A aproxima����o entre educação escolar e trabalho: a experi��ncia da Casa do Menor Trabalhador

It aims to consider the possible relationship between formal school education and work, from the experience of the State School House of the Minor Worker CMT of Natal-RN in this first decade of the 21st century. In this institution, children and adolescents are enrolled in the Fundamental Teaching sponsored by the State Public System studying the regular curriculum contents defined for this level of teaching, and in the opposite shift they take part in career workshops which are kept by members of a religious congregation. CMT has had as its object, since its foundation, to take children and adolescents from the streets and to provide them with a full time education associating basic education and training/qualification for the job market. In our research, we tried to learn a little bit of the expectations, concerns and knowledge of the young participants of two workshops: carpentry and bakery, so that we could gain sufficient understanding of the learning process of these youths, while still keeping an approximation with the reality of the aforementioned subjects. It was possible for us to conduct a description of the contexts and of characteristics of the subjects which make up CMT, capturing concrete aspects and aspects of the thoughts of students, teachers, instructors and coordinators. The main point of our research was: how does the approximation between formal school education and work take place in the House of the Minor Worker? To search for possible answers we have made use of basic techniques for the data construction - questionnaire, observation, conversation groups, assessment drills which allowed an approximation and a good dialogue with the participants. We also discussed the job world in the context of the capitalist exploration, from the contributions of M��sz��ros (2005), Frigotto (1989); (1993); (1999); (2002); Ferretti (1994); (2004); Kuenzer (1989); (1997), in order to understand the skills demanded of the worker and the necessity of an education which allows the professional qualification of youths eager to enter the job market, through the first job. In this perspective, the study that we have systematized here aims to show the relevance of an education which manages to take a firm and conscientious stand in connection with the hegemonic capitalist project and to provide for a humane, ethical, responsible, critical and civic background

Em que contextos aprenderam a ensinar os professores que propiciam aprendizagens pertinente �� alfabetiza����o?

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Apoio pedag��gico, a����o coletiva e di��logo: tramas da formação continuada em educação inclusiva

This work detaches the importance of the continued formation of the educators in terms of the inclusive educational process, pointing as basic elements the continued formation of the educational professionals. In this direction, it points and it defends the dialogue in the perspective of David Bohm, with interfaces of the freireanas ideas, as a methodological resource of action that allows the organization of strategies of collective and effective pedagogical support in inclusive schools, in the same time articulates the continued formation of the professionals in education. Characterized as research in a dialogical action with collective participation and collaboration, it counted with the participation of 87 educators, between professors, pedagogical, managing coordinators and specialists of special education in two schools of the state and municipal public system of Natal/RN. The results had pointed with respect to the viability of the dialogue as articulated methodological tool of the continued formation in service, when providing the establishment of personal and professional relationship between the educators, favoring the discursive enjoyment of the lived experiences, allows the organization of strategies of collective and effective pedagogical support in the scholar environment. On the basis of these results, this work also points to some items to reflections as the reorganization of the Secretariats and the schools, in the direction to brighten up the fragmentation and the discontinuity of the pedagogical actions evidenced and to instigate a process of changes that has glimpsed the professional development of the educators through its continued formation in service and the improvement of the school in the way of the concretization of an education directed toward the acceptance, respect and attendance the diversity of its pupils, as detaches the official documents and the studies on the inclusive education

O Programa Pr��-Letramento e a formação de alfabetizadores: repercuss��es nas concep����es e pr��ticas de professores cursistas

