A aprecia����o musical infantil: aspectos da constitui����o da inf��ncia contempor��nea no discurso de crian��as do Ensino Fundamental

Music can be found in peculiar historical and social context with distinct functions, such as religious rituals, ethic-esthetic education of subjects, therapeutic elements, critic and maintenance of established patterns, among others. Considered as language, music acts on dialogue dimensions of the body, the senses, the affectionate-cognitive and of social interactions. Their uses reveal the social forces that cross the culture and constitution of subjectivities. The attribution of senses by the subjects to musical production reveals the cultural voices in dialogue, that circumscribe determined social places to them. Our aim in this work is to investigate the child musical appreciation, with children about 7 to 9 years old, and, by attributing uses and senses to music, unveil the voices that settle the places intended and assumed by infancy in contemporaneity The child constructs its musical appreciation through cultural access and mediation, possible by circulation in several socializing groups like family, school, church, infant groups, community groups and, more recently, publicity and media These last two spheres, enabled by the development of the technological means of communication, contributed to the dissemination of the set of consume ideas and for the emergence of the cultural industry, characteristic of the capitalistic production way in its present configuration. They develop new possibilities of perception of the world, in which the limits between childhood and adulthood are not anymore the same that have been established in previous centuries. So, the child musical appreciation is constituted by homogeneity regarding the senses built and disseminated by cultural industry and by the logical merchandizing, and singularities, associated to the construction of senses in interaction with global, local, and multiple contexts, through which the subject circulates and constitutes himself polyphonically

O p��tio escolar do ensino fundamental como ambiente de brincar segundo as crian��as usu��rias

The intention of the present study was to analyze the adequacy of the playground of elementary schools, according to the point of view of the child student, direct user of this type of environment, what estimated its critical in respect to these spaces and aimed at to contribute for its improvement. Many studies have analyzed the quality of the physical environment available for activities of leisure in specific places for children, focusing in the influence of the physical space in the interpersonal relationships and the comfort and satisfaction generated by the physical characteristics of these spaces. Concern with scholar environment, specially the interest on playgrounds, has been subject of recent studies; however, little attention has been given to the opinion of the user-child in relation to this school environment. In this inquiry of the playground of two state schools of 1�� to 4�� series of elementary school in the city of Piracicaba, SP, was used: assystematics observations, photographic register of the studied environments, interviews with child-users and behavioral mapping. The main subjects resulting from the analysis of the interviews content were: adaptation, density and interpersonal relationships, and infantile confinement. The results revealed the unsatisfactory conditions of the courtyards, in respect to person-environment relationship. The children demonstrated to be critical, creative and responsible when answering questions related to the quality of the school courtyard. This finding confirms previous studies and leads to the conclusion that the child, as the direct user, should be included as an excellent source of consultation in the planning of the constructed environment

Saberes docentes na organiza����o do ensinio-aprendizagem: uma constru����o reflexiva com professoras do ensino fundamental

The present study has the objective to analyze with teachers from Elementary School the knowledge mobilized in the organization of the teaching-learning process, and its implications in the exploitation of that process. The investigation was developed with two teachers from the first years of the Elementary School, from a public school in Pau dos Ferros-RN. It adopts as basis the notion of knowledge as a set of individual and social relations that the individuals maintain with the world and with themselves, in the teaching and learning relation. (CHARLOT, 2000). It considers yet that the knowledges are immediate processes, reconstructed and mobilized by the practice of reflection, in dialogical and interactional contexts in contact with others. (BAKHTIN, 2002, 2003; VYGOTSKY, 1991, 2004, 2005). The collaborative approach was the theoretical and methodological background that oriented the investigative-educative process. By choosing a collaborative research as basis of the investigative pathway, it starts from the knowledge that the critical and collaborative reflection developed with the teachers from the first years of the Elementary School contribute to explicitate and resignify the meanings assigned to the knowledges that these teachers mobilize in the organization of the teaching-learning and its implications in this process. The results of the reflexive and investigative process developed with the teachers demonstrate that the familiar, scholastic, academic, professional, and the work knowledges lived, constitute the consciousness of being a teacher, and that these knowledges implicate in the dynamics of the process of teaching-learning, but not always the teachers take consciousness about these knowledges. The critical and collaborative reflection, mediated by the actions of describing, announcing, facing and reconstructing allowed to the participants of the research to realize the knowledges of themselves and of the other, the difficulties and possibilities in the organization of the teaching-learning process

