Entre saberes e práticas :a alfabetização de jovens e adultos no MOVA Belém

This research analyses the experience of the Alphabetization of Young and Adults Movement named Prof. Paulo Freire (MOVA Belém) in the time period 2001-2004. the study intends to reveal which knowledge/activities are constituent of pedagogical practices of popular alfhabetzers. It also intends to contribute with the registry in the history of alphabetization of young and adults in Belém, without any intention of making general the analyzed aspects. The research is characterized by the use of a qualitative approach of the type ethnographic, because it involves an analysis that considers at the same time the local and global aspects. It analysis documents produced in the period and uses semi-structured interviews for data construction. It tries to show living cues and experiences of the pedagogical activities found in the theoretical references of Brandão (2003), Freire (1979; 1987; 1992), Gadotti (1998; 2000), Ribeiro (1999; 2003), Santos (1995; 2000), Soares (1985; 1998; 2003) and other authors of alphabetization and popular education fields. This multiplicity of bibliographical and empirical references has produced a heterogeneous framework, that is much more complex and multifaceted than the one which would be constituted as the knowledge of the pedagogical, alphabetizer practice. It can not happen, however, an absolute concept that is clear and total that resumes significance and matter of the pedagogical, alphabetization practice of young and adults. So, the study establishes a relativism between them assuming as valid the ones that are of popular and democratic types. At last but not least, it intended to contribute to the history of the alphabetization of youngsters and adults in Belém with a popular education perspective without any pretension to turn the analyzed aspects into generalized ones

O desenvolvimento profissional docente e a participação colegiado no Atheneu Norte-Riograndense

To investigate the relationship that exists among the educational participation of the school board and the teacher's professional development, starting from the analysis teachers of a public institution who teaches daily in the city of Natal. We focused the possible relationships between the teacher's action and their professional development, which includes the participation of the School board, considered by us as a collective space. To accomplish this research we used Interviews (KAUFMANN, 1996; SILVA, 2002) to analyze the nine participants, who are teachers' of the school board, and their oral speeches, considered as main references of our study. While trying to understand the reasons that led the teachers to choose her/his educational profession, we noticed the difficulty of recognition of the job of lecturing as a profession. This fact comes as an obstacle to the perspective of the teachers' professional development. In what he/she refers to the forms of the teachers' participation in the board and their meanings, we noticed in first place that the feeling of it belongs one of the decisive factors it can be considered actively for the teacher to announce of the actions colegiadas. This for them to want and they believe that that is the best road for if they develop better while professionals and consequently to improve the situation of the school. In second place we noticed that the school board represents, a place of articulation of the equality among all the ones that form the school community. So, we tried to understand how they happened to the collective actions in the school, how the teachers presented them in spite of what they know, how a collective action should be presented in the elements of fragility of that process that inhibit the development of the overall action. Finally, we questioned the elements that would contribute to the educational professional development; we noticed that the teachers present the competence, the ethics and professional valorization, as factors that contributed at the present time to their educational professional development

Os conselhos como mecanismos de democratização da política educacional :participação e poder de decisão nas ações do Conselho de Controle Social do FUNDEF no município de Parnamirim/RN

This study board the FUNDEF social control council implementation in Parnamirim/RN city, concerning their representatives participation in the accompaniment (decision power) in resort, in front of governmental politics of decentralization, unleashed in 90´s, seen in decentralization process needs the society participation in decisions of educative institutions and represent an efficient way of solve the problems difficult the educational management actions. For this, the council creation of Brazil manager configure, since the 80´s, detaching, and the single characterizing, in actual context. The objective is raise pertinent questions of thematic of representatives members participation of collegiate organs, evidencing the decision power of these, in public resource control. The theory-methodological referential the literature treat the participation and power decision of FUNDEF social control decision, such as politics directrix that rules this council. It utilizes as proceeding of collecting data the semi-structured interview and analyze of meeting register to understand the empirics of council implantation in this city, in view of that the electoral process configured in 2003, showed as a innovation, because the counselor is indicated by the local public power representatives (in this case the education municipal secretary). The research result show the representatives have difficult, to accompany the FUNDEF resources amount, particularly in concern in the financial resources (ratio) over plus. Finally, emphasize the importance of democratization in the relations between the state and civil society, elucidating and exciting reflections a: democratic participation in control of public recourses for education, educational management and civil society mobilization in access of public and cultural cash which the citizen has rights

