Um estudo sobre a concepção de paradoxo segundo o pensamento de Augustus de Morgan

This work aims to analyze the concept of "paradox" posed in the work of The Budget Paradox (1872) of mathematical and logical English Augustus De Morgan (1806-1871). Here it is important to note that a large part of this book consists of re-prints of a series of writings by the author in journal Athenaeum, where its performance as auditor of literature. The tests refer to some scientific work produced between the years 1489 and 1866 and the rules of selection for the composition of the work is, basically, the methodological aspects used in the completion or disclosed by such scholars. The concept of paradox is presented in two distinct moments. At first, we found a study of definitions for the term in a philosophical approach, characterizing it as something that requires further investigation; which was complemented with the classic examples of a scientific context. In the second, we present a concept advocated by De Morgan and, under this perspective, that he conceptualized the "paradox" is directly related to the non-usual methods employed in the formulation of new scientific theories. In this study some of these scientific concepts are detailed, where, through the redemption history, engaging in issues of our study Mathematics, Physics, of Logic, among others. Possession of the preliminary analysis and comparison with the design of De Morgan, it became possible to diagnose some limitations in the conceptualization suggested by the author. Further, evidenced, in front of the cases, the nonlinearity of the process of production of knowledge and hence the progress of science

Aquelas leituras formadoras de culturas (Caicó-RN, século XIX)

La lecture faite du livre Seridó − XIXème siècle (Fazendas & livros), des historiens Medeiros Filhos et Faria, a été ce qui a déclenché l écrit de cette thèse de doctorat. La lecture intensive de ce livre a conduit au corpus documentaire de la recherche (livres scolaires, religieux et laïques, chronique, discours, documents ecclésiastiques, inventaires, testaments, mémoires d'enfance, articles journalistiques, rapports), et aussi au corpus du référentiel théorico-méthodologique de l'histoire culturelle de la lecture, en correspondance avec Roger Chartier et Robert Darnton. Dans la rigueur de l'écriture de la thèse, la recherche relative à la thématique lecture et absorptions culturelles nous a menés à définir comme objet d'étude les pratiques culturelles appropriées pertinemment aux lectures faites, entendues, murmurées, de nombreuses fois répétées et mémorisées, de livres scolaires imprimés, religieux et laïques qui circulaient à Caicó, dans les années mille huit cents. En vue de la lecture intensive et de l'extensive, l'objectif est d analyser, d'une part, des indices d'absorptions ou appropriations culturelles des enseignements de ces pratiques de lecture et, d'autre part, les entrelacements des enseignements relatifs à l'oralité, à la lecture, à l'écrit et à la scolarisation. La thèse défendue est que l'histoire de la lecture à Caicó, au XIXème siècle, est l'histoire de la lecture faite, entendue, murmurée, répétée et, encore, mémorisée, qui, soutenue par des textes de livres scolaires, religieux et laïques, se convertissait dans la production de biens culturels spécifiques, comme des cartes, inventaires, remèdes homéopátiques et faits maison, testaments, prières fortes de cure, vers de cordel, parmi beaucoup d'autres. En commençant avec l'intention d écrire une histoire de la lecture à Caicó, au XIXème siècle, nous comprenons que les pratiques culturelles, spécialement les pratiques des coutumes seridoenses, sont, excessivement, le résultat des appropriations de lectures de textes scolaires, religieux et laïques, stimulatrices d'autres pratiques de lectures intensives et extensives. Si la lecture faite, entendue, répétée, mémorisée et reconnue est liée à des pratiques de coutumes universelles et locales, malgré cela la force de l'oralité aurait été l élément essentiel de la reproduction et de la longévité de cette lecture, ainsi que de son passage du XIXème siècle au XXème et, encore, des vestiges de certaines permanences de ce XXIème siècle. En partie, ce réseau de pratiques culturelles, reproduit par la force de la transmission orale, persiste depuis l époque de nos arrière-arrière-grand-parents