Saberes docentes, alfabetiza����o, respeito �� inf��ncia: a crian��a de 6 anos no ensino fundamental

��ste trabajo se inserta en el ��mbito de los cambios en la Ense��anza Fundamental (EF) brasile��o que, por la Ley Federal n.�� 11.114/2005 anticipa el EF para seis a��os de edad, y de la Ley n.�� 11.274/2006 que amplia el mismo nivel de ense��anza de ocho para nueve a��os Tales cambios tienen sido respaldados por el argumento de la importancia de se anticipar y promover un mayor acceso a la educaci��n y garantizar una permanencia bien sucedida del alumno en la etapa obligatoria de la Educaci��n B��sica. La inclusi��n de los ni��os de seis a��os en el EF puede ser considerada una conquista en el ��mbito de las pol��ticas p��blicas brasile��as destinadas a la educaci��n de ni��os. Sin embargo, la sencilla simples anticipaci��n/ampliaci��n de matr��culas en el EF puede constituirse en m��s una forma de exclusi��n, si no fueren garantizadas las condiciones necesarias para se ofrecer una educaci��n de calidad que considere las peculiaridades de una pr��ctica pedag��gica de alfabetizaci��n con ni��os m��s j��venes. Evidentemente, muchos son los factores que pueden influenciar la calidad de la educaci��n y el tratamiento escolar financiamiento, gesti��n, organizaci��n del espacio escolar pero la acci��n del profesor, en ��se sentido, es un factor primordial entre otros determinantes. As�� pensando, definimos como objetivo de ��ste trabajo investigar saberes docentes requeridos de el profesor para el desarollo de una pr��ctica pedag��gica que tiene por meta la apropiaci��n de la lengua escrita, por el ni��o de seis a��os reci��n-ingresa en la Ense��anza Fundamental respetando su condici��n de ser ni��o . Para tanto, en el ��mbito del enfoque cualitativo de la encusta, realizamos un estudio de caso en dos instituciones p��blicas: Escola Municipal Professora Emilia Ramos y Centro Municipal de Educa����o Infantil Marise Paiva, ambas ubicadas en la Zona Este en la ciudad de Natal. De la an��lisis del contenido de los datos, emergi�� la tem��tica Saberes Docentes para la Alfabetizaci��n de Ni��os de seis a��os en la Ense��anza Fundamental que, a la vez, cubre dos categor��as de saberes, con suyas respectivas subcategor��as: Saberes Docentes Transversales a las Pr��ctica Pedag��gica de Alfabetizaci��n y Saberes Docentes Espec��ficos a la Pr��ctica Pedag��gica de Alfabetizaci��n. Entre tantos aprendizaje proporcionadas por el estudio, comprendemos que, sea en la Educa����o Infantil, sea en la Ense��anza Fundamental, el trabajo con el ni��o no debe constituirse en la negaci��n de su infancia. Sin embargo, en se tratando de el EF, el esfuerzo para no desvirtuar la voluntad pol��tica de proporcionar al ni��o oportunidades de alfabetizaci��n debe ser redoblado, una vez que ��sa etapa de la educaci��n podr�� ser la marca de un rico y agradable proceso de alfabetizaci��n, como puede ser motivo para que el ni��o se torne desinteresado y acobardado para aprender a leer y a escribir, si no fueren respetadas las necesidades y especificidades propias de ��se momento de su desarollo. El estudio tambi��n ratific�� nuestra comprensi��n de que la Alfabetizaci��n es un proceso peculiar, no constituy��ndose, por lo tanto, en tarea simple para el docente, ni tampoco para el ni��o, visto que la lengua escrita, por si misma, ya es un objeto de estudio bastante complejo. Comprendemos, sin embargo, que esa complejidad no puede tornarse obst��culo para que, tambi��n en la escuela p��blica, ya a los seis a��os, se permita al ni��o un trabajo de calidad que tiene por meta su alfabetizaci��n, hasta porque, mientras participantes de una sociedad letrada, antes de ingresar a la escuela, los ni��os ya construyeran concepciones previas sobre la lectura y la escrita, a las cuales el profesor debe estar muy atento

