Nas asas de Ícaro: uma análise da Pedagogia Freinet do 2º ao 5º ano do Ensino Fundamental na perspectiva da ação docente continuada

Célestin Freinet was one of the most memorable educators of the twentieth century. He presented some educational alternatives that had the objective of stimulating the construction of pedagogic actions to promote the social development of the student based upon a work centered on the free expression as the way to self-structure the knowledge. With a permanent proposal of research based on the enquiry-based learning, Freinet set human capacity (cognitive, social-affective, psychometrical) taking cooperation in consideration on the processes of knowledge construction. Based on this referential, this present work has the objective to show Freinet s pedagogy in a continuous teaching action from 2nd to 5th grade focusing the teacher s discourse and also the educative practice of the students of a city public school in Natal. The observed work revealed the teacher s discourse and educative experience and delineated the students development while immersed into Freinet s educational practice. By virtue of the nature and specificity of the theme that guided our research, we chose a qualitative approach to it, as a way of conducting ourselves during our investigative process. We observed and analyzed the method that was used to conduct the activities in the classroom, as well as the ways of expression that the children used through drawings, words (oral text), or through writing. We highlight, among the written texts, the individual and collective texts, and also letters and notes, which during some moments served as a base to express a diversity of languages. The results, after a analyzing the research data, point towards a teaching practice that favors the construction of a significant learning process through the grasping of the school environment, on which all these factors are based: society, knowledge acquisition, abilities, attitudes and values. This learning process also strengthens human solidarity bonds and mutual tolerance, on which the student s social life is seated.

Educação ambiental: mediações sociais e políticas e a indolência do Poder Público à sua inclusão no ensino formal

As a result of the prediction of irreversible changes on necessary conditions to maintain life, including human, on the planet, environmental education got the spotlight in the political scenario, due to social pressure for the development of individual and collective values, knowledge, skills, attitudes and competences towards environmental preservation. In Brazil, only in 1999 the right for environmental education was officially granted to people, having the status of essential and permanent component in the country s education. Since then, it has been Government s duty, in each federal branch, to plan actions to make it happen, in an articulate way in all levels and modalities of the education process, both formally and informally. This work of research has environmental education in the school as subject matter, and aims on analyzing social and political mediations established between this National Environmental Education policy and the contexts associated to the legislative production process, the political nature of the conceptions about environmental education that underlie Law 9.795/99 (Brazil, 2009c) and also Rio Grande do Norte Government s actions and omissions related to the imperative nature of the insertion of environmental education in the schools ran by the state, during the ten years this law has been in force. The investigation of the subject matter was led by a social and historical understanding of the social and environmental phenomena, as well as of the education system as a whole, considering that only through a dialectical view we can see the real world, by destroying the pseudo-concreteness that surrounds the topic. While analyzing, we assumed that in face of the dominance of a social organization in which market regulations rule on environmental ones, by developing individual and collective critical conscience, environmental education can become a threat to dominant economical interests in exploiting natural resources. The results of this research suggest that as an educational practice to be developed in an integrated, continuous and permanent fashion in all levels and modalities of formal education, environmental education has not yet come to pass in the state of Rio Grande do Norte, due to the neglect and disrespect of the government when facing the need of promoting the necessary and legally appointed measures to make it present in the basic education provided by the state. The legislators silence when it comes to approving a regulation on environmental education essential to define policies, rules and criteria to teaching the subject in the state and the omission from the public administration regarding critical actions in order to integrate in public schools the activities related to the National Environmental Education Policy, represent a political decision for not doing anything, despite the legal demand for an active position. This neglecting attitude for the actualizing of strategically concrete actions, urgent and properly planned for the implementation of environmental education in schools in a multidisciplinary way, exposes the lack of interest the predominant classes have in such kind of education being made available, as it could be developed based on a critic political view, becoming a political and educational action against dominance. When analyzing the basic principles and fundamental goals in Law 9.795/99 (Brazil, 2009c) the development of a critic environmental education is really possible and concurs with the National Environmental Education Policy, reflecting the social and political mediations established between this public policy and the contexts associated to its legislative production process, which are responsible for approving a regulation which also represents the mind of the people about environmental protection above anything else