O menino é o pai do homem: raízes crianceiras do conhecimento

This dissertation is a work on playing and its relation with the knowledge production process. It is the result of a set of personal experiences with the cultural universe of children which have instigated a look into the way they explore the world and questions about the very nature of the games they play. Could we consider those games hide, or rather reveal important strategies used in the knowledge production process and in making science. In light of several studies concerning the complexity of science, this questioning has also led to the development of a toy (a box), which consists of a range of pieces (photos, video, audio, stones, seeds, rags, envelopes, etc.). My intention is to show in a practical manner a strategy of thinking similar to the sensitive logic bricolage present in the playing, in order to instigate the reflection on the possibility of its inclusion in the production of the knowledge and science making processes

Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA

Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educação Básica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranhão - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vitória do Mearim in Maranhão. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vitória do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education

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

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

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

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

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

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

Escafandristas do tempo: narrativas de vida e regeneração da memória em São Rafael-RN

In the late 1970s, the semi-arid region of Rio Grande do Norte was the setting of Projeto Baixo-Açu whose highlight was the building of the dam Eng. Armando Ribeiro Gonçalves, designed to collect 2.4 billion cubic meters of water. Presumably, such an initiative would bring economic and social development for thousands of potiguares who suffered the hardships of drought. However, the dam would reach several cities in the region, reaching to cover one of them: São Rafael. As a result, the early years of the 1980s, nearby, a new town was built by DNOCS. This thesis aims to discuss how the population of São Rafael recalls this fact and reconstructs its history by speaking, writing and computing, after three decades. Based on the prospect moriniana method as a strategy, visits were made to the city of São Rafael and open interviews (individual and collective) with two groups of subjects: one composed of those who lived in their ancient homeland, and another, with young people who were born in the new city. Besides the reports of these subjects, they were observed the visual narratives presented by images, mostly photographic, available on a profile created for the city in the orkut social network. As sources for this study, they were also considered the dialogues between rafaelenses accessing the above profile. Having as a central observation by Edgar Morin about what does not regenerate, degenerates . This study is the central argument that the idea of orkut has performed, today, a dual and interdependent role: being a tool that promotes a collective intelligence through cooperation, exchange of ideas and reconstitution of visual and written narratives. Far from a frozen conception in a historical perspective, it has defended the thesis that orkut has regenerated, repaired, reproduced, restored, reorganized and renewed the memory and history of a city that has succumbed to the immensity of the waters of a dam for almost thirty years

História e filosofia da ciência nos currículos das licenciaturas em física e química da UFRN

Esta disertación es el resultado de un estudio de naturaleza de calidad que tuvo como objetivo analizar la estructura curricular de los cursos de Licenciatura en Física y en Química de Universidad Federal de Rio Grande del Norte en lo que se refiere a la inserción de disciplinas de contenido histórico y filosófico. La metodologia adoptada se constituye en un estudio de caso comparativo, pues procura establecer relaciones entre los dos cursos analizados. En este sentido, fueron consultados, para cada uno de los dos cursos, el Proyecto Político Pedagógico, el programa de La Disiplina y los materiales en ella utilizados. Se realizó también, la observación simple de clases de la disciplina y en seguida, una entrevista semi-estructurada con el profesor responsable por ella. Los resultados muestran que las disciplinas están inseridas en los currículos de los cursos de Física y de Química de maneras diferentes, principalmente en lo que se refiere a los enfoques teóricos-metodológicos asumidos por los profesores en el trabajo con los contenidos y en lo que se dice al respecto del papel desempeñado por la disciplina en la estructuta curricular. Hay por otro lado, puntos de convergencia, notadamente cuanto a la formación y al histórico de los profesores formadores, asi como en la relación a los modelos de formación subyacentes a la estructura curricular de los cursos. Se concluye que el conocimineto mútuo de los diferentes modelos de inserción de disciplinas de contenido histórico y filosófico en las Licenciaturas en Física y en Química de La UFRN podría contribuir para futuras reformulaciones curriculares, en el sentido del establecimiento de opciones claras y concientes acerca del papel a ser desempeñado por esas disciplinas en los cursos

O desafio da parceria na implementação do PRONERA: o caso do projeto alfabetização cidadã no nordeste Paraense.