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

Televisão em solo educativo: educando o olhar

This work supplies a reflection concerning the presence of the daily television in the children s lives. It points with respect to the necessity of the incorporation of the nature of the medias and information in the educative proposals in way to promote the approach of the two areas in the junction of its respective epistemologies. It considers the development of a visual acuity for the student staff, pointing out the paper of the educator as a promoter of this taken over on a contract basis. Therefore, we present a research of field, carried through in some public and private primary schools in Natal and other cities that are part of the Grande Natal , trying to show with what perspective the teachers use the languages in this stage of education, prioritizing the television elements. As elements of the collection of the information, we made use of half-structuralized interviews, beyond comments directed for the moments where the teachers used the television with educative intention. As results, we noticed that some considerable part of the involved educators still don t get to conceive the television as integrating part of the roll of the languages, using this resource in a limited way, restricting to the contact with sets of documentaries and essentially educative productions, besides the use of objectives directed toward the entertainment, forgetting the opened TV, present in the daily lives of the children since the tender age

Educação escolar dos índios : consensos e dissensos no projeto de formação docente Tapeba, Pitaguary e Jenipapo-Kanindé

L´objet d´étude de notre travail est l´espace politique des débats entre les formateurs indigènes (professeurs et lideres) à propos du projet de formation des enseigants, de la proposition et de la gestion d´un enseignement scolaire différentié. Dans ces débats, est rendu manifeste le processus de constitution des indiens comme sujets politiques, revendiquant des droits sociaux-culturels et historiques qui révèlent des dimensions importantes et presentes dans le mouvement indigène. Les consensus et les dissensions entre les formateurs et les lideres nous ont fait penser à la nécessité, en certaines occasions, de transcender la littéralité des discours, en relevant le non-dit et les intersubjectivités impliquées dans les procesus d´interaction entre les sujets/acteurs/auteurs. Dans ce sens, nous trouvons, dans la proposition méthodologique de l´entrevue compréhensive (KAUFMANN, 1996), et faisant appel à une lecture complémentaire des divers concepts socio-anthropologiques, une de notre principale orientation. Redonnant la voix aux sujets interwievés e partant de leur discours, nous cherchons à étudier les significations des actions de ces individus, en les considérants comme des sujets historiques. L´objectif principal de la recherche reside donc dans la comprehension des différents sens attribués à "l´être" professeur indigène et à l´école différentiée dans les discussions à propos des expériences de formation enseignante vécues dans le cours Tapeba, Pitaguary e Jenipapo-Kanindé, commencé en 2001 et conclu en 2005, dans l´état du Ceará

As ações político-pedagógicas do Serviço de Assistência Rural-SAR

This program resumes the history of the political-pedagogic actions on the Serviço de Assistência Rural SAR, of Natal archdiocese, and analyses the contributions of this actions on the process of rural workers organization in the social movements on the countryside. The educative actions of the RAS are happening in a permanent tension between the pedagogic project of a church in change and, a pedagogy of the groups, communities and social movements, that is centered in the cultural action, in the culture lived from its condition of citizens. This research reveals that this entity fulfilled a strategic attribution for the Natal s church on the formation of the community leaderships, at a first moment and leaderships for social movements. Before the military dictatorship, the work methodology of this entity had as priority, begin from the reality leaved by the rural workers in the expectation that these became to qualify themselves for a more citizen participation in the call development. During the military regime, the entity goes measuring theirs activities in the new context, until the moment that redefines the work line. Goes then defining regions and thematic of operation supporting the fights for land, salary campaigns, women agricultural workers organizations. The pedagogy of work has as one of its supporters the Paulo Freire s pedagogy, privileging the dialog as a source of production of knowledge from the reality leaved in a permanent transformation. The actions of this entity, with the groups and social movements, produces the necessary knowledge for the organization of the rural workers while individual and social subjects of a changing world. The process of action-reflection of the activities intended, by a creative form, a permanent production of strategies of fight of the workers. Research ever, not to make accommodate itself to the new knowledge acquired in the action-reflection it is part of the pedagogical idea of this Institution. One searched in this process of formation of the man and the woman to question the reality, to create actionreflection-action spaces on the fights for a possible transition of an ingenuous conscience for a critical conscience, in view of the transformation of the structures that oppresses them

A interface entre educação e mercado : uma análise crítica das mudanças socioculturais no contexto educacional