Concep����es sobre os livros did��ticos de geografia: narrativas autobiogr��ficas de professores do ensino fundamental

O livro did��tico �� um complexo objeto cultural, haja vista ser ao mesmo tempo elemento de intermedia����o nos processos de ensino e aprendizagem, produto comercializado que cont��m o conhecimento para a forma����o do aluno e objeto de compra, pelo Governo Federal, para ser distribu��do para escolas em todo o Brasil. Configura-se, assim, como um produto cultural composto, h��brido, que se encontra no ���cruzamento da cultura, da pedagogia, da produ����o editorial e da sociedade���. (STRAY,1993, p.77-78). Outrossim, o livro did��tico, tradicionalmente, �� ���um dos lugares formais do conhecimento escolar, pelo menos daquele saber julgado necess��rio �� forma����o da sociedade e dos seus indiv��duos��� (MEDEIROS, 2006, p.34) e a materializa����o do seu uso pelo professor encontra-se interconectada pelas representa����es e conceitos constru��dos nas m��ltiplas transi����es na hist��ria de vida docente, tendo em vista que a pr��xis humana constr��i-se numa perspectiva retroativa (do presente para o passado), numa hermen��utica social dos atos individuais. �� nesse contexto que se situou a pesquisa, entendida como uma possibilidade de contribui����o significativa ao debate da educa����o geogr��fica, ao propor a compreens��o das concep����es constru��das nas m��ltiplas transi����es na narrativa de vida do docente com o livro did��tico de Geografia. A pesquisa se definiu como um estudo qualitativo, ancorado nas entrevistas narrativas, o qual abrangeu um levantamento de dados sobre as Hist��rias de vida de professores/professoras dos anos iniciais do Ensino Fundamental de uma escola da rede p��blica, no intuito de recorrermos ��s suas mem��rias escolares, acad��mica (forma����o inicial) e profissional para situarmos no espa��o-tempo as suas concep����es sobre o livro did��tico de Geografia. O livro did��tico de Geografia foi a ��rea de interesse escolhida, sendo problematizada a partir do seguinte questionamento: quais as concep����es atribu��das pelos professores do Ensino Fundamental aos livros did��ticos de Geografia? As ideias dos professores expressas nas entrevistas narrativas da nossa pesquisa confirmam a conjuntura de indefini����o e superficialidade te��ricometodol��gica sobre o livro did��tico de Geografia, cujas concep����es ficaram restritas aos seus aspectos descritivos, evidenciando a aus��ncia de atribui����es de significados pertinentes a uma reelabora����o te��rica do narrar produzido, como tamb��m, de questionamentos dos princ��pios organizadores das concep����es sistematizadas. Desse modo, as ideias apontadas pelos professores em foco, restringiram-se �� enumera����o dos aspectos caracter��sticos do fen��meno em quest��o ��� o livro did��tico de Geografia ��� na sua superficialidade, isto ��, n��o expressaram elementos que possibilitassem ver as concep����es numa perspectiva macro, destacando-se mais as explica����es das partes e das percep����es isoladas, do que n��veis mais abrangentes de generalidade do referido objeto de estudo. Enfatizamos, por fim, a necess��ria continuidade da pesquisa, e consequentemente, desse processo permanente de reflex��o sobre as concep����es do livro did��tico de Geografia, sendo mister explicitar, portanto, a raz��o hist��rica que as norteiam para que se possa buscar uma pr��tica docente mais cr��tica e propositiva.