El desafío de la parcería en la implantación del PRONERA: el caso del Proyecto Alfabetización Ciudadana en Noreste de Pará se constituye en un estudio sobre las políticas públicas de educación del campo. El trabajo tiene como objeto de análisis la implantación del PRONERA, a partir del estudio de caso del Proyecto de Alfabetización Ciudadana en Noreste de Pará, con el objetivo de comprender como la parcería, principio operacional y metodológico propuesto por el PRONERA, se concretó en la implantación del Proyecto y cuales sus posibles implicaciones en las políticas públicas de educación del campo. Entre los procedimientos metodológicos, realizamos la investigación bibliográfica y documental que nos permitieron situar la educación del campo en términos históricos y políticos, sistematizar la constitución y la organización del PRONERA y reflexionar acerca de la parcería a partir de diferentes ópticas. Realizamos también la investigación de campo por medio de entrevistas semi-estructuradas, con el propósito de analizar la implantación del Proyecto da Alfabetización Ciudadana, a partir del dialogo con los actores sociales involucrados. Los resultados de las análisis indicaron que, históricamente, las políticas públicas de educación destinadas a las poblaciones de la zona rural fueron instituidas verticalmente, desvinculadas de la realidad del campo e incompatibles con las necesidades e intereses de los sujetos. Constatamos que, en período reciente, movimientos sociales del campo reivindican y proponen acciones que se establezcan como políticas públicas de educación del campo. Identificamos que el PRONERA resulta de ese movimiento y se presenta como anuncio de una política pública de educación del campo, teniendo como diferencial el hecho de ser un programa del gobierno federal idealizado fuera de la esfera gubernamental, construido por los movimientos sociales del campo y presentar, entre otras innovaciones, el modelo de parcería y la gestión compartida, participativa y democrática. En esta perspectiva, en este estudio de caso, se evidenció que la parcería, frente a los conflictos y las disputas entre sus miembros participantes, no es el problema de la implantación del PRONERA, sino su punto fuerte. De este modo, la parcería es uno de los elementos necesarios para la construcción de políticas públicas, en particular, de educación del campo, una vez que posibilita la interacción de instituciones públicas y movimientos sociales locales, atribuyendo legitimidad a la educación del campo. Al promover un proceso de aprendizaje democrático, la parcería se presenta como estrategia de democratización de la educación del campo.

Política de democratização da gestãoescolar: um labirinto de sentidos, discursos e contradições?

Este estudio tiene por objeto investigar la política de democratización de la administración educativa de la consideración de los procesos socio-históricos que participaron en el programa de modernización de los paradigmas de administración, por la forma en que la política de descuentos y que se entiende por los sujetos dentro de la escuela. Se considera que la democracia defendida por la política de democratización de la educación por el neoliberalismo / gerencialismo, siendo el resultado de un acuerdo que aspira a dirigir la sociedad hegemónica, portador del gen, las diferentes concepciones de la democracia, por lo tanto, en su en el interior se colocan en posición, los elementos conceptuales de los diferentes proyectos de la sociedad. Por lo tanto, vamos a ver cómo, en el Estado Dom Escuela Nivaldo Monte, esta política se (re) significado y transformado por los sujetos, incluyendo las diferentes formas que se delinean en la dimensión de la democracia, autonomía, participación y representación. Aborda el tema de estudio en vista del materialismo histórico y dialéctico, por lo que consideramos que es posible examinar el objeto en sus fronteras, pero no de manera fragmentada o enajenados o la mediación de la determinación del capital económico, político, cultural y simbólica de la sociabilidad la globalización, para superar los matices asignado a estructuralista metodología de diseño teórico adoptado, usado, en el entendimiento de que considera que la macro y micro estructuras están formadas por una relación de complementariedad entre los procesos micro y macro. Entre nuestras conclusiones parciales, que argumentan que la gestión democrática y la gestión de la administración son diferentes formas de administración, antagónicos, aunque este efecto fue una especie de coincidencia, le distinguen: en primer lugar, si queremos apoyar la calidad de las escuelas públicas, y en segundo lugar que la organización de gestión crea las condiciones para la gestión democrática legal y legítimo, mientras que se establecen las condiciones que tanto impracticable y difícil como imposible y muy difícil de llevar a cabo la gestión de la administración que conduce a la conclusión de que, finalmente, la gestión democrática es imposible de llevarse a cabo por medio de la gerencia pública y la gerencia pública es imposible de llevarse a cabo por medio de la democracia. Sin embargo, la participación institucionalizada de la gerencia pública puede promover la extensión del control social sobre el estado y contribuir a la transformación social, que parece que está un reto difícil, pero no improbable, y es probable que se siga investigando.