In the context of late modernity, the socio-cultural transformations established new social practices which corroborate discursive changes in dialectic movements, contributing to the order of the educational discourses to be more and more affected by typical market discourses and values which are covered by ideologies, hegemonic struggles and power relations. In this sense, this research study, which is based on the theoretical tenets of the Critical Discourse Analysis in its interdisciplinary branch (FAIRCLOUGH, 2006; ORMUNDO, 2010; PEDROSA, 2010; RAMALHO E RESENDE, 2011), aims at discussing how the sociocultural changes in the context of private education interact with the market proposal of neoliberal and economical policies. The research was methodologically based on the qualitative approach (CHIZZOTTI, 1991; BOGDAN e BIKLEN, 1994; MINAYO, 1994), especially on the principles of contemporary Applied Linguistics (SIGNORINI, 1998; MOITA-LOPES, 2006; MENEZES, SILVA, GOMES, 2009). Data were gathered from advertisements used in campaigns by private educational institutions and agencies in Natal/RN; the advertisements were collected in primary and secondary levels and in language courses from October to December, 2010. The data analysis indicate that education, in the context of globalization and late modernity, has become a market agency and that the new face of the educational discourse of private institutions is interwoven with a social representation of education as a site of struggle and hegemonic dispute. Therefore, the research leads us to infer that, as the educational public policies based on hegemonic economy and on ideological assumptions of international agents (Global Bank, FMI, etc.) have become widespread, education has become an arena of dispute and a powerful economic product to the market of cultural and commercial industry, thus emphasizing a society in which everything is economically based

A complexidade do ser fictício: a construção da personagem Marcela no romance A ostra e o vento

It is possible to notice that the modern narrative increasingly seeks to invest its characters with a broad and complex nature, away from the well-defined beings of the traditional narrative. Through this work, we aim to make a study of Marcela, a character of the novel A ostra e o vento, by Moacir Costa Lopes, taking into account the way the complexity of the fictitious being is constituted through an analysis of structural, semantic, and thematic elements. We first will bring up a brief theoretical discussion about the character in a novel, and we also will carefully analyze the diagetic universe, presenting the complex path of the character further. Subsequently, we will focus on the structure of the narrative which creates a complex picture of the character, using the technique of crossed points of view as well as the technique of temporal fragmentation. Finally, we will investigate conflicting social relations that portray Marcela s disturbed inner side, as well as the metaphoric symbolic language, which furnishes a number of different representation of this character, impeding the creation of a well-structured coherent character. Studies of scholars such as Antonio Candido, Anatol Rosenfeld, Vitor Manuel de Aguiar e Silva, Fernando Segolin, Gerard Genette, Michel Zéraffa, among others, will guide our analysis

Análise de necessidades de inglês para fins específicos em um curso de graduação em turismo

This study presents the results of a survey conducted in the area of English for Specific Purposes (ESP) in order to identify (1) the learning needs of students in a course in Tourism, their desires and lacks, at a federal university, with respect to use of English; (2) the needs of the present situation of teachers and the coordinator of that course as to the language; (3) the needs of the target situation of professionals (graduates) and companies with respect to this language. This research is a case study (STAKE, 1998; YIN, 2009) and was used for data collection, instruments such as questionnaires, semi-structured interviews, and document on the Tourism Course. To this end, it was adopted the theoretical basis for the constructs of English for Specific Purposes (ESP) Inglês para Fins Específicos (IFE) in Brazil, also known as Inglês Instrumental, whose foundation is based on the work by Hutchinson and Waters (1987), Robinson (1991), Dudley-Evans and St. John (1998), Celani, Deyes, Holmes, Scott (2006), among others, since this work is devoted to a specific area, Tourism. Results show that students opined the ability to prioritize reading and speaking into the classroom. Professionals reported that the latter is an indispensable tool for entering the labor market, yet they feel unprepared and need to attend English language courses in private language schools. The testimony of company executives also point to this deficiency. Finally, the present situation of teachers reveals that, while advocating the use of English in the classroom, this is not because students prefer their mother tongue. There is also an evident lack of needs analysis. Eventually, the coordinator said that there is some uncertainty as to the methodology, content and language skills worked, and the lack of interaction among teachers of English. It was concluded, therefore, it is important to conduct a needs analysis so that one can redesign a course that meets the different contextual needs: students, teachers, coordination, represented by the institutional needs, and the labor market