Arquitetura bioclim��tica para institui����o de ensino fundamental em S��o Gon��alo do Amarante/RN

In the design of a building process must consider climatic variations in the region, the external conditions and the use of available resources in nature, like the sun, vegetation, rain and winds, to provide a built environment with comfort and environment reduced energy expenditure. However, increasing urbanization, often with an occupancy of disordered ground comes disregarding this knowledge and disregarding local characteristics, drastically reducing the green areas. This disordered occupation associated with the reduction of green spaces, is modifying aspects of climate and thus, damaging the thermal comfort of users. Given this situation was born the question: What projetuais strategies can bring better thermal conditions to an educational building located in a region of hot and humid weather? Thus, faced with two important issues , education and environmental comfort , the research is justified by the fact that there is a large national demand for expansions and renovations in its public schools , but not in most areas provides students with quality for good learning development. This paper aims to draw up a project for establishment of Primary Education with the application of the concepts of bioclimatic, highlighting the use of vegetation as a regulatory element of the climate. Initially we carried out a literature search; we analyzed architectural solutions and set up the site. The next phases, called understanding, were raised with the laws, rules and environmental restrictions. Subsequently, the program needs and the development of architectural design was defined. The conclusion of this paper presents the definition of criteria and solutions for the use of vegetation to design of bioclimatic architecture in hot and humid climates and contributes a catalog of plant species for schools in the metropolitan region of Natal, RN.

Influ��ncia do hor��rio de trabalho, do g��nero e de um programa de educa����o sobre o sono no ciclo sono/vig��lia de professores do ensino fundamental e m��dio

The teaching profession is often associated with extensive workload inside and outside the classroom, poor teaching conditions, among other challenges that can cause sleep problems. These problems may be even greater in women, due to the professional and domestic work hours and to the major sleep necessity. Considering that sleeping problems may result from the practice of poor sleep habits, sleep education programs are conducted with the aim to reduce sleep deprivation, irregularity on sleep schedules, daytime sleepiness and improve sleep quality. In this sense, the objective of this study is to evaluate the influence of working hours, gender and a sleep education program on sleeping habits, quality of sleep, daytime sleepiness and the level of stress in teachers of elementary and secondary education. For that, teachers filled the questionnaires that assessed: 1. Sleeping habits (Sleep & Health), 2. Chronotype (Horne & Ostberg), 3. Daytime sleepiness (Epworth Sleepiness Scale), 4. Sleep Quality (Pittsburgh Sleep Quality Index), 5. Level of stress (The Inventory of Stress for Adults of Lipp) and 6. Daily pattern of sleep/wake cycle (Sleep Diary). The questionnaires 1, 4, 5 and 6 were repeated 3 weeks after the sleep education program. Teachers who begin work in the morning (7:11 �� 0:11 h) wake up earlier in the week and often have poor sleep quality compared to those who start in the afternoon (13:04 �� 00:12 h). Among those who begin work in the morning, the intermediate types and those with an evening tendency were more irregular in the wake up time than morning types and increased sleep duration on weekend. In relation to gender, women had longer sleep duration than men, although the majority presented excessive daytime sleepiness and poor sleep quality. However, when work schedule and age are similar between genders, the difference in sleep duration becomes a tendency and the difference in the percentage of excessive daytime sleepiness disappears, but the poor sleep quality persists in women. With respect to teachers who have gone through the sleep education program, there was an increase in knowledge about the subject, which may have contributed to the reduction in the frequency of coffee consumption close to bedtime and to the sleep quality improved in 18 % of participants. In the control group, there were random differences in knowledge in 3rd stage, and sleep quality improved in only 9% of teachers. The participation in the sleep education program was not enough to change the hours of sleep and decrease stress of teachers. Therefore, the start time school in the morning was preponderant in determining the wake up time of teachers, especially for intermediates types and those with an evening tendency. Furthermore, the poor quality of sleep was more common in women, and the sleep education program contributed to increase knowledge on the subject and to improve sleep quality.

A injun����o em livros did��ticos de l��ngua portuguesa do 4�� e 5�� anos do ensino fundamental