This paper intents to investigate the repercussions of the Pr��-Letramento - Alphabetization and Language Course Program in the practices and conceptions of alphabetization of learning teachers, according to their own perspectives. The program, part of the National Formation Network of the Education Ministry, in partnership with public universities since 2006, is destined to aid the formation of teachers acting in the first three years of public basic education, with the goal of qualifying them to work with alphabetization and improve quality of learning processes and results. This investigation adopted the qualitative research paradigm as well as the Case Study methodology, being our empirical field a Bel��m do Brejo do Cruz/PB public school. The subjects are five Program graduation female teachers, including the tutor-trainer and four graduated teachers that already teach in the first three years of basic education. The data, gathered with documental analysis, individual and collective semi-structured interview, and non-participant observation, were analyzed according with Speech Analysis principals. Based on those principals, we intersected teachers enunciations, observation sessions registries and the Program s propositions and built interpretations based on theorization taken as fundaments of the investigation, among which we highlight: studies on a criticalreflexive perspective of a teacher s formation; continued formation as a permanent development process; the principals of historical-cultural approach on alphabetization processes and development with the centrality of language; alphabetization in a interactionist approach. The analysis focused on the Program s repercussions: 1) in the teachers conceptions about: 1.1) learning; 1.2) Alphabetization and literacy; and in the practices and conceptions related to: 1.3) alphabetization in a literacy perspective and 1.4) appropriation of the writing system. The corpus analysis evidenced relations of continuity and discontinuity, approach and distancing between the teachers conceptions and the Program s propositions, as well as conceptions/significance of their speeches and related or observed practices. Observing teachers elaborations evidences the repercussion of the Program s formation, whilst also showing gaps and mismatches in their appropriation process in concepts/assumptions as well as teaching propositions. These mismatches involve interaction relationships between teachers and students, with their possibilities and limitations surrounding the Program s knowledge objects complexity, also linking to the social, economical, political, and cultural conditions that involve both the implementation of the Program in each context and the conditions in which alphabetization in public schools are developed, demanding permanent and accompanied formation processes, investments to improve work conditions and valuing teaching

Contar no caminho: escritas de si, percursos de formação e inser����o institucional de professores da inf��ncia

El trabajo tiene como objeto de estudio la percepci��n de profesores de la infancia respecto sus itinerarios de formaci��n y proyectos de inserci��n institucional, y como objetivo analizar como los participantes de la investigaci��n articulan, narrativamente, sus itinerarios de formaci��n y proyectos de actuaci��n profesional para inserci��n institucional en un Colegio de Aplicaci��n. Adopta principios epistemol��gicos y m��todos de la investigaci��n (auto)biogr��fica: Ferrarotti 2010); Delory-Momberger (2008, 2011, 2012); Josso (2010); N��voa (2007); N��voa y Finger (2010); Dosse (2009); Passeggi (2011, 2012, 2013); Souza (2004, 2010, 2013). El corpus est�� constituido por diez memoriales acad��micos; diez proyectos de actuaci��n profesional; la transcripci��n de entrevistas realizadas en dos grupos de discusi��n y el diario de campo de la investigadora. Las analises se basan en las contribuciones de Jovchelovitch y Bauer (2010), Sch��tze (2010) y Weller (2006). Los resultados de la investigaci��n permitiran concluir que el proceso de biografizaci��n y el proyecto de actuaci��n profesional introduce una doble funci��n: constituirse en una herramienta de evaluaci��n y como dispositivo de formaci��n, permitiendo a los profesores la reflexi��n sobre las particularidades del proceso de biografizaci��n en el contexto de injunci��n institucional y el conocimiento de las potencialidades de sus percursos de formaci��n. Permitiran, todavia, la definici��n de tres eixos organizadores de una cartograf��a de formaci��n, tomando lo que N��voa (2007) sugiere sobre los procesos de Adesi��n, Acci��n y Autoconsciencia en la constituci��n de la identidad docente. Ao relatar sus percursos de formaci��n los profesores reconstituyen adesiones a los principios, valores y proyectos en diferentes contextos de formaci��n, revisitan acciones desarrolladas en el ejercicio de la profesi��n y elaboran reflexiones que resultan en la autoconciencia de potencialidades y limitaciones de sus acciones en la instituci��n. El trabajo contribuye para pensar la producci��n de memoriales y proyectos acad��micos de experiencia profesional como espacio fundador de reflexi��n sobre la formaci��n del profesorado de la infancia