As coisas estão no (meu) mundo, só que eu preciso aprender. Autobiografia, reflexividade e formação em Educação Nutricional

This paper gives clues for the educative action in nutrition subjects. It deals about the professors experiences deployments lived in 2003 e 2004, both in Nutrition undergraduate course of the Federal University of the Rio Grande do Norte (UFRN), in Nutrition Education and Supervised Internship in Social Nutrition academic disciplines, as well as in the II Update Course in Nutrition Practices for Health Basic Care , offered to the supervisors nutritionists of internship, in this same department, being able to be characterized as an action-research, with interventionism purpose. The study stands out the importance of a new point of view about the nutritionist formation to overcome the limits imposed by the scientism, and the adoption of a complex and reflexive reference about the educational practice in this area. The corpus is made up by 81 undergraduate students alimentary autobiography (source of generating subjects for interventions with the nutritionists), 17 questionnaires and 05 interviews, being 03 of them biography (the start up for an initial dialogue with the nutritionists). The data found and the professors experiences allied to a theoretic reference, by the light of the education proposals for the XXI century were used as establishment elements for the proposition of five guidance axles used to build a complex and reflexive nutrition education, which are: 1) Take the cookery and the culture of eating together as significant elements for the human being integral formation; 2) Conceive the religion manifestations associated to feeding process as relevant elements of the human food culture; 3) Discuss the rupture nature/culture aiming the preservation of live in earth; 4) Search for the overcoming of the identity conflicts by a higher inclosing conscience degrees of being part of this process. 5) Face the limits of fragmented formation. The presented thesis stands that the autobiography method, allied to the freirean pedagogy and to a complex reference, could be taken as an important tool to the health educative subjects, contributing to the formation of reflective individuals able to transform themselves and the world.

Uma prática educativa ambiental na construção de agenda 21 local.

This proposal is to search, investigate practical experience in environmental education for the construction of Local Agenda 21, in the municipality of Maxaranguape-RN, attended that brought together various subject and collective social actors of civil society organizations, among them, the Center for Education and Advice Herbert de Souza - CEAHS (NGOs who serves on the council since 1999), associations of farmers and farmers in areas of settlements, teachers / as, groups of women and young people, entrepreneurs, public power, the German partner entities IBAMA. INCRA, BNB in the project of Agenda 21. They are members and participants, constituents of the Permanent Forum of Agenda 21, the main actor privileged in the search. As an object of study to identify the limits and scope of this practice, with regard to aspects of awareness / participation and awaken to an awareness of critical social subjects in the collective social and environmental perspective. The study seeks to investigate if this experience has allowed the individual and collective social subjects, understand and act in their daily life, as the changes in attitudes postures, and expand their interests to participate in various public spaces this intention, is considered the educational activities made with the principles of environmental education in the construction of Agenda 21 that have contributed in raising awareness / participation of social actors of the Permanent Forum of Agenda 21. While reference methodology, the research focuses on theoretical design Freireana with relevance on the dimensions of dialogue, critical thinking and the human dimension comprising the act as educational practice of freedom, the prospect of human emancipation and social transformation of reality, and bring other thinkers as, Carvalho (2004), Trigueiro (2003), Days (2004), among others. The investigation of this practice points to the subject of education, which ECOCIENCIA to install the Agenda 21 and its effect on demand under municipal, German, providing a change of attitudes and postures and certainly, generating a new look and act in the world, broadening their interests and desires of inserting themselves, to participate in public spheres, particularly in establishing relations with dialogical criticality with the authorities and face the demands socio-environmental locations.

Ginástica e ética na escola: Apontamentos para compreender a convivênca humana.