Ambiente de textualização no ensino a distância: o caso do fórum educacional

This research deals with textualization issues present in educational forums in distance learning environment. The research aims to analyze textualization regarding communication practices between tutors and distance learning students. Specifically the research aims to verify if the educational forum is considered pertinent for knowledge construction as well as identify subject´s behavior in e-Proinfo environment. The research also aims to understand the dynamics of the teaching and learning techniques related to the forum´s printed material. This is done in order to acknowledge discourse on behalf of subjects through the presented educational assignments. In order to address the issue, the work dealt with the relations present in distance learning forums, the forms in which the assignments are made, the way social actors interact and how this debate happens in the virtual environment. The research emphasized an educational forum used in a higher education institution at Rio Grande do Norte/Brazil. Thus the research corpus is composed by messages that were posted in the forum in the module called computer material . This module is one of the last in a set of six modules that are part of The Basic Cycle for Media Training promoted by the Center for Distance Learning in a public university at Rio Grande do Norte/Brazil. The research deals with a qualitative type approach in the perspectives of Merriam (1988), Cresswell (1994) and Minayo (1996). In order to achieve this analysis, the research dealt with theoretical landmarks related to distance learning present in (Silva, 2008; Brait, 1993; Sperbe and Wilson, 1986; Marquesi and Elias 2008 as well as Xavier, 2005, amongst others. As for aspects related to media and technological perspectives present in the forum, the research dealt with (Baranov, 1989; Neuner, 1981; Kearsley and Moore, 1996). Textualization was dealt according to (Marcuschi, 2008; Costa Val, 2004) and the conceptions and functions regarding tutors was seen according to (Salgado, 2002). In the conclusion and recommendations it was seen that these discussions present relevant contributions to distance learning and go beyond the practical universe present in electronical interaction. In the final considerations it is pointed out that this research is relevant for areas such as applied linguistics and presents guidelines for those involved in continuous education and aim meaningful knowledge that is coherent with distance learning education

Fundamentos da filosofia moral de Peter Singer

This research aims to reconstruct and explain the argument proposed by Peter Singer to justify the principle of equal consideration of interests (PECI). The PECI is the basic normative principle according to people should consider the interests of all sentient beings affected when somebody taking a moral decision. It is the join that Singer proposes between universalizability and the principle of equal consideration of interests that constitutes a compelling reason to justify it. The universalizability requires to disregard the numerical differences, putting yourself in other people s shoes, and to consider preferences, interests, desires and ideals of those affected. Singer joins universalizability to normative principle and molds the form and content of his theory. The first chapter introduces the discussion will be developed in this essay. The second chapter deals the historical and philosophical viewpoint from which Singer starts his studies. The third chapter is about the Singer s critiques of naturalism, intuitionism, relativism, simple subjectivism and emotivism. The fourth chapter exposes the design of universal prescriptivism proposed by R. M. Hare. The universal prescriptivism indicates, in the Singer s viewpoint, a consistent way to create the join between the universalizability and PECI. It highlights also the criticism designed by J. L. Mackie and Singer himself to universal prescriptivism. The second part of this chapter shows briefly some of the main points of the classical conception of utilitarianism and its possible relationship with the theory of Singer. The fifth chapter introduces the Singer s thesis about the origin of ethics and the universalizability as a feature necessary to the point of view of ethic, and the way which this argument is developed to form the PECI. The sixth chapter exposes the main distinctions that characterize the PECI. Finally the seventh chapter provides a discussion about the reasons highlighted by Singer for one who wants orient his life according to the standpoint of ethics. This structure allows explaining the main ideas of the author concerning the theoretical foundations of his moral philosophy

