Leitura do mundo no rap: uma an��lise bakhtiniana de pr��ticas leitoras no ensino fundamental

This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school ��� in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus ��� some Rap songs of protesting ��� it was analyzed the students��� reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

Leitura do mundo no rap: uma an��lise bakhtiniana de pr��ticas leitoras no ensino fundamental

This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school ��� in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus ��� some Rap songs of protesting ��� it was analyzed the students��� reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

Opera����es lingu��stico-discursivas em relatos retextualizados por alunos do ensino fundamental

The following paper attempted to investigate and discuss the possible improvements in the writing of students from the public network in the 6th grade of elementary school. This research was run in the professional master degree In Portuguese Language. Also based upon Genetic Criticism, this study attempting to analyze in which way and in which proportions the alterations done in the texts reveal and perspective capacity in the students as they replace, broad, remove or just move terms in their assignments. We tried to develop our analysis in the pragmatic perspective in which Textual Linguistic is included, investigating the texts and appreciating them as a construction process of meaning. Our theoretical discussion will be based on and socio-interactional conception of language (MARCUSCHI, 2008), as well as in the postulates of Analyze of Discursion (ADAM, 2010, 2008). It has also been used the theoretical assumptions taken from Genetic Criticism which regard the relation between text and genesis, due to the fact that it considers the text and a the result of a construction of progressive elaboration and the writing as an activity of constant movement (DE BIASI, [2000] 2010; GR��SILLON, 1989; [1990] 2008; [1992] 2002; SALLES, 2008a). To assemble the data in this research we took into consideration the social variables related to the students and the sociocultural context. Nonetheless, this investigation point towards a real classroom situation where we tried to analyze the language functioning in application conditions, thus, giving us authority to describe more precisely the reality we lived in, which provided us with a more attentive look to the observed particularities. This description of the reality appreciated built a path that point to a research of qualitative data approach to which meanings deriving from interpretation were attributed. To conduct this research we resourced to the Action-Research process. The data are comprised of ten personal reports that were created from rewriting assignments, which constitutes a range of twenty texts assessed starting from the linguistic operations acknowledged by Generative Grammar and continued by Lebrave and Gr��sillon (2009). As result of this analysis, we identified the operation of adding more often than the other ones. The replacement and removal operations display a very close offspring. Nevertheless, the moving operation was scarcely used. These results, besides demonstrating linguistic creativity of the students, revealed that for a text to be seen as ���concluded���, the writing student articulates new elaborations through these linguistic operators and that these movements of coming and going, of erasures and amendments contribute significantly for the teacher to approach the relationship the student keeps with his textual and discursive expression, and then, with that, to hold information that eventually provides individual and collective directions in school productions.

Produ����o de narrativas escritas no ensino fundamental: estudo de casos

This paper focuses on the construction of the narrative for elementary school students, searching to identify strategies they employed in the production of narrative texts representative of miniconto genre. Therefore, we take a sample forty texts produced by students of 6 and 9 years of basic education, twenty in the 6th year students (ten public school and ten private school) and twenty students in 9th grade (distributed similarly between public education and private). In general, we aim to understand the mechanisms by which producers build their narratives, as well as providing input for analysis of textual production of this genre. This research is based on Functional-Linguistic assumptions of the American side, inspired by Giv��n (2001), Thompson (2005), Hopper (1987), Bybee (2010), Traugott (2003), Martelotta (2008), Furtado da Cunha (2011), among others. In addition, from the theoretical framework presented by Labov (1972) about the narrative, coupled with Bator��o contribution (1998), we observed the recurring elements in the structure of narratives under study: abstract, orientation, complication, resolution, evaluation and coda. Also approached, but that in a complementary way, the notion of gender presented in Marcuschi (2002). This is a research quantitative and qualitative, with descriptive and analytical-interpretive bias. In corpus analysis, we consider the following categories: gender discourse miniconto; compositional structure of the narrative; informativeness (discursive progression, thematic coherence and narrative, topical-referential distribution); informative relevance (figure / ground). At the end of the work, our initial hypothesis of the better performance of students in 9th grade, compared to 6, and the particular context of education in relation to the public context, not confirmed, since, in the comparative study revealed that the groups have similar performance as the construction of the narrative, making use of the same strategies in its construction.