This investigation aims at identifying, describing, analyzing and interpreting how textbooks on Portuguese Language approach, beginning with the linguistic material, the effects of sense in texts that predominately employ injunctives. The corpus of this study is comprised of six collections of textbooks on Portuguese Language, which are part of the National Program Guide for Textbooks (PNLD) from 2010, adopted by the public schools in the city of Natal and the object of study for the Read/Tell Project of the Educational Observatory of the Federal University of Rio Grande do Norte (UFRN). Textbooks from the 4th and 5th grades, Elementary School, were analyzed ��� 12 copies total. For the analysis, we selected 16 writing proposals of injunctive texts. Our study is based on theoretical discussions by Adam (2001a, 2001b) with regard to the genre of: inciting to action. In addition, we consider the work of Koch and F��vero (1987), Koch and Elias (2009), Marcuschi (2003, 2008) Pery-Woodly (2001), Rodrigues (2013), Travaglia (1992, 2007) and Rosa (2007). With respect to discussions on textbooks, we refer to Choppin (2004, 2009), Batista (2003, 2009), Rojo e Batista (2005), and with regard to Portuguese Language textbooks specifically, we consider Soares (1998, 2001, 2004) and Bunzen and Rojo (2005). The proposals for writing in injunctive texts, in the collections analyzed, are tips/recommendations, instructions on making toys and/or games, travel itineraries and cooking recipes, such that 69% of them appear in the 4 th grade textbooks and only 31% appear in the 5th grade textbooks. With respect to the linguistic elements responsible for the construction of directive speech acts and the effects on sense produced by them, the data shows that 50% of the writing proposals do not exploit linguistic categories that implicate the effects on sense using injunctives, or rather, there is no work done dealing with linguistic analysis, while 33% mention the imperative mode and 17% investigate infinitive verbs. In this dissertation, the textual plans of incitation to act genres were studied and in them the linguistic materiality that vehicles injunction. This study might contribute to the improvement of Portuguese language teaching in what concerns the articulation of grammatical studies to textual sequences/types, mainly in the case of Portuguese language textbooks for the 4th and 5th grades of Elementary School.

Avaliando as escolas pelas suas compet��ncias: aplica����o do DEA n��o discricion��rio para o ensino fundamental do Rio Grande do Norte

Formal education, understood by the gradual process that occurs at school, aims at learning and systematic knowledge is of great interest to society as it benefits its individuals and leads to many positive effects, such as increased productivity and welfare (Johnes, Johnes, 2007). Understanding what influences the educational outcome is as important as the result itself, because lets you manage these variables in order to obtain a better student performance. This work uses the data envelopment analysis (DEA) to compare the efficiency of Rio Grande do Norte schools. In this nonparametric method, an efficiency frontier was construct from the best schools that use the inputs set to generate educational products. Therefore, the data used were obtain by Test Brazil and year 2011 School Census to state and municipal schools of Rio Grande do Norte. Some of the variables considered as inputs and outputs have been obtain directly these bases - the other two were prepared, using the Item Response Theory (IRT) - they are the socioeconomic and school infrastructure indices. As a first step, we compared several DEA models, with changes of input variables. Then was chose the non-discretionary model for which was deep the analysis of results. The results showed that only seven schools were efficient in the 5th and 9th grades simultaneously; there were no significant differences between the efficiency of municipal and state schools; and there were no differences between large and small schools. Analyzing the municipalities, Mossor�� excelled in both years with the highest proportion of efficient schools. Finally, the study suggests that using the projections provided by the DEA method, the most inefficient schools would be able to achieve the goal IDEB in 2011, in other words, it is possible to improve the education of significant state taking the efficient schools as a basis for too much.

Habitus e pr��tica docente nas escolas do ensino fundamental I em Parnamirim-RN

The notion of habitus, developed by Pierre Bourdieu, and laying it down with the teaching practice and vice versa comprise the analysis undertaken here. Naturally, concepts such as field, capital and symbolic power, also prepared by him throughout their sociological research, represent important tools in this research work about the components that make up the Faculty practice. Thus, we focus on the actions that characterize this practice and which has the habitus its triggering mechanism, i.e. a device that not only produces the actions, but also changes from them. Based on this perspective, therefore, we are using as methodological feature the collective subject discourse (DSC) and your software (Qualiquantsoft), which aim to understand how certain collective thinking regarding the issues that afflict him. In addition, we undertook during the fieldwork, participant observation techniques as a tool to capture some nuances that permeate the school environment. Our proposal was to observe in what circumstances the objective conditions experienced by teachers in elementary schools I in Parnamirim-RN, tend to conflict with the provisions incorporated by them in their daily life. To put it another way, it means that it is not always the practice can reconcile Professorial what had previously been prescribed and thus widely accepted, with the way to perceive, evaluate and act for each. Although usually pass unnoticed, this disharmony is more common than you think. Proof of this are the looks directed those who fortuitously doubters fail to adapt immediately to regulations imposed by the education system (SE).