Prática pedagógica interdisciplinar na escola fundamental: sentidos atribuídos pelas professoras

Ce travail s'inscrit dans le cadre du débat autour de l'organisation du corps enseignant dans l'Enseignement Fondamental. Son objectif est de couvrir les limites et possibilités de la mise en application de la pratique interdisciplinaire dans les cycles I et II de l'enseignement fondamental à partir des sens attribués, par les enseignantes, à la pratique interdisciplinaire développée par elles mêmes, à leur école. L'étude défend la pratique interdisciplinaire non pas comme étant descriptive mais construite dans le vrai contexte de l'école. La méthodologie utilisée est basée sur les principes théorico-méthodologique de l'entretien compréhensif et de l'analyse de contenu. Parmi les principaux résultats de l'enquête, ressortent les limites pour la pratique de l'interdisciplinarité, situées dans le champ théorique en ce qui concerne l‟incertitude théorique sur le terme et sur le non-accès à des théoriciens qui puissent discuter la question et sur le champ de l'organisation du travail pédagogique, qui ne prévoit pas d'espace de travail collectif entre professeurs des différents terrains de la connaissance. Les possibilités proportionnées par la pratique interdisciplinaire se trouvent dans sons importance pour élargir la vision de monde du professeur et de l'élève, dans son potentiel de formation continue, pour motiver la quête à des nouvelles connaissances, des nouvelles formations pour l'élève et professeurs pour qu'ils agissent auprès des difficultés de manière plus compétente et critique. Il signale la nécessité d'un besoin institutionnel en ce qui concerne la formation continue des enseignants et l'organisation de l'espace/temps de l'école de façon à motiver les professionnels à la recherche et à la consolidation de connaissances autour de l'interdisciplinarité et des multiples champs de la connaissance ainsi que le travail collectif

O professor e sua formação linguística: uma interlocução teoria-prática

The work in screen constitutes a study of entitled doutoramento THE teacher and your linguistic formation: a dialogue teoria-prática. In him, the researcher, discoursing on subjects that involve the teaching-learning of the verbal language, it focalizes the importance of the linguistic formation for professionals that act in the years you begin of the Fundamental Education. In that perspective, lens to analyze the interrelações among them you know about the teachers, referring to the language (verbal), mobilized in the process teaching-learning of the production of texts written by the students, enrolled in the years you begin of the fundamental teaching. For so much, it developed a research Colaborativa, of qualitative nature, with four partícipes, being three of them teachers of the empiric field, EETB (pointed school for the " Prova Brasil " (2005) as among the ten Brazilian schools with the worst index of revenue discente in the abilities to read, to write and to interpret) and the other (researcher) educational of UERN. The research made use of several methodological procedures, among which stand out: questionnaire, glimpses, reflexive sessions and cycles of reflexive studies, among others. These specific of the Methodology of the Elaboration Conceptual Ferreiriana, adopted in the process of (re)elaboration, for the partícipes of the language concepts, text, textual gender, spoken language and written language. With relationship to the analytic procedures, those were based in contributions of the theory of the formation of concepts, of the Applied Linguistics and of the archaeology of the elect concepts. The results appear that the process of linguistic formation, established through the research colaborativa and of the methodology of the elaboration conceptual ferreiriana, uniting knowledge of the areas of the Education and of the Language, it was productive and he/she reveals a narrow relationship among the acquired knowledge for the partícipes, the (re)organization of the process teachinglearning of the language and the improvement of the productions written by the students of those educational ones

As ciências da educação e a prática: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

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.

As Ciências da Educação e a prática pedagógica: sentidos atribuídos por estudantes do curso de Pedagogia