Produ����o de narrativas escritas no ensino fundamental: estudo de casos

This paper focuses on the construction of the narrative for elementary school students, searching to identify strategies they employed in the production of narrative texts representative of miniconto genre. Therefore, we take a sample forty texts produced by students of 6 and 9 years of basic education, twenty in the 6th year students (ten public school and ten private school) and twenty students in 9th grade (distributed similarly between public education and private). In general, we aim to understand the mechanisms by which producers build their narratives, as well as providing input for analysis of textual production of this genre. This research is based on Functional-Linguistic assumptions of the American side, inspired by Giv��n (2001), Thompson (2005), Hopper (1987), Bybee (2010), Traugott (2003), Martelotta (2008), Furtado da Cunha (2011), among others. In addition, from the theoretical framework presented by Labov (1972) about the narrative, coupled with Bator��o contribution (1998), we observed the recurring elements in the structure of narratives under study: abstract, orientation, complication, resolution, evaluation and coda. Also approached, but that in a complementary way, the notion of gender presented in Marcuschi (2002). This is a research quantitative and qualitative, with descriptive and analytical-interpretive bias. In corpus analysis, we consider the following categories: gender discourse miniconto; compositional structure of the narrative; informativeness (discursive progression, thematic coherence and narrative, topical-referential distribution); informative relevance (figure / ground). At the end of the work, our initial hypothesis of the better performance of students in 9th grade, compared to 6, and the particular context of education in relation to the public context, not confirmed, since, in the comparative study revealed that the groups have similar performance as the construction of the narrative, making use of the same strategies in its construction.

Da educa����o infantil ao ensino fundamental: o que contam as crian��as sobre essa travessia na cultura de escola

From inquiries concerning the child as an individual with rights, this work takes as its object of study the perception of 5-7 years old children on their journey from kindergarten to elementary school, in a school culture. The objective of the research is, therefore, to investigate what the children tell in narratives drawn into a conversation circle about their experiences of school life in kindergarten and the first grade of elementary school. The participants were 18 children from a public school in the city of Natal (RN). Five rounds of conversation were held in which the children told a little alien, who was unaware of the school culture, what they knew about school and what they did at it. The research is linked to the project "Children's Narratives. What the children tell about childhood schools?"(Passeggi et all, 2011) and adopts epistemological principles and research methods of (auto)biographical education, taking as a working hypothesis the child's ability to reflect on their experiences and understand from their point of view, what happens to them. Analyses were organized based on the concept of school culture (Barroso, 2012). In the narratives of children, the three dimensions of school culture: the functionalist (purpose and rules), structural (structure and pedagogical organization) and the interactional (relations with others, with the spaces and with knowledge) are considered intertwined in their school perceptions and signal experienced tensions in a process of "conversion" from child to student. Children seem to realize the uniqueness of each level of education. They recognize as a characteristic of early childhood education the recreational activities, and as injunctions of the first year of elementary school the "study", "learning to read and write" to "be smart" to "change." The schooling will thus, constitute, in their eyes, as a time and a place where the children's culture gives way to school culture, and in this journey they experience that the desire to play and the duty/want to study cross the three dimensions of school. At the end of the journey, the status of children as cultural beings with rights is confirmed, whose narratives about school and about their experiences of "conversion" in a student, reveal much about the power of reflection on themselves, the school and the society in which they live, legitimizing their place in educational research and in child care policies.

A produ����o textual no ensino fundamental: processo de retextualiza����o com o g��nero mem��rias

Teaching Portuguese language in Brazilian public schools is still limited mostly to studying decontextualized text fragments, memorizing classifications and cult of grammar rules. Considering the language as a social, cultural practice which emerges from the intersubjective interaction, we sought to propose an educational intervention that prioritizes the retextualization processes from speech to the writing of memoirs as a textual genre, so as to contribute for improving learner���s discursive performances. Therefore, paying attention to these concerns and in attempt to contribute for improving the teaching of Portuguese language in elementary school, we chose as privileged locus a 9th grade class from a state school in Bento Fernandes, RN. The corpus is formed by texts produced and retextualized by students from the elders��� oral reports within local community. We sought thus to understand what memory is, its importance for registering local spoken language and culture, as much as to carry out didactic actions that favor students��� learning in the activities of textual production. In light of the theoretical overviews about linguistic-discursive relations, based on Marcuschi���s (1993, 1997, 2001, 2002, 2006, 2008, 2010) conception of oralitiy-writing continuum and the debates proposed by Antunes (2003, 2014), Alves Filho (2011), Koch (2012) and Bakhtin (1992, 2011), we aimed to understand, by analyzing the retextualized memoirs, how these practices complement each other within the process of orality and writing. As for the proposal of didactic sequences, the study has been oriented by Dolz and Scheneuely (2004); as for the memoirs, by the guidelines of Coracine and Ghiraldelo (2011) and Le Goff (2010, 2013). In this way, this work followed the action-research methodology in a qualitative approach, considering the teacher (researcher) as an active agent involved in the process of knowledge production in his own educational practice, so as to interfere in the mediation, knowledge production and its dissemination in classroom context, which is the privileged locus for constructing and transforming process. There is much to be research within the area of retextualization. Yet we verified that this educational intervention, based on discursive operators of retextualization, has been proven viable as an efficient path so that we teachers can work the peculiarities of usages and functions of textual genres in oral and written modalities of a language, without grasping both as a dichotomy. This accredited us to strengthen a discourse that undoes many myths still present in that order, especially the one that causes more damage for the learners of Portuguese language ��� that writing is a representation of speech.

