Possibilidades de exploração da história da ciência na formação do professor de matemática: mobilizando saberes a partir da obra de Nicolau Copérnico de revolutionibus orbium coelestium

This study aims to analyze the implications that the knowledge of an important work for the History of Science, De revolutionibus orbium coelestium , by Nicholas Copernicus, can bring for the formation of Mathematics professors. The study focuses on Book I of Copernicus s work, where, in the final part, is found the Table of the Subtense Straight Lines in a Circle, a true sine table constructed by the author. The study considers two theoretical references, the History of Science and of Mathematics, in the professor s formation searched amongst others in Miguel and Miorm, Brito, Neves and Martins, and Radford, and the necessary teaching knowledge professors mst have, on the basis of Gauthier, Schulman and Imbernón amongst others, through which it is established a net of knowledge grouped in dimensions such as mathematical, psycho pedagogical, cultural and practical diversity, that guide the study analysis. In the search for more necessary elements to enrich the analysis, beyond the theoretical research in Book I, it is carried through, with under graduation pupils, future Math professors, the construction of a sine table following the project used in De revolutionibus . The study still makes a description of the life and work of Nicholas Copernicus, detaching the historical context where the author lived and the conceptions about the Universe existing at that time. The research reveals that the studied work is an important source of culture, able to provide to the Mathematics professor in formation, beyond the conceptual and procedural mathematical knowledge, a cultural knowledge that allows him to be opened to the knowledge of other areas that not his specific area, and so to acquire knowledge about the world history, the development of sciences and of the society

Caminhos da educação pela Transamazônica: ressignificando o saber cotidiano e as práticas educativas de educadores(as) do campo

Este trabajo recupera los caminos de la educación por la Transamazonica y analiza las prácticas educativas de educadores(as)-educandos(as) del campo, desarrolladas en los espacios educativos de los asentamientos, con el foco en la relación teoríapráctica y acción-reflexión-acción que involucran el tiempo-escuela y el tiempocomunidad del Curso de Magisterio de la Tierra en al Transamazonica (2005/2008), con el objetivo de preparar y cualificar educadores(as) para actuar en la Educación Infantil, Enseñanza Básica/ primaria y Educación de jóvenes y adultos y diseminar los principios y presupuesto de la Educación del y en el Campo. En la misma perspectiva de garantizar un perfil profesional, anclado en la autonomía y en la emancipación, capaz de transformar la realidad, los actores desencadenan una formación profesional Continua, articulada a la organización social, con el objetivo de proporcionar las condiciones para el desarrollo de una docencia dinámica, fondada en la interdisciplinaridad, en la praxis, en la relación democrática entre educador(a) y educando(a) y en la afirmación de la triade Campo, Educación del-en el Campo y Políticas Públicas, de manera a contribuir para la construcción del proyecto de desarrollo del Campo, según la visión de los actores sociales de la Región. El análisis de las prácticas educativas es producto de la reflexión realizada por los/ las educadores(as)-educando(as) y de la observación traducida por la participación en reuniones, talleres, encuentros y en el tiempo-escuela, en los cuales se destacan los procesos vividos en el Curso por el grupo, la transformación de la cultura de la aula en los asentamientos, la participación activa, por medio del compromiso social que se concreta por la dinámica desarrollada en el tiempo-comunidad. Ese compromiso genera experiencias y aprendizajes diferenciados, que se refleja en las prácticas educativas desarrolladas por los/ las educadores(as)-educando(as). El estudio lleva en cuenta las tensiones, los conflictos y los aprendizajes con respecto al aspecto teoría-práctica, a los desafíos, al diálogo y a la docencia