The daily teaching invokes us to answer questions that surround the educational action, they are ethic and political exercises of us teachers, considering the responsibility that is presented to us in circumstance of perspective that we create as for our students´ formation. Considering the public school Terezinha Paulino as stage of the daily teaching which we invested, and finally, the school gymnastic group (GGTP), as pedagogical practice specifically attended during this study, we launch the following questions: 1. What are the ethic indicators present in the experience lived by GGTP members? 2. What s the meaning of these indicators for the GGTP members? 3. Do these meanings configure a socio-political dimension of the individuals involved formation ? What socio-political dimension is that? And What is its contribution to think of Physical Education in school? From these issues, we highlight our goals in this research: investigate the educational experience lived in GGTP, with a focus on the ethical elements that characterize and reflect the relationship of these elements in the socio-political dimension of Physical Education in school. To answer the initial questions and achieve our goals, we use the Content Analysis (BARDIN, 2004) as a methodological contribution of this research. From this methodological contribution we got two strands of the discussion here related: relational behavior of living and undesirable relational conduct and non-social. typical examples of good living are: union, cooperation, solidarity, fraternity, conversation, dialogue, love, trust, responsibility, commitment, dedication, application, respect, partition, sharing, gratitude, companionship, kindness Correspond to undesirable behaviors conduct: intrigue, strife (dispute), vanity, arrogance, anger, rage, fury, nervousness, anxiety and fear. Permeates the categories discussion, The group of knowledge produced by different authors, Humberto Maturana predominate among them, sometimes related to some of its main partners, , José Varela, Gerda Verden-Zöller and Sima Nisis de Rezepka. Although less frequent, we broach other authors, including Edgar Morin and Paulo Freire, to enlarge, articulate, and thus contribute to support the notes, contents of this study. Besides the introductory chapter, is the content of this dissertation: ethics: textual understanding, the methodological way; relational behaviors of living; undesirable conduct relational and non-social; gymnastics as an ethical and political bet on training human. In ethics: textual understandings, we make a brief introduction to distinguish the ethical field which we are advancing; In the methodology way, we briefly describe the implementation of the analysis content (BARDIN,2007); in relational behaviors of living, as well as, in undesirable relational conduct and non-social, we point out the meanings discussing them supported on theoretical contribution of this research. Finally, in gymnastics as an ethical and political bet on training human, we point out some possibilities for the gymnastic practice and physical education at school, as well as to think about education by training human bias.

Saberes pedagógicos/comunicacionais, pesquisa/formação: reflexões sobre as experiências formativas das professoras online

The thesis, entitled, Pedagogical/comunication knowledge, research/formation: Reflections on the formative experiences of teachers online , developed dialogues on the pedagogical/communication knowledge, research-formation and the formative experiences of teachers online, for the purpose of understanding how pedagogical/communication knowledge is establishing/established from the formative experience of teachers online. For this reason we began with the following question: how does pedagogical/communication knowledge become estabilishing/established beginning with the formative experience of teachers online? The methodological approach for the selected research was research/formation, based on Ethnoresearch of critical formation. This became a rich route for reflections on pedagogical/communication knowledge and formative experiences, making a contribution for formation and autoformation of the teacher/researcher and the teachers online. This provided moments of formation, of reflection-in-action and on the action, potentialized/structured the process of comprehending, analyzing, interpreting, reflecting on the formative experiences and contributing for reflections on pedagogical/communication knowledge of the teacher online. The theoretical referential dialogue was based on concepts such as: education online, interactivity Silva (2002), Santos (2005), Moran (2003), teaching, Veiga (2005), Pimenta (2002), Freire (2005), Tardif (2002), teaching online Sacramento (2006), teaching knowledge Tardif (2002), Charlot (2000), Porlán (1997), García (1992), Freire (2005), Ethnoresearch-formation Macedo (2000), formation Macedo (2010), Josso (2010). The discoveries revealed that the pedagogical/communication knowledged becomes establishing/established beginning with formative experience of the teachers online, from the emergency of a collective communicative dialogue, structuring and potentialized by the experiences of the context online, from the didactic pedagogical/communicational organization online, of the research, of the relation created by the expertise and the presents itself along the itinerary of the family , the school, academic and professional. From this we can conclude that of knowledge and plural experiences, which became broken down because they are parts that relate themselves with other parts, which become united in one whole, the singular/plural, the local/global, the text and the context, agregating principles a pedagogical- communication perspective that orients :the dialogue, the interactivity, the hypertextuality, themultivocallity, formative dispositions, formative experiences all of wich makes for the possibilities for researdh and the training of professors and teachers who accept their point of departure and enddind points as pedagogy and experience