O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos did��ticos

PASSEGGI,Luis ��lvaro Sgadari. O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos did��ticos. Revista do GELNE, Fortaleza, v.4, n.1, p. 122-124, 2002.

Pol��tica p��blica e educa����o digital no ensino fundamental em Natal/RN: an��lise de efic��cia da atua����o dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r��rum�� by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

Pr��ticas s��cio-ambientais no espa��o escolar: uma reflex��o sobre a percep����o dos usu��rios de duas escolas do ensino fundamental em Jo��o Pessoa, Para��ba

In the social-historical moment we live in, it is each time more evident the necessity of the people to learn to deal with the environment in conscientious way, taking care of themselves properly through it. In this direction, considering the school as a place where children, young and adolescents spend great part of their time, this work had as objective to examine the perception of school environment for students, professors and employees of two schools in Jo��o Pessoa city - Centro Estadual Experimental de Ensino-Aprendizagem Sesquicenten��rio and Escola Estadual de Ensino Fundamental e M��dio Presidente Em��lio Garrastazu M��dici (Experimental State Center of Learning-teaching Sesquicenten��rio and Basic and High State School Education Emilio Garrastazu M��dici President). From the presupposed that the environments in which and with which people live reflect their daily practices, the field work searched to identify the social-environmental practices that characterize the relation of these users with the school and, from this understanding, to infer some of their concerns regarding the environment as a whole. To analyze the use of the available physical space in the two institutions it was opted the use of the After-Occupation Evaluation, one of the approaches that feed the process of building production or built set, rescuing aspects related to its use, operation and maintenance. Besides analyzing diverse school environments (such as classroom circulations/accesses, library, pedagogical and sportive spaces) in relation to the environmental comfort and the perceptions of the main users of the schools (pupils, professors and employees), the dissertation tried to inquire the care (ambient education) of these users with the school space. In general, it was verified that the two schools have evaluations and perceptions really different for four reasons: (i) management of the schools; (ii) the users perception; (III) localization of schools and (IV) feeling of place, territoriality and appropriation

Literatura de monteiro lobato no ensino de ci��ncias

Advocating education as a humanizing task, the humanizing function of literature and the importance of scientific education, this paper proposes linking Science and Literature in Science Teaching using two specific books of Monteiro Lobato in the final series of elementary school level. Adopting the action research methodology, an interdisciplinary approach, we used the books A Reforma da Natureza and Ser��es de Dona Benta in two classes (8th and 9th) at Escola Estadual Professor Jos�� Mamede, located in the town of Tibau do Sul, Rio Grande do Norte. The readings were performed in Portuguese Language s course and the scientific content were discussed in Science��s classrooms. The book A Reforma da Natureza permitted to approach issues related to the environment, while the use of Ser��es de Dona Benta showed particularly its effectiveness in questioning the concepts of matter, mass, weight and some questions about the Nature of Science (NOS). In general, the analysis of results shows that the readings of these two books permitted interaction and dialogicity in the classroom, as well as indicates the potential of these books in contextualing and questioning the scientific content contained in it. We advise, however, the need for the science teacher be aware of the conceptual mistakes present in literary works, avoiding erroneous learning and reinforcement of alternative conceptions

Concep����es de licenciandas em pedagogia sobre o ensino de ci��ncias nos ciclos I e II da educa����o b��sica