Uma viagem aos saberes das formadoras de professores da Educação Infantil

This study aims to contribute with the professional development of the Trainers of childhood education teachers of the City Department of Education of Natal/RN, through a formation in context, trying to understand the teaching knowledge required in the practice of these professionals. The focus of the research is in teaching knowledge understood as the ideas, beliefs, conceptions, reasons, arguments, speeches that the trainers builds during his life (ALTET, 2001; PIMENTA, 2002; TARDIF, 2001; 2002). The study inserts itself in the qualitative approach of the educational research and the chosen methodology has characteristics of an inquiryaction. In the process, the following instruments had been used: questionnaires, press conferences, personal documents. The relevance of the present research is in achieving reflections concerning the role of the trainers of teachers, who needs to be seen as a mediator in the formation of teachers, in view of the fact that he interferes and is determinative in such a way in the formative process as in its results. The findings demonstrate that: a) the identity of the trainer is in a development process, what it is resembled to the effective situation of that, symbolically, the trainer exists, however, his attributions still are not enough clear; b) the teaching knowledge of the formation in the childhood education are related, among others points, primordially, to the function / role of the childhood education, child and teacher s point of view of this stage of the basic education; c) the Trainers teaching knowledge, concerning the teaching performance, ratifies the multiplicity of knowledge that the trainer must has, beyond the necessary complementarities and conciliation between the administrative and pedagogical aspects in the exercise of the function; d) the Trainers have knowledge that are according to the speech, consisting as declarative knowledge; e) there is a conflict between the teaching knowledge of the Trainers and the actions that are part of real life, generating contradictions between the formative saying and making

Formação continuada de professores de ci��ncias para o ensino de astronomia nos anos iniciais do ensino fundamental

Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching

Pol��tica de formação continuada de professores :cen��rios, diretrizes e pr��ticas

Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program

A pol��tica de formação inicial de professores e a implementa����o do componente curricular Pr��tica Profissional na Licenciatura de Geografia do CEFET-RN

This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work

Educação escolar dos ��ndios : consensos e dissensos no projeto de formação docente Tapeba, Pitaguary e Jenipapo-Kanind��

L��objet d����tude de notre travail est l��espace politique des d��bats entre les formateurs indig��nes (professeurs et lideres) �� propos du projet de formation des enseigants, de la proposition et de la gestion d��un enseignement scolaire diff��renti��. Dans ces d��bats, est rendu manifeste le processus de constitution des indiens comme sujets politiques, revendiquant des droits sociaux-culturels et historiques qui r��v��lent des dimensions importantes et presentes dans le mouvement indig��ne. Les consensus et les dissensions entre les formateurs et les lideres nous ont fait penser �� la n��cessit��, en certaines occasions, de transcender la litt��ralit�� des discours, en relevant le non-dit et les intersubjectivit��s impliqu��es dans les procesus d��interaction entre les sujets/acteurs/auteurs. Dans ce sens, nous trouvons, dans la proposition m��thodologique de l��entrevue compr��hensive (KAUFMANN, 1996), et faisant appel �� une lecture compl��mentaire des divers concepts socio-anthropologiques, une de notre principale orientation. Redonnant la voix aux sujets interwiev��s e partant de leur discours, nous cherchons �� ��tudier les significations des actions de ces individus, en les consid��rants comme des sujets historiques. L��objectif principal de la recherche reside donc dans la comprehension des diff��rents sens attribu��s �� "l����tre" professeur indig��ne et �� l����cole diff��renti��e dans les discussions �� propos des exp��riences de formation enseignante v��cues dans le cours Tapeba, Pitaguary e Jenipapo-Kanind��, commenc�� en 2001 et conclu en 2005, dans l����tat du Cear��

As necessidades formativas de professores para o trabalho com a educação integral

In Brazil, since the 1990, the country has been operating an extensive transformation in the education system. This situation is justified, among other reasons, the search for answers to the new demands that modern society gives to school, to new technologies and information and communication systems. To better put the Brazilian school that context, the federal government, through the Ministerial Decree No. 17/2007, created the More Education Program as a measure to combat low levels of development of basic education in the capital cities and metropolitan areas, aiming at the implementation of comprehensive education in schools. After the first year since the implementation of the program, there are advances in the permanence of students within the school. But as for the teachers, there is a gap on ownership and consequent acceptance. Considering the reality of the state system of schools of Basic Education in Natal - RN, this study investigates the training needs of teachers in institutions working with More Education Program, envisioning the educational relationship with Macrocampos contained in this national project. Answering this question allows us to absorb the concept of such needs in teachers, as well as to check priority in relation to the continuing education of teachers for this new pedagogical reality.