O pedagogo como agente de transformação social para além dos muros escolares

This thesis concerns the problem about the pedagogue actuation in the social education into no scholars places. It search to understand the context and the social pedagogue role to his praxis and formation that enlarger the possibilities of the social educative practices into no scholars places. In this direction, we developed an investigation about the actuation of the pedagogues-educators in Natal city, in the 2007-2010 periods, into Municipal Secretary of the Labor and Social Assistance (SEMTAS). Considering that pedagogues are regularly attached in social educators profession as municipals public employees, we re the objective to evaluate their role into the social executed in the no scholars places, with the focus in the environmental dimensions of theirs work s places, pedagogical organization, institutional management and the professional formation. It privileged in this research the Specialized Reference Center of Social Assistance II (CREAS II), the Passages Houses I, II and III, the Social-Educative Measures in Open Environment Execution Program of Natal city (PENSEMA) and the Pitimbú Educational Center (CEDUC-Pitimbú). To realize this study it developed a research with qualitative nature by critic ethnography approach privileging those information collected with the social pedagogue-educators of the mentioned places. Through the methodological procedures adopted; beyond the bibliographical review we remarked the documental research, the semi-structured interview, the questionnaires-routes and the field observations. The analytical results revealed that the politics to the social education in Brazil historically came been dimensioned by the fight of social movements demanding the fundamental rights to the excluded people; that the SEMTAS politics of social education present a relative basic social protection to the excluded children and young people specially into law view; that the politics of social education in Natal city it s close of the logic of sanitarian attention about the disadvantaged groups; that the conceptual, methodological and formatives fragilities needs to the social pedagogues-educators praxis into non scholars places made difficult the operation capacity of a educative proposition anchored in a institutional action guided by the idea of emancipator education; that the SEMTAS take face several difficulties to developed a web assistance as preview in the reception proposition elaborated by the social pedagogues-educators. However in despite the tensions we remarked the value of this potentiality to the non scholar social education in her attempt to constitute herself in a legitimate space to the pedagogue professional actuation. In despite the obstacles to work and formation quotidian, across those non scholar spaces in the municipalities institutes to the social politics, it demonstrated personal sensibility and professional creativity in learning mediations and educative action to the children and younger derived from exclusion process and the social iniquities

Concepções de alunos do Curso de Pedagogia da UFRN acerca da natureza da ciência: subsídios à formação de professores

En el campo de la Educación en Ciencias, los estudios acerca de las concepciones de profesores sobre la naturaleza de la ciencia están en crecimiento en las últimas décadas en virtud de la importancia atribuida al saber sobre las ciencias. Manifestando preocupación con la temática, los trabajos de esta línea de pesquisa están investigando concepciones de profesores en formación como también los en ejercicio. Inserido en esa problemática, y preocupado con la formación inicial de profesores, este trabajo tuvo como objetivo principal investigar las concepciones de los alumnos de la Carrera de Pedagogía de UFRN (Universidad Federal de Rio Grande do Norte) acerca de la naturaleza de la ciencia, una vez que los alumnos son, o lo serán, profesores que darán clases de ciencia. El aporte teórico del estudio fue el abordaje ofrecido por la filosofía de la ciencia contemporánea, como también trabajos de literatura especializada sobre la temática NdC (Naturaleza de la Ciencia). En la parte empírica del trabajo utilizamos, como principal instrumento de colecta de datos, un cuestionario abierto, en el cual los alumnos marcaron posiciones sobre varios aspectos de la naturaleza de la ciencia. Fueron sujetos de la investigación 81 alumnos de Pedagogía, que estaban en el primer, quinto y noveno semestres (también dichos períodos ). Los resultados presentaron un acercamiento a las concepciones de los sujetos sobre la temática, indicando la presencia de una serie de concepciones poco satisfactorias de la ciencia, al lado de concepciones más consistentes con la epistemología contemporánea. En el comparativo entre los grupos, el quinto semestre presentó resultados un poco mejores que los demás, trayendo a la superficie elementos para evaluar el impacto de la formación en la construcción de las concepciones de ciencia por los alumnos

Universo encantado do cuidado na autopoiese docente: uma viagem epistemológica transdisciplinar

The health transition experienced in Brazilian health care model requires a metamorphosis in human and society, placing new demands on health and education. The Faculty of Science, Culture and Extension of Rio Grande do Norte (Facex), aware of their responsibilities to the Health System, which brings the principle of comprehensiveness as its structural axis, dared to implement a course of nursing in complex thinking and Experiential Pedagogy Humanescente with curriculum inter / transdisciplinary. For deployment of proprosta was not enough to reform thinking of educators, there was a need corporalizar new teaching practices that are aimed at the integral formation of human beings. In this context, emerged the workshop on Human Education autopoietic, self-forming area of the educator, where he developed an Action Research Existential (PA-E) which enabled experience, describe and analyze how the human autopoietic educators could contribute to the practice educational humanescente transdisciplinary curriculum project. Were worked out in meetings, knowledge necessary to practice the transdisciplinary 1st Meeting - learn to create; 2nd Meeting - learn to recognize the laws of nature with emphasis on complexity theory, 3rd Meeting - learn to organize, 4th meeting - namely autoestruturar themselves; 5th Meeting - know how to choose, 6th Meeting - knowing innovate 7th Meeting - namely exchange. Next an autobiographical perspective, we chose the metaphorical possibility to narrate the ways and strategies covered by the author and apprentice in the company of the Little Prince de Saint-Exupery, in search of a sensible pedagogical practice complex, which promotes re-enchant transdisicplinar education. The route involved five methodological connections: a literature review which relate to training for care in undergraduate nursing: the study of learning processes that drive the formation humanopoiética, emphasizing the relationship that involves the complexity and embodiment in the educational process transdisciplinary, highlighting the analysis of what is to learn from the findings of biosciences and recent cognitive theories of Maturana and Varela, the description of the interdisciplinary curriculum of the nursing course of Facex and Training Workshop, Human autopoietic, with emphasis on Experiential Education Humanescente; the report of seven meetings of the Workshops (cocoon), recording the experiences and listening to educators (luminescent butterflies), the final reflections with learning opportunized. Experientiality lived through, the expressions and words, educators say the influence of workshops for their teaching practices, highlighting it as a space for selforganizing, creating, learning and enchantment, and can identify the workshop as a place of transformation necessary for deployment an interdisciplinary curriculum. The knowledge emerging from the study indicate the need for permanent spaces of self, in which the educator learns from its body, between cognitive processes and vital, and in the experiences of their formative process the opportunity to act on the dimensions of knowing and being