O conte��do de ci��ncias no Ensino Fundamental dos ciclos I e II �� ministrado por um professor polivalente com forma����o em Pedagogia. Sua forma����o deve possibilitar uma vis��o global do fen��meno educativo, o que implica a constru����o de conhecimentos m��ltiplos e contextualizados, por��m com pouco aprofundamento. Este trabalho objetiva identificar as opini��es e dificuldades de licenciandos de Pedagogia a respeito dos conte��dos de Ci��ncias nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com rela����o aos conte��dos de ci��ncias ministrados no I e II ciclos, voc�� os considera f��cil ou dif��cil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ci��ncias, cite as principais dificuldades que voc�� teria (tem/teve) em ensinar ci��ncias nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ci��ncias Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com rela����o ao questionamento referente �� considera����o dos conte��dos de ci��ncias, 52% das licenciandas consideraram f��cil, 31% dif��cil e 17% n��o responderam a quest��o. Foram identificadas tr��s categorias de respostas: processo de elabora����o do planejamento (20,5% f��cil e 20,5% dif��cil), n��vel de conhecimento dos alunos (7% f��cil e 0% dif��cil) e natureza dos conte��dos abordados (14% f��cil e 10,5% dif��cil). Foram classificadas tr��s categorias distintas em rela����o ��s dificuldades em ensinar ci��ncias: natureza dos conte��dos abordados (50%), aspectos metodol��gicos (25%), e conhecimento b��sico (25%). A an��lise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto �� aplicabilidade do ensino de ci��ncias nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada �� falta de conhecimento b��sico destes conte��dos, que somente foram estudados por elas no Ensino B��sico, indicando a necessidade de incorpora����o de abordagens de conte��dos de ci��ncias no currículo do curso de Pedagogia.

Literatura e educa����o: um caso/uma casa de inclus��o

O estudo investiga as contribui����es da literatura para a inclus��o social na escola, explorando o potencial inclusivo do texto liter��rio. Sua relev��ncia consiste em fornecer ao professor subs��dios para ampliar suas compet��ncias no ensino de literatura a partir do (re)conhecimento da fun����o inclusiva do texto liter��rio e da constru����o de uma comunidade de leitores que atenda �� diversidade de interesses, necessidades e sentimentos dos aprendizes. Entende-se que a literatura �� inclusiva em sua natureza pois, inclui o leitor no texto e permite pr��ticas socializadoras de leitura. O estudo alinha-se �� vertente qualitativa caracterizando-se como pesquisa-a����o participante. Adotaram-se como procedimentos metodol��gicos a observa����o participante e a interven����o pedag��gica. O estudo realizou-se em uma turma de 4�� ano do ensino fundamental com 43 alunos, de faixa et��ria entre 8 e 13 anos, matriculados na Casa do Menor Trabalhador CMT, escola p��blica do munic��pio de Natal-RN (Brasil). Os instrumentos utilizados foram: grava����o em ��udio; di��rio de campo; entrevistas. Na interven����o pedag��gica, realizaram-se 20 aulas de leitura de literatura de contos, f��bulas, poemas e adivinhas com diferentes estrat��gias did��ticas. As sess��es de leitura foram desenvolvidas conforme os moldes da andaimagem (scaffolding) descritos por Graves e Graves (1995). Tomou-se como referencial te��rico os estudos de Aiscow, Porter e Wang (1997), Amarilha (1997; 2006), Aquino (1998), Eco (2003), Caldin (2004; 2003), Cazden (1991), Chartier (1994), Culler (1999), Iser (1996), Manguel (1997), Paulino (2001), Perrenoud (2001), Petit (2008), Sartre (2006), Stainback e Stainback (1999), Stierle (1979) e Zilberman (2005). A an��lise aponta a relev��ncia do di��logo entre literatura e inclus��o social para democratizar a leitura liter��ria e tornar o ambiente escolar mais inclusivo. Confirma a natureza inclusiva do texto liter��rio, no modo como promove a entrada cooperativa do leitor no texto liter��rio em pr��tica socializadora de aprendizado, de compartilhamento de sentimentos, sensa����es, subjetividades e de acolhimento das diferen��as. O estudo revela e consolida a leitura de literatura como uma atividade intelectual significativa, prazerosa e democr��tica, na qual o leitor, ao colaborar com a constru����o de sentidos e ao estabelecer rela����es interativas, passa por transforma����es que favorecem a inclus��o. Ressalta-se a import��ncia do mediador de leitura na sele����o de estrat��gias que viabilizem a democratiza����o da literatura e pela literatura, no pequeno universo da sala de aula, que atendam ��s necessidades dos educandos, desenvolvendo habilidades leitoras, incentivando o gosto pelo texto liter��rio que educa e convida �� inclus��o