Qu��mica em cena: uma proposta para formação inicial de professores de qu��mica

In educational observed difficulty in train teachers to meet the medium and higher education needs, and one reason for this is the different experiences in the training of educators in relation to those found in the classroom. So often arise criticisms related to relevance and efficiency of degree courses, as regards the performance of its natural mission, which weakens the teacher training. Thus, improving the quality of education is very dependent on the initiatives of teachers, creating teaching alternatives to strengthen their performance in school. From this reflection, it is concluded that teacher training needs new educational proposals that qualify, and so can promote the formation of his students more adequately. Among the educational proposals as alternatives to initial teacher training may use the scientific theater (TC). Considering this possibility, this work has been proposed as investigate and discuss the influence of TC combined with experimentation in the initial training of future teachers in Chemistry who participate in the Groups Fanatics chemistry Theatre (UERN) and Chemistry on Stage (UFRN). Therefore, there was, in a first stage, theatrical essays based on the theater of the oppressed, and written dramaturgical scripts, a collaborative proposal. To incorporate experimentation in chemistry to theater rehearsals, there was a systematic literature search and after content analysis, were selected categories, materials and reagents easily accessible, easy procedures and implementation with low risk of accidents and easy care chemical waste. In the second part we identified: a) the beliefs of student teachers in the use of TC ally trial for initial training of chemistry teachers; b) the influence of TC ally to trial on learning of chemical concepts of high school students who attended the shows; c) the reasons for using or not TC ally to trial by chemistry teachers who participated in the TC group and currently work in the classroom. In this study, questionnaires and interviews were used, compounds, respectively, by a Likert scale and open questions. Quantitative data were analyzed by classical statistics the media, using as centrality measures the average, the concordance argument and the average deviation. Qualitative data were discussed according to content analysis, with categories that emerged from reading the answers. These analyzes concluded that the licensees have a positive view on the use of scientific theater for disclosure of the chemical for use in the learning of chemical concepts, pedagogical and disciplinary knowledge, and to form promotion strategy for research and extension at the University. They credit improvements in their initial training on the use of scientific theater combined with experimentation. The TC provides motivation for the construction of conceptual thinking in an informal way of chemical communication, allowing the student to expand their knowledge, not only favoring the phenomenological approach, but also the construction of chemical knowledge and the internalization of scientific concepts.

Representa����es sociais da identidade docente na formação inicial de professores de sociologia da UFRN

La presencia hodierna de la Sociolog��a en la educaci��n b��sica brasile��a es un elemento nuevo para los sujetos que a ella est��n relacionados y, para el grupo investigado en este estudio, los licenciandos y licenciandas del curso de Ciencias Sociales de la Universidade Federal do Rio Grande do Norte (UFRN), la situaci��n no es diferente. Con el intuito de comprender c��mo los saberes aprehendidos durante la formaci��n inicial de profesores influencian el proceso de construcci��n de la identidad, se investig�� las representaciones sociales que eses sujetos construyen cerca de la identidad docente, intentando comprender c��mo estos representan las profesoras y profesores de Sociolog��a. Por lo tanto, se hizo una comparaci��n entre los elementos que compusieron los n��cleos centrales de las representaciones sociales de los licenciados ingresantes y de los licenciandos en pr��ctica del referido curso, adem��s de un examen del plan de estudios de esa licenciatura. Se adopt�� la Teor��a de las Representaciones Sociales y el Abordaje Estructural como aporte te��rico y de la T��cnica de Asociaci��n Libre de Palabras como recurso metodol��gico. Al llevar a cabo el an��lisis de los datos obtenidos durante la investigaci��n, se hizo evidente que la memoria, mientras un conjunto de experiencias del sujeto, desarrolla un papel esencial en los procesos de construcci��n representacional e identificaci��n, pues la familiaridad con la asignatura de Sociolog��a en la Ense��anza Mediana trajo nuevos e importantes elementos para la composici��n del perfil de los actuales ingresantes en la licenciatura investigada. De este modo, al asociar representaciones sociales, identidades y formaci��n de profesores en la tr��ade conceptual que condice esa investigaci��n y teniendo as experiencias anteriores de los sujetos como un enlace, el objetivo fue demostrar c��mo eses elementos componen partes de procesos sociales an��logos e indisociables. Sin la acumulaci��n de experiencias memoriales no hay representaci��n, mucho menos identidad. Por el contrario, los datos muestran que las discusiones, erigidas por la reciente obligatoriedad de la Sociolog��a en la Ense��anza Mediana, no encuentran eco en el cotidiano formativo de los licenciados permaneciendo alejado del curr��culo de la licenciatura en Ciencias Sociales de UFRN. Esa coyuntura se refleja en construcciones representacionales tanto de los licenciados ingresantes como de los estudiantes en pr��ctica, asociados a una noci��n intervencionista de la asignatura de Sociolog��a. Esta noci��n se convierte nebulosa una definici��n clara de la representaci��n de la identidad docente de profesora y de profesor de Sociolog��a para los licenciandos en formaci��n. La intensa relaci��n de esta representaci��n con la asignatura y no con el hacer pedag��gico, con la presencia intervencionista de una probable transformaci��n y no con la compresi��n de las problem��ticas y juegos sociales demuestran que la identidad docente del profesor de Sociolog��a todav��a es un objeto que est�� siendo basado por eses sujetos, que est�� siendo ajustado a partir de otras representaciones existentes y que la formaci��n inicial de profesores necesita estar atenta a esas representaciones y adecuarse m��s apropiadamente a la realidad de ense��anza de Sociolog��a que subvierte a docencia de esta asignatura en Rio Grande do Norte.

