment, and can identify the workshop as a place of transformation necessary for deployment an interdisciplinary curriculum. The knowledge emerging from the study indicate the need for permanent spaces of self, in which the educator learns from its body, between cognitive processes and vital, and in the experiences of their formative process the opportunity to act on the dimensions of knowing and being
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The present study objective to construct to the Education‟s History of Centro de Educao Integrada Monsenhor Honrio in Macau, in the state of the Rio Grande do Norte. By means of the examination of this Institution of education, we intend to analyze its educative practical in the Fifties years, that this was the first one to offer gymnasial course and, over all, for having formed doctors, engineers, teachers, bachelors and economists in the city and the region during five decades of functioning. For this we use the records as documentary sources available in the institution, in newspapers and in public and private archives in the capital and the interior, beyond interview with former-employees, former-pupils and people who had participated of its creation and, consequently, they had made and they are part of this history. The institution‟s history helped to us to comment the reading of Macau‟s education, propitiating us reflections about pedagogical practical, methods of teaching and school regiment, in the perspective to understand a past still so present and all process for which passed the education, in the context of the proper Macau‟s history. The search results lead us to evidence that the creation of this school, in 1956, represented a landmark in the education of this municipal district, contributing of decisive form in the formation of the macauenses
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This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have