O jogo de RPG como ferramenta auxiliar de aprendizagem na disciplina de Ciências

ON reflecting the traditional teaching approach, characterized by non-dynamic and descriptive methods that still persists in schools at the present time, associated to social living enrichment has motivated the search for new techniques to stimulate students in the process of teaching, such as roleplaying games, known as RPG, already being used in various school disciplines. Considering the amount of themes in general sciences and in biology, in particular that could be explored through RPG our purpose was to develop a game to be used as a learning complementary tool. PANGÉIA, the game we developed, was based on the GURPS system and to be placed at the geological Eras of the earth. The objective of the game was playing a character that represented an animal belonging to a Class of Vertebrates, and making it surviving and reproducing during risky situations presented in the game. These situations were narratives by the Master about challenges that the character would face, which should be solved using the dices. Along the narrative, the Master introduced concepts and informations about the subject being studied. To evaluating how the game worked out, we solicited 11 volunteers, from two different schools in Natal, to play PANGÉIA. Before starting the game, and without knowing the final objectives of our project, the volunteers answered a general questionnaire to let us know their level of knowledge, which was also answered after playing the game. The comparison of the volunteers answers before and after playing the game suggests that this activity influenced them. Also, based on this test, we identified critical aspects to be modified in PANGÉIA, specially a stronger relation between both the questionnaire and the game placement with the narrative of the master. In order to have PANGÉIA used as a complementary learning tool, a teachers handbook has to be written, including rules concerning the format of game application. Nonetheless, based on this pilot study, we conclude that topics on sciences and biology can be easily adjusted to RPG format, and its flexibility provides multiple combinations that can be used to help learning the more difficult topics to be taught in a class

Projeto político de formação do enfermeiro: contextos, textos, (re)construções

This research analyses politic Project for nursing education, in its articulation with economical, political and social context of 1970s and 1980s in national level and, in special, nurse formation process in FAEN/UERN space, situating it on the context of Brazilian sanitary reformation movement and participation movement. The thesis is firmed on the sense of explaining whether that movement circa the nurse formation process has been able to build necessary instruments for the transformation of biomedical formation model historically consolidated, in the perspective of conceiving another model anchored on social determination of health/illness process, with the purpose of assuring ethical and political commitment with the SUS praised by sanitary reformation. The study visualized the object considering its specificity, its concrete historical determinations and institutional as well as organizational relationships that permeate possibilities of valorizing it, analyzing it, interpreting it and rebuilding it. Its operationalization occurred in three movements, it means, bibliographical review; documents study; interviews and focal groups realized with professors of the institution. We can apprehend as main results that the nurse formation process has incorporated widely spread conceptions by the sanitary reformation movement and participation movement, assuming the commitment with transformation of health services and social reality. Nevertheless it prevails, still, amongst some professors in the same institutional space, the commitment to a predominantly technicist formation, focused on instrumental knowledge. Opinion divergence explicit diversity of conceptions circa education and, as consequence, distinct political commitments, also contradictory to formation. Thus, there is a lacuna between what is foreseen on political pedagogical project and what is rendered in FAEN/UERN, evidencing the clash related to conceptual bases of formation project. Interpretations, divergent political attitudes and resistances to the process allowed several formation ways. However, formation under new conceptual bases, find limits on the context of social politics implemented in Brazil during the 1990s, neoliberal-based, expressed on expansion and consolidation of health private system, managed by market rules, strengthening biomedical formation model. Notwithstanding, there is a favorable to its implementation, starting from the first years of 21st century, moment when Brazilian sanitary reformation reappear on health speech, as well as facing the policy of permanent education in health. This reality explicit a process of dialectical tension between instituted and institutor, anticipating the moment of scission or adaptation and return to what is already known. Despite of clashed, knowledge, accumulated experience, contribution to services, the construction of partnerships out of university space and articulation with national movement of (re)orientation of nurse formation, have been constituted as vital instruments to offer support to formation in FAEN/UERN. Still, we consider necessary the (re)visitation to FAEN/UERN politic pedagogical Project considering the existing and implemented construction, without, yet, depreciate the norther axis of the project at the reaching of its intentionality

As múltiplas faces da evasão na educação superior a distância: a experiência do curso de tecnologia em gestão ambiental do IFRN em dois pólos de apoio presencial

This research presents a reflection on the dropout rates in higher education courses available through distance education in a context marked by deep changes in various spheres of society and by the uncontrolled growth of this educational method. For this, the object of analysis is related to the reality of students of Technology in Environmental Management offered by the Instituto Federal de Educação, Ciência e Tecnologia, Rio Grande do Norte (RN), Brazil, through the distance education in presence support poles located in Mossoró (RN) and Martins (RN). In this field research development several strategies of data collection are used, such as participant observation of reality; analysis of documents related to distance education and to the classes in Technology in Environmental Management; questionnaires answered by students who dropped the course. The results of such research enable us to say that the dropout rates in distance higher education is mainly referred to the consequences of a combination of aspects involved in the course development, personal difficulties faced by students during the period they attend the lessons and elements inherent in the context in which the course and students are inserted. Nevertheless there are specific situations in which the student may drop the program due to the influence of a single aspect, whether it is inherent in the development of the course, a personal situation, or even a factor determined by the context in which the course or the student belongs to