A presen��a de homens docentes na educação infantil: lugares (des)ocupados

A partir da abordagem investigativa da multirreferencialidade, com base em Jacques Ardo��no, e tendo como lentes te��ricas os conceitos de cultura e de g��nero, discutidos respectivamente por Victor Hell, Stuart Hall, Alfredo Veiga-Neto, e Joan Scott, Guacira Lopes Louro, Dagmar Meyer, este estudo tem como objetivo analisar as implica����es da presen��a de homens docentes na Educação Infantil, problematizando as rela����es de g��nero a partir de um am��lgama de atravessamentos sociais, hist��ricos e culturais. Para tanto, foram realizadas entrevistas semi-estruturadas com dois homens que exercem a fun����o de educador infantil na rede p��blica de ensino do Munic��pio de Natal/RN/Brasil. A an��lise das entrevistas possibilitou a organiza����o dos dados em quatro focos de discuss��o. O primeiro deles refere-se ��s figuras masculinas (re)produzidas no cotidiano da Educação Infantil, cujas representa����es discursivas constroem o homem como ���perigoso���, ���poderoso��� e ���respeitado���, ajudando a perpetuar os v��nculos hist��rica e culturalmente estabelecidos entre a figura masculina e as imagens de autoridade, lideran��a, comando, ao mesmo tempo em que refor��a o suposto car��ter natural das rela����es entre a figura feminina e o cuidado infantil. O segundo foco de discuss��o trata da polariza����o entre os elementos do bin��mio masculino/feminino, ativado constantemente nas rela����es que se estabelecem entre homens e mulheres no cotidiano da Educação Infantil, tornando as institui����es desta etapa de ensino um local de concretiza����o dos mais diversos significados de g��nero. O terceiro foco de discuss��o problematiza a necessidade de afirma����o da heterossexualidade dos educadores infantis entrevistados, destacando-se a associa����o (geralmente feita por gestores, por colegas de trabalho e pelas fam��lias das crianças) entre a heterossexualidade masculina e o adequado exerc��cio da fun����o docente. O quarto e ��ltimo foco de discuss��o trata das lacunas da formação inicial e continuada de educadores infantis, enfatizando que, de modo geral, os cursos que formam professores para atuar em institui����es de Educação Infantil tendem a desconsiderar a inser����o profissional de homens nessa etapa de ensino. Assim, a Disserta����o que ora apresentamos tem como escopo a desnaturaliza����o de estere��tipos de g��nero no cotidiano da Educação Infantil, entendendo que este �� tamb��m um contexto muito prof��cuo para o exerc��cio de resist��ncia ��s imagens cultural e historicamente associadas a homens e mulheres.