This study focuses on the initial formation of the pedagogue in college, especially the formation that takes place in the Pedagogy Course. It is bound by the following question: what senses are attributed by the Pedagogy Trainees regarding the relation between the Education Science knowledge and the Pedagogic Practice knowledge developed in the Pedagogy Course of UESB, in order to build up teaching knowledge and practice? Therefore it aims to reflect on the relations between the Education Science framework and the Pedagogic Practice under the supervised classes that belong to the Pedagogy Course. It presents the implications and contextualizations concerning the pedagogue formation as a historic and cultural process, emphasizing the current moment of this formation. It is based on the idea that the senses trainees, future pedagogues, attribute to their own formation process reflect on the learning of theorical and practical knowledge that validates the process of teachers formation, especially the pedagogue formation. Accordingly, it believes that the senses attributed by the students of teachers initial formation courses regarding the Education Science knowledge and Pedagogic Practice knowledge are essential as organizers in the construction of teaching knowledge and practice while the supervised classes take place. The theorical and methodological option is based on the studies of Qualitative Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vitória da Conquista/Bahia. The students who took part in this research were six graduating ones, enrolled in the last two semesters of the referred course, stage when the supervised classes happen. The procedures used in the organization of collected information consist of analysis of documents such as the mentioned course curricular project and the students reports, besides interactive and provocative talks to the students. The results show the senses students attribute to Educational Science theorical basis to practice to Pedagogic Practice opportunity of feeling as if they were teachers and to the relation between Education Science and Pedagogic Practice opportunity of experiencing the relation between theory and practice. Besides, the theorizations students have about the relation between theory and practice in teachers formation are also presented. Consequently, it is emphasized that the supervised classes are the moments in which the trainees might understand the relations between thought and pedagogic practice, building the senses attributed to the relation between the Education Science knowledge and the ones of Pedagogic Practice as organizers in the teaching knowledge and practice. In this context, the trainees build some knowledge regarding what it means to be a teacher, which is not written or published, due to its subjective dimension, but circumscribed in their pedagogic practice while the supervised classes take place and when professional teaching practice becomes effective

Círculo de ação-reflexão-ação: uma possibilidade praxiológica para a prática pedagógica da formação problematizadora de professores

Considering the dialogue as a gnosiological act and teachers as a researchers of their own practice, this thesis deals with the contribution of Paulo Freire thoughts to teacher s formation process. The study was made over an intervention carried out at a regular Pedagogy Course, however directed to teachers on duty inside a program called PROFOMAÇÃO (Special program for professional formation on Basic Education) promoted by Universidade do Estado do Rio Grande do Norte (UERN). From Freire s ideas of problematizing education, action and reflection dialectics, conscientization and from the analysis of the course itself, I support the idea that the dynamics of collective construction of knowledge- three pedagogical moments (ANGOTTI, DELIZOICOV e PERNAMBUCO) when intermediated by individual reflection, provided by written register, permits the development of three important dimensions of knowledge about pedagogical practice; observation and selfobservation; understanding the theories witch grounds the action; and theorization. By these means, initial and permanent teacher s formation could materialize its political commitment in a concrete action of collective and participative act of conscientization and transformation of the reality of pedagogical practice at school ground, developing itself as a truly circle of action and reflection