A mediação do diálogo e da reflexão na prática do supervisor pedagógico no município de Jardim de Piranhas/RN

In preparation for reviewing and reflect about the pedagogical practice of teaching supervisor, noting instances of continuing education in service, dialogue-based, reflective and shared as propelling in the construction of theoretical and practical knowledge is that we propose to undertake this research. Based in our professional practice and stimulated by the desire to contribute with the education in the city of Jardim de Piranhas-RN our intention was to highlight issues which arising from practice teaching, especially those guided in the principles of a continuing, dialogic and reflexive teachers training. In that sense we are encouraged to answer the following question. How has been developed the work of teaching supervisor in the city of Jardim de Piranhas and what kind of elements should be constituted by a continuing education in school if those elements are enhanced by a reflexive action and dialogue-based? Thus, we performed studies of theoretical foundation based in Nóvoa (1995, 2001, 2003), where he emphasizes the importance of take in account the practice itself as a source for the study in the construction of a new teaching practice process, in Alarcão (1999; 2001; 2002; 2003), Schön (1995, 2000), Tardif (2003) and Perrenoud (2002), Gomes (1998), Navarro (2005) and Oliveira (2006), among others, provided the basis to discuss the role of reflection and dialogue in the school and classroom. We still emphasize the ideas of Paulo Freire (1981; 1992; 1996; 2001; 2002), which is consistent with the proposal for a reflexive action and training. For this we adopted a methodology based in the qualitative research with field note, intending to observe the strategies which emerge in the educational supervisor practice. This practice should contribute to the training of teachers. In this process we chose three dimensions that provide structure and power in their work. So, we can describe as conceptual, strategic and changeable

Da formação ludopiética à autopoiese do lazer: significados para a autoformação humanescente do profissional do lazer

The present study aimed to understand and interpret the connections between the training of graduate ludopoiética leisure and the process of autopoiesis of leisure. From the main objective, the following objectives had been formulated specific: a) To interpret more significant the ludopoiéticas experiences in the academic formation of graduandos of leisure; b) To analyze the experiences of the leisure most significant, disclosed for the group investigated, before, during and after the course; c) To describe and to interpret the process of autopoiese of the leisure and its respective meaning for the autoformação human being. The study it articulated the following metodológicas boardings: autobiogr á fica, etnogr á fica and fenomenológica. For the construction of the ludopoiéticas bridges between the academic formation proposal for the course of Leisure and Quality of Life of the CEFET-RN and the autoformação lived deeply human being as leisure for the participants of the study, we use as categories of analysis, five properties that had constituted the respective autopoiético system of the leisure. Thus, for our autopoiética reflectivity we adopt the following categories: autotelia; autoliberação; autoconectividade; autovalia and autofruição. The carried through research obtained to evidence given important of the ludopoié tica formation of these professionals of the leisure for its autoforma ç ã o human being and the autocriação of the proper leisure, that for recursividade feeds this autoformação in way permanently. Lived deeply properties of the ludopoiético system in the formation are searched with autonomy in the leisure. Thus, the learning of the autotelia, the autovalia, the autofruição and the autoconectividade lived deeply during the course of graduation in Leisure and Quality of Life is valued by the emotion of the joy and the love to the life, having become something desired by the citizens that had chosen the leisure as profession

Cecília Meireles e a lírica pedagógica em Criança meu amor (1924)