Promo����o, vencimento e avalia����o de desempenho do professor do ensino fundamental: o PCCR da rede municipal de ensino de Natal/RN (2004-2010)

This study is about the enhancement of the elementary school in Natal/RN, (PCCR - Law No. 058/2004), concerning to the horizontal promotion through the performance evaluation. It uses as reference the education policy on the legislative field hegemony and the managerial model. The analysis of the teacher��s valorization is based on the policy of Funds (Fundef and Fundeb) in the Brazilian social and educational agenda. The study focuses on the Career Plan, Career and Remuneration of teachers in the period (2004-2010).The study focuses on the Career Plan, Career and Remuneration of teachers in the period (2004-2010). The thesis argues for the necessity to adopt a direct relationship between career development and horizontal promotion for more others fifteen classes, no matter to any conditioning variables. In addition, the performance shall be evaluated by interval of 25 years to reach at least the provisions decided in the law, which determines the salary adjustment in 5% at every two years, as pointed at the PCCR, about teachers remuneration, and teachers qualifications. A work of a bibliographic and a documental review about the education funding with the purpose of enhancement of educational work, career concepts, and also promotion and evaluation performance as well was performed based on experts authors in this field. The survey was organized with the aim of articulating quantitative and qualitative information, analyzing data from the teacher's salary - payrolls and paychecks - also applying a questionnaire. After the implementation of the PCCR, it was found that the wage indices for horizontal promotion during the teaching career are tied to a strategy for evaluating the performance which disqualifies the teacher���s salaries in a minimum percentage of 25% (up to 25 years) and there are also elements that disturb the promotion strategy. The national minimum wage was set in three salaries by the PSPN Lei n��11.738/2008 but it never reaches the three salaries at Natal/RN educational system.Otherwise, the elements that structure the horizontal promotion in fifteen classes, throughout the career, flout the minimum years of teaching work, long established in 25 years. In addition, changes in terms in the salary increase depend on individual efforts by professional development through titration. Concerning to the career, despite of the category approving its PCCR, neither this instrument nor the Funds Policy managed to establish regulations were able to cope effective rules for valuing the teachers in the educational district system. It is necessary to ensure, in percentage terms and financial, the real remuneration of teachers with the attainment of horizontal promotion, reviewing the elements that structure the career and the determinants of performance evaluation.

A escrita no Ensino Fundamental II: uma an��lise dos desvios ortogr��ficos e sugest��es de estrat��gias de interven����o

This paper presents a reflection on the written language, a social practice that is increasingly strengthened in everyday life. Unveiling its nature, organization and function must be the first step for teachers to change their posture towards the teaching of this linguistic mode, helping students use it more effectively and securely. Considering these principles, this dissertation seeks to understand on the light of contemporary linguistic theories, the factors that influence the writing deviations were found in the text production of students of the 8th grade of elementary school II, enrolled in a public school in Rio Grande do Norte, whereas those deviations reveal the beginning of learning of this communication tool, representing the first hypotheses raised by students to dominate it. To analyze the data we used the works done by Lemle (1995), Cagliari (2009), Carraher (1985), Zorzi (1998), Guimar��es (2005), Miller (2008), Ve��ossi (2010), among others, starting from of which, the scientific production on reading and writing learning come developing. The results of this analysis showed that the writing deviations present in the texts of the students are motivated not only by lack of knowledge of standard orthographic of the Portuguese language, but, also, stem from phonetic, phonological and grammatical factors. Thus, we seek to present new teaching and learning strategies of writing that might lead students to reflect on the use of the same, developing this ability more critically and creatively. We believe that the activities presented can minimize writing with orthographic deviations or linguistic variation practiced by students. Keywords: Variances writing, spelling, teaching strategies and students

A compet��ncia leitora de alunos do ensino fundamental: uma proposta de interven����o