Apropriação da escrita por crianças em contextos sociais adversos

O presente trabalho tem origem em nossas vivências como professora alfabetizadora na escola pública em contextos de periferias urbanas, o que nos levou ao envolvimento com questões relativas à (não)aprendizagem das crianças em seu processo de alfabetização. Por outro lado, a inserção na vida acadêmica nos aproximou de perspectivas de compreensão dos processos de aprendizagem e desenvolvimento das crianças, bem como do papel que o meio sociocultural tem nesses processos. Dessas experiências, emergiram os questionamentos que guiaram nossa investigação: em que contextos/situações crianças que vivem em um meio socialmente adverso se apropriam de conhecimentos acerca da linguagem escrita? Onde, com quem, como e o que aprendem as crianças de tal meio sobre a escrita como prática cultural? Tendo como objeto de estudo os contextos/situações em que crianças que vivem em contextos sociais marcados por condições adversas de extrema pobreza se apropriam de conhecimentos pertinentes à linguagem escrita, definimos, como objetivo, Analisar contextos/situações (intra e extra-escolares) em que crianças que vivem em um meio social adverso interagem e se apropriam de conhecimentos pertinentes à linguagem escrita. O campo de estudo foi a comunidade Frei Damião, localizada na periferia do município de Caicó, RN, originária de um lixão e reconhecida na região por ser economicamente carente, com alto índice de analfabetismo e baixíssimo nível de qualidade de vida (escassez de condições sanitárias, serviços públicos de saúde, saneamento e segurança, dentre outros próprios de meios urbanos). Assumindo os princípios da pesquisa qualitativa e as características de um estudo de caso, tomamos como sujeitos do estudo, nove crianças, com idades entre sete e oito anos, residentes na comunidade e estudantes da escola no segundo ano do Ensino Fundamental. Além das crianças, foram também considerados como sujeitos, suas mães, a diretora e duas funcionárias da escola. Os dados foram construídos a partir de entrevistas semi-estruturadas, questionários e anotações em diário de campo. Da sistematização desenvolvida com base nos princípios da análise de conteúdo emergiram evidências de que, mesmo vivendo em um ambiente marcado pela escassez de bens materiais, como de práticas e materiais escritos, as crianças constroem conhecimentos significativos sobre a escrita, apresentando níveis avançados de conceitualizações sobre o funcionamento do sistema alfabético. Tais construções resultam de interações em que se envolvem em diversos contextos intra e extra-escolares em sua comunidade nos quais são mediados, tanto por seus pais, em suas casas, como pela professora, na escola. Mesmo analfabetos ou com pouca instrução escolar, verificou-se que os pais inserem as crianças em processos de letramento e alfabetização ao valorizarem a escrita e seu aprendizado. Enquanto contexto de interação e apropriação de conhecimentos destaca-se, na comunidade, a escola e suas práticas. Mediante parcos recursos e limites, a professora cria situações de aprendizado do funcionamento do sistema de escrita e de habilidades textuais, aproximando as crianças da escrita como linguagem. Esses resultados apontam para a necessidade de reflexões e reformulações acerca das possibilidades da escola pública na promoção de educação de qualidade para as crianças de meios populares

O ensino de artes nos anos iniciais do ensino fundamental: (re)pensando a prática docente

This paper aims to investigate the formative needs of Elementary School Arts teachers at municipal public schools in Natal, Rio Grande do Norte, working in the initial grades. The research was developed using the qualitative approach and the investigation can be classified as an action research-inspired collaborative, distinguished by mutual collaboration among all participants, as well as a reflection upon their practice. Conducted with four Arts teachers of Municipal Education de Natal/RN, this work triggered a (re)thinking of teaching practice in Arts, discussing the teachers' formation and encouraging a group reflection about their academic and professional path. Their motivation towards teaching was also discussed, as well as the way their progress as Arts teachers and the contributions and limits of college education, also including experiential knowledge as a possibility of formation. The main formative needs suggested by the research were knowledge on child development and child learning, and the need of an Arts curriculum proposal for the initial grades of Elementary School. From those data, a reflexive context was built with the participant teachers to give a new meaning to Arts teaching practice in the first years of Elementary School. Finally, it was shown that the Arts teacher formation must be broad and involve not only specific knowledge on Arts, but also knowledge about childhood. It was also clearly shown that a curriculum review in education undergraduate courses must be considered, besides the offering of a continual formation to teachers already giving classes. Concerning the Arts curriculum proposal, it should be done based on a work joining officials of Municipal Education, research and formation institutions and teachers working in the first years of Elementary School. Finally, the work highlights the Arts are essential in all levels of Elementary School, since its first years, and it must be taught and learnt since childhood

Pensando e agindo: estudo da relação entre o dsenvolvimento do pensamento e prática pedagógica