The research Cecília Meireles and the Pedagogical Lyric in Children My Love (1924) consists in a critical analysis, a cultural and historical approach to the pedagogical intentionalities and to the social and educational functionalities expressed in the childish literary work of the poetess and educator Cecília Meireles (1901-1964), in Brazil, during the first decades of XX century. The author s conceptions of the literary art, the philosophical and educational foundations, the Christian and liberal ideologies and values pertinent to her work for children and the relations between her texts and the ideals of the Brazilian intellectuals to effect changes in the every day life based on the child formation and on the teaching feminization process were examined in the work. This paper shows a content analysis with the intention of offering signification to the work Children My Love (1924) according to the investigation of specific categories: child, motherhood and schooling; through the exploration of synonymous and bipolar key-words found in Cecília s documents: child/adult, teacher/mother; school/home, ignorance/intelligence. The research intends to understand how the author articulates, in her informal pedagogical action in Children s Literature, science, literary and Christian faith knowledge, in order to expand her social and educational ideal concentrated in children, guided by the maternal hand and aimed at constructing a New Man, New Civilization and a New Social Order

Aprendendo a pertencer: uma leitura da trezena de Santo Antônio em Pradoso enquanto territorialidade humana

The Novena of St. Anthony in Pradoso, is an annual celebration that takes place between June 1 and June 13. Since its preparation to the conclusion of the celebration are employed traditional knowledges and techniques, which are shared by the community. Such knowledges, built over generations, associated with popular religion, form it into the educational processes that build, through orality, practices and experiences of everyday life, the sense of belonging. An analysis of scenes, knowledges and subjects involved in the celebration, shows the form and content of practices capable of building symbolic territories of belonging. Thus, the Novena of St. Anthony in Pradoso, while an human territoriality, is designed as a locus of learning of belonging, reaffirming community values such as solidarity, service, brotherhood, integration, among others. While empirical reference for an analysis of the importance of belonging, the Novena of St. Anthony in Pradoso, offers subsidies for the production of knowledge, focused on understanding the need for a reconnection of technical and humanistic knowledges

Dificuldade de berço? Professores de matemática no ensino médio: práticas, formação continuada e juventude

The present paper is focused on pedagogical practices and continued lecturing formation of High School Mathematic teachers. Knowing the essential importance of the teacher at the educational process since he/she is the mediator on knowledge gathering by the scholars and continued formation meaning on that process, we hereby propose to investigate and compare what Math teachers think about their professional role, the kind of continued formation they receive and their development on teacher s knowledge and doing; to gather and compare what do Math teachers know about young people at public and private schools and their demands and as which find out if they link with the way as their students are taught. To develop our comparative research, we chose a qualitative focus and an investigation of ethnographic type. We took as the subject four Math teachers that work with high school 1st and 2nd grades in public and private schools, morning and afternoon shifts and license titles. The research results reveal differences in structural matter between the spaces, but the comparisons between teacher doings and knowledge reveal that the differences refer to the sort of formation and how often do the teachers search for it. Nevertheless, the reports pointed to continued lecturing formation offering and consistence problems and these reflect on their work and on its basis. The knowledge about youth and adolescence, such as theoric and methodological knowledge that lead their practices, are revealers of teachers difficulties in developing their activities according to the target public and nowadays educational demands

O lugar pedagógico da educação física na educação infantil: saberes (re)construídos na formação continuada do PAIDÉIA/UFRN

The present study aimed to investigate the overview of teachers in continuing education program who work in kindergarten, about the continuing education developed by the Paideia/UFRN through the Course of Specialization in Art Teaching and Physical Education in Childhood, having as key focus, the knowing / doing related to physical education in Childhood. From this general goal, it was elected some specific objectives as: to know the interests and expectations that motivated the teachers to participate of that referred training; the evaluation by teachers on regard of the continuing education proposed: boosters factors for possible changes in teaching activities regarding the practice of teaching physical education in kindergarten. The methodology took the principles and techniques of qualitative research strategy and the characteristics of descriptive and interpretive strategy. The locus of this research was the Course of Specialization in Art Education and Physical Education in childhood, having as the citizens of this research twenty three teachers taking that specialization course. For building and systematization of the data, we used the following tools and procedures: a questionnaire, a semi structured interview and documents analysis. The data was constructed based on the technique of content analysis, focusing the reflections and speech of the teachers about the creation of new meanings and senses for the knowing / doing in Physical Education. It was found, among other results, the need and quest for improvement of teacher education, in order to improve educational practice. It was also evident that the situations of dialogues (interactions with peers, with their professors and other professionals in the related area or not) were mentioned by most teachers in the course as a relevant moment of redefinition of knowledge. In relation to Physical Education, it was found that participation in the course of specialization provided the recognition of teaching practice of physical education as part of the curriculum and the importance of inclusion of its specificities in their educational planning. From these elaborations, we come to the conclusion that knowing the perspectives of the teachers about continuing education can contribute to the theoretical and methodological discussions in teachers education and the creation of new actions - projects and programs of continuing education constructing increasingly ways towards a successful teacher formation, able to provide new forms of acting in the educational context