Reading is a activity of paramount importance in the life of every human being, since this practice is essential condition for the exercise of citizenship. Therefore, it is through reading that the student has access to the knowledge that part of the world around him. However, given the complexity involved in the process of learning to read, teach students to read is not an easy task because often they do not acquire the skills necessary to understand the texts. According to this view, the present study focuses on an educational intervention who aim at contribut to the development of reading competence of students in 6th grade "U" of the State School Senador Jos�� Bernardo, in S��o Jo��o do Sabugi - RN. The activities which were of that intervention process were conducted in Portuguese Language classroom and developed through didactic sequences drawn from reading strategies, based on the genres tale and news, since students had serious problems with regard to reading comprehension. Given the importance of meeting the aforementioned difficulty, we seek to develop a proposal for interactive reading activities through genres as a language of social practices, whose goal aimed read to understand and make sense of texts. This intervention proposal falls under the Applied Linguistics and to perform it, were taken as a basis some theories focused on the notion of language as sociointerativa practice, such as studies of Bakhtin (2006, 2011), Bronckart (2012) and targeted contributions to the teaching of reading activity, including, Sol�� (1998), Oliveira (2010), Kleiman (2013), Leffa (1996, 1999), Silveira (2005). Discussions about genres followed the studies of Bakhtin (2011), Marcuschi (2008), as well as other theoretical; the didactic sequences were constructed from Bronckart (2012), Dolz; Noverraz; Schneuwly (2013) and, with regard to the teaching of Portuguese Language, the guidelines were adopted contained in PCN / LP (1998), as well as in Antunes (2003, 2009) and other authors. The results showed that students in the 6th grade increased their understanding capacity of the read texts, by implementing the didactic and pedagogical actions, thereby acquiring the reading competence they needed to keep learning.

Gastos p��blicos em educa����o municipal: uma an��lise da efici��ncia-custo na gest��o dos recursos no ensino fundamental no estado do Rio Grande do Norte

This study evaluates the cost effectiveness of municipalities in the state of Rio Grande do Norte in the execution of spending in basic education carried out in 2011, as well as analyze the determinants of the inefficiency of the same. For this, we used two methodological approaches (i) stochastic frontier cost, and (ii) analyze data envelopment (DEA), which allows to identify the efficient frontier of the municipalities analyzed non-parametrically. Results show that municipalities under review achieved low efficiency rates in the stochastic frontier cost, while the DEA method they achieved higher rates where nineteen among them reached full efficiency. The results suggest that a significant portion of the Potiguar municipalities should review its administrative practices, especially the means of allocation of resources. In regard to determining the efficiency observed distinct results by the two methods.

A escrita no ensino fundamental II: uma an��lise dos desvios ortogr��ficos e sugest��es de estrat��gias de interven����o

Why students of 6th year still present oral marks in written? To answer this question our paper presents what they are and how writing and grammatical deviations occur and emerged in an attempt to expand on these studies. The same objective to evaluate the presence of these deviations in genres produced by students of the 6th year of the Municipal School Manoel Catarino Filho and check if there are more variation deviations or grammatical deviations. It also aims to improve the linguistic and discursive ability of students in various traffic environments of certain genres and consequently the formation of active readers and writers. In order to better understand how this process occurs, the text starts of the socio discursive conception of gender, with the theoretical background studies of Bakhtin (1992) and Marcuschi (2002) about this conception and the rhetoric conception of Aristoteles and Plat��o. The text underlies even the works of Callou (2007), Neves (2003), Faraco (2002), Franchi (2006) and Cagliari (2005) on the Grammar School, linguistic variation as also on the sociolinguistic parameters as well in research on the phonetics and phonology of Oliveira e Nascimento (1990), Seara (2009), Hora (2009) and in the PCN. To compose the corpus of this study we collected 23 texts produced by students to serve as a data source for analysis of the presented deviations by quantitative and qualitative research method, in which categorize the deviations found in two groups: oral and linguistic variation deviations and writing and grammar deviations. The results showed that there was a rate of occurrence of oral and variation deviations greater of writing and grammar deviations. We concluded that the orality has a great influence on the written production of students. Finally, we propose some activities aimed at minimizing the occurrence of deviations in written productions of the students.