Este trabajo, intitulado pensando y actuando: estudio da le relación entre el desarrollo del pensamiento y la práctica pedagógica del profesor, tiene como objetivo investigar la relación entre el desarrollo del pensamiento teórico y la práctica pedagógica de una profesora de la educación pre primaria que actúa en una escuela pública de Natal / RN, con niños de edades variables de cuatro a cinco años. En términos específicos, pretendemos propiciar la continuidad de un proceso de formación que le permita elaborar el significado de los conceptos que componen los conocimientos curriculares, específicamente, el concepto de familia; tener el dominio de los procesos y procedimientos lógicos inherentes al desarrollo del pensamiento y la formación del concepto; mediar de forma consciente y planeada las etapas necesarias para que se efectiven los procesos de elaboración conceptual propicios al desarrollo del pensamiento. Para desencadenar el proceso investigativo, utilizamos los principios del materialismo histórico-dialéctico mientras que para el método de análisis, porque comprendemos que, a través de esta lógica, es que podremos buscar los elementos que darán sustentación a una mediación pedagógica que permita mayor eficacia en la comprensión de los fenómenos. Recurriremos a la investigación colaborativa, una vez que era nuestra intención desarrollar una acción investigativa compartida, teniendo en vista buscar medios para resolver los problemas de la práctica pedagógica. La investigación colaborativa posibilita al sujeto participante reflexionar, ser investigador, coadjutor-constructor de su práctica. Así, algunos procedimientos metodológicos fueron considerados adecuados para que pudiéramos alcanzar los resultados deseados, como Reuniones, Planeamientos, Ciclos de Estudios Reflexivos, Observación Colaborativa, y Sesiones Reflexivas. Utilizamos la metodología conceptual de Ferreira (2009) como soporte para el análisis del concepto de familia elaborado. Para hacer el análisis de ese proceso nos utilizamos de las teorizaciones de Vigotski (2009, 1998), Rubinstein (, Liublinskaia, Ferreira, Freire, entre otros. Podemos decir que, en la perspectiva de la colaboración, la reflexión sobre la práctica puede desencadenar una nueva visión del profesor sobre su práctica pedagógica y el desarrollo del pensamiento de su alumno. Los resultados obtenidos nos muestran que este fue un trabajo bien sucedido en el sentido de que percibimos una relación estrecha entre lo que la profesora realizó y los aprendizajes adquiridos por los alumnos. El sentido que la participante da a su hacer posibilitó la abertura de caminos para el desarrollo del pensamiento, a partir del trabajo con la metodología conceptual, revelando la conciencia del significado de su acción, y dialogando con las necesidades del alumno y trabajando las. Destacamos la importancia de la colaboración y del proceso reflexivo para la formación y la práctica del profesional profesor y los aprendizajes adquiridos con relación al reflexionar crítico y colaborativamente, en la argumentación y en la reformulación de nuestras ideas. Afirmamos que lo que realizamos es apenas el comienzo de nuevos caminos que surgirán por la necesidad que tenemos de busca, de descubiertas, y por las ganas de desarrollar acciones productivas, propicias de condiciones para la expansión de la formación profesional y de la práctica pedagógica del profesor. Las conclusiones a que llegamos están lejos de que se acaben, ya que es un tema complejo, que puede posibilitar el surgimiento de nuevos estudios, de nuevas investigaciones, de nuevos conocimientos

Atenção, consciência e prática pedagógica: um estudo de suas interconexões

This thesis entitled, Attention, Consciousness and Practice of Teaching: A Study of its Interconnects, argues about a relationship between development of attention and consciousness and its connection to the pedagogical practice developed in a public elementary school in Natal city, Rio Grande do Norte state. The research school is located in the south of the city. School activities are developed according with the political pedagogical project. The group investigated was 25 students aged between 8-12 years of the fourth grade. The students of the research are residents of Ponta Negra village, Pirangi and Neópolis districts. The research was effected by three teachers however, the purpose of this thesis was to investigate the relationship between the development of attention and awareness and the pedagogical practice of one of the teachers who participated in the research, and more specifically understand the psychic procedures involved in the development of attention and awareness; enabling conditions for the realization of an educational action that enables the development in terms of focused attention and states of consciousness of students, analyzing their interrelations. Therefore, it was used as methodology the collaborative research by providing elements for research as strategy of formation and development, the coproduction of knowledge, and the change of educational practice through reflective processes effected through the collaboration and critical reflection among participants. For empirical construction, it was used the following procedural elements: meeting, planning, diagnosis of attention and awareness, reflective period studies, collaborative observation and reflection sessions with the participant teachers and the students. The diagnosis of attention was effected through a game and its elaboration was based on the study proposed by Luria (1991). The purpose of the game was to apprehend the stage where students were in relation of a development attention. Concerning the diagnosis of consciousness, it was taken as reference studies by Burlatski (1987), Pinto (1960a, 1960b), Rubinstien (1973), Leontiev (1978) and others studies discussing this topic. As a method of analysis, it was resorted to the dialectical historical materialism, the ability to identify, analyze and explain those contradictions generated in the process. In the analysis procedures were prepared some categories as well as, were used categories by other authors with the purpose of understanding the critical reflective process collaborative evidencing the formation of concepts and pedagogical practice of the participants, and the analysis of a practical pedagogical of a teacher and her relationships with the development of the psychic process and functions of students, in other words, attention and awareness. Regarding the reflective process were used the categories: technical reflection, critical reflection and practical reflection (LIBERALI, 2008). Concerning the analysis of the concepts were used the categories: description, characterization, definition and conceptualization (FERREIRA, 2003). And for critical collaboration were the categories: critical collaboration, uncritical, technique and practice. In pedagogical practice, were used categories: repetitive practice teaching, heterogeneous and reflexive critical (SOUZA, 2010). During the collaborative observation was evident predominance of heterogeneous practice, because the main participant teacher searches for immediate solution to the situations problem, as well as reflection moments, is the technical arrangement, practice, critical, as well as concern in interacting with students, the qualitative changes, deep knowledge, renewal and transformation of the teaching activity. In this process, the collaborative reflection proved to be an effective strategy for developing awareness of students, because through reflection sessions, the students were able to understand that learning is a building process and that it necessary to be careful for their development

Corpo e saúde: reflexões sobre o quadro "Medida Certa"

The present scenario is permeated by different comprehensions about the body and health. These are the result of a historical process experienced by men in different times and social contexts through which were being built. Faced this scenario, we emphasize the media as a powerful means of information and training ideas regarding the body and health of theses. The media also as a means of mediating information we present characteristics of the social scenario where is inserted. In our research we bring reflects about the comprehensions, knowledge and practices propagated by the way the body and health under "Medida Certa" of the program Fantastico the broadcaster Globo Telecommunications, in order to identify how Physical Education, has contributed the construction of knowledge disseminated. Therefore, we focus our analysis to the table "Medida Certa" exhibited by Fantastico in the months of April, May and June of 2011.The data for analysis were collected through the videos shown live in Fantastic and the information provided in the blog that table. Thus, we had 14 videos shown live, 16 videos posted on the blog, 97 posts in blog. As technique of analysis of the datas used of content analysis of the Bardin (2011). About body obtained as analytical categories: body as operating system; biological body; fragmented body exterior to the subject; body trailer quantified to patterns; subject body. How to health we analyze the categories of health existential: health existential based in biological indices of normality; health existential associated with weight loss and aesthetic patterns; health existential associated with physical activity and nutritional control; and finally we propose a comprehension of health existential. Therefore, from the analysis of the data evidenced a predominance of comprehensions, knowledge and practices about the body and health guided the biological constituents of the body, quantification and classification in medium and normal patterns on pervasive forms of care, in the linear association among physical activity and nutritional control with health, evidenced that Physical Education has contributed to these constructions, through some of his discourses with emphasis on biological aspects. Thus, in our study we advocate an understanding of not only the body as object, but also as a subject clipped by organic, cultural, historical and social elements, a living body, feeling, desire and above all expresses itself, and health viewed as something body, interlaced through the biological, cultural, historical and emotional aspects of this body that coexist in this society

Reflexões sobre o dito e o feito nas intervenções pedagógicas no Programa Segundo Tempo

Ao longo desta pesquisa, defendemos que projetos sociais como o Programa Segundo Tempo podem ampliar seus objetivos e ações interventivas para além da inclusão social de pessoas excluídas socialmente do acesso a direitos sociais, considerando esses espaços também como promotores de possibilidades educativas. Dialogamos com diversos autores da área da Educação, da Educação Física e das Ciências Sociais, para fortalecer nossos argumentos. Nesse sentido, nossa proposta de pesquisa orientou-se pelo método de pesquisa ação e pelas estratégias e técnicas de pesquisa que o apoiam, desenvolvendo uma proposta de intervenção e acompanhamento sistemático caracterizado basicamente pela realização de seminários e ciclos de observação da prática pedagógica dos monitores e coordenadores de núcleo do PST no convênio da Prefeitura Municipal de Riacho da Cruz, a fim de contribuir para processos de tomada de consciência e mudanças na prática pedagógica que se apresentassem indesejáveis às orientações teóricas e metodológicas do PST. Para tanto, buscamos analisar os problemas da transição das orientações teóricas e metodológicas do PST e contribuir para essa transição por meio de acompanhamento pedagógico sistemático. Partimos de uma questão de estudo que não se encerra em si mesma, mas que foi constantemente alimentada por novas problemáticas e objetivos emergidos do campo empírico durante a pesquisa: quais são os limites e possibilidades encontrados pelos monitores e coordenadores de núcleo do PST para aplicar as orientações teóricas e metodológicas nos núcleos do programa? Os resultados demonstraram que as principais limitações enfrentadas pelos recursos humanos do convênio da Prefeitura Municipal de Riacho da Cruz para aplicar as orientações do PST são: não formação específica na área de Educação Física ou Esporte; experiências de trabalho com o ensino do esporte anteriores ao trabalho no PST, insuficientes ou inexistentes; fragilidades no processo de capacitação segundo modelo do PST que não possibilitaram mais exemplos de experiências para o ensino do esporte nos núcleos; e fragilidades no formato de acompanhamento pouco assíduo realizado pela Equipe Colaboradora. Sobre as possibilidades para superação desse quadro encontramos, justamente na participação e envolvimento do próprio grupo sujeito em tentar minimizar essas limitações, buscando na proposta de acompanhamento pedagógico por seminários e ciclos de observações das atividades desenvolvidas, uma alternativa importante para a resolução das situaçõesproblemas emergidas nesta pesquisa. Desse modo, o sucesso da proposta desenvolvida nos levou a algumas conclusões, dentre as quais está a de que o sucesso do PST não reside somente na cobrança da especificidade da área ou grau de formação dos monitores e coordenadores de núcleo que lidam com o trabalho pedagógico nos núcleos dos convênios, mas na realização de um acompanhamento mais assíduo das Equipes Colaboradoras aos núcleos, que possibilite maiores momentos de troca de experiências entre as Equipes Colaboradoras do PST e o recursos humanos, inclusive considerando as variantes de contexto, estreitando assim a relação teoria e prática no PST. Por fim, reconhecemos as limitações do nosso estudo, o que abre perspectivas para futuras reformulações, mas esperamos contribuir para a interface estabelecida entre as áreas de Educação Física e Ciências Sociais, ampliando os conhecimentos relativos à prática pedagógica em projetos sociais

Atuação de técnicos de enfermagem junto ao recém-nascido com dor em uma unidade de terapia intensiva neonatal

The pain is a sensuous and emotional experience unpleasant associated or related to real injury or potencial of the tissues. It is considered an individual and subjective experience generally has been described in the literature about in the neonatal stage a lot. This study has descriptive and exploratory character with a qualitative approach. The study has with objectives to analyze the performance of the nursing technicians working with newborns admitted in the ITUN, seeking to describe the perception of the nursing technicians about the pain, identify the parameters used for the detection and evaluation of pain in them, trying to describe the ons of this team about the pain in the newborns in ITUN. The subjects are nine nursing technicians of the ITU of the Parenting School Januário Cicco in Natal-RN, engaged in direct assistance to newborns in the ITU, on the turn of the morning, which was prepared to participate in the search. The collection of the data was conducted through a structured interview with tree questions; through a non-participatory observation with a structured roadmap and were used to record and pass on call was also as a way of obtaining data. The start of the collection made after the assent of the Ethics Committee / UFRN in November, 2007. The speakings have been transcribed and data read extensively to obtain categories.The analysis of the content made in terms of Bardin. Emerged three main categories of significance: Perceptioning of pain in newborns; Caring for the newborns with pain; Registering the pain in the newborns. A nursing technicians identifies the pain in the newborns, for the most part, so empirical, using signs of behavioral or physiological changes in isolation, giving little emphasis to the environment and to respect that the newborns is inserted. It was found that the attitudes cited by subjects of the search before the newborns with pain, are for the most part non-pharmacological actions such as sucking nutrient not, a proper positioning and measures of comfort, however pharmacological actions have also been reported.These is also the absence of records of nursing records in the report of pain and actions to minimize them and, in records and for the passage of call. With this study we understand the role of the nursing technicians, and seek to contribute to subsidies for the practice of professionals involved in caring for this age group, and also in the search for a humane assistance to the newborns