O Fundef e o Fundeb como pol��tica de financiamento para a valoriza����o do magist��rio: efeitos na carreira e na remunera����o dos professores da rede p��blica estadual de ensino do RN

Le pr��sent ��tude analyse les effets de la politique de financement de l ��ducation de base, par les Fonds contables, Fundef et Fundeb, et sa proposition de valorisation de l enseignement, en considerant les dimensions de la carri��re et de la r��mun��ration des professeurs de l ��ducation publique de l ��tat du Rio Grande do Norte, entre les ann��es de 1996 et 2000. Pour comprendre les contraintes de l ��valuation des politiques publiques, en cherchant aussi les contribution en Marx (1996) selon qui �� le concret est concret �� et que la dial��tique du concret peut appuyer pour la tentative de capter le fenom��ne ��tudi��. On a utilis�� encore le r��f��rentiel bibliographique relatif au financement de l ��ducation et la valorisation de l enseignement �� partir de la litt��rature ref��rente aux dimensions de l objet (Fundef et Fundeb) et (carri��re et r��muneration). Dans la recherche documental, au-del�� des l��gislations, directrices nationales et locales pertinentes, se sont utilis��s des donn��s r��f��rents aux ressources, disponibles �� la Finbra, Tr��sor National, SIOPE/RN, INEP/MEC, des informations du r��sum�� de la feuille et feuille de payement du Secr��tariat d ��tat, de l ��ducation et de la Culture (SEEC) et 289 bulletins de salaire de 21 professeurs. On a r��alis�� interview semi structur��e avec une quantit�� de 9 professeurs, ref��rent �� la carri��re, et un questionaire appliqu�� �� 12 professeurs relatif �� la remuneration. On consid��re que sur les r��sultats ref��rents aux indicateurs ��ducationnel, dans la p��riode Fundef il y a eu une r��duction des inscriptions aux ��coles de l ��tat comme aussi aux fonctions des professeurs de l Enseignement Fondamental, et cela correspond �� 37%. �� partir de la vigence du Fondebe (2007 - 2010) ces indicateurs ont ��qualis��. Pendant toute la p��riode, 1996 et 2010 il y a eu une augmentation des inscriptions de 119,03%, et aussi aux fonctions des professeurs de 77,44%. Par rapport aux informations de financement, on a constat�� que, du minimum exig�� (60%) sur l aplication des fonds �� la r��muneration de l enseignant, on applique pour la p��riode des deux fonds, plus que le minimum exig��, c est-��-dire de 83,29% �� 98,89% des fonds. Les effets des fonds sur la carri��re des 9 professeurs n ont pas ��t�� satisfactoires, si l on consid��re la promotion et la progression. Au cas de la promotion des 9 de ces professeurs, un seul a ��volu�� son niveau (les titres) mais a, au m��me temps, r��troagit dans sa progression. Pour la progression des 9 professeurs, 8 d entre eux ont sa progression retard��e, ce qui correspond �� entre 2 et 5 classes, et ce qui provoque un pr��judice qui varie entre 10% �� 45% sur sa remun��ration. La diff��rence d une classe �� l autre correspond �� 5% de son salaire. On ��value que les avantages financi��res contribuent pour la remun��ration avec un pourcentage plus ��lev�� que son salaire, ce qui diminuent pendant lo Fundeb. Par rapport �� la remun��ration un professeur de 24 ans de service avec formation, n arrive m��me pas �� gagner 2 salaires minimums. Le professeur de 30 ans de service, ma��tre, re��oit un salaire, en 2010, qui correspond a moins de 3 salaires minimums, c est-��-dire, une proportion de 2,82 et une remuneration qui correspond �� un peu plus que 3 salaires minimums, c est-��-dire, une proportion de 3,66. L enseignement n est pas tr��s favoris�� si on le met face �� d autres profession qui ont aussi l exigence de formation sup��rieure, ce qui provoque un effet n��gatif pour voir l enseignement comme profession. �� propos des effets sur la r��muneration, on conclue qu il y a eu une am��lioration mais encore insufisante, surtout si l on compare au Salaire Minimum annuel. On ��value que les fonds Fundef et Fundeb n ont pas ��t�� capables de promouvoir la valorisation de l enseignement dans le contexte de carri��re et r��muneration. On observe quelques r��sultats n��gatif dans la politique de fonds, une fois qu il y aurait en avoir avec l incapacit�� de tel politique en promouvoir la dite valorisation de l enseignement, ce qui est une des causes, le financement avec des restriction budg��taire

N��o �� que eu sei ser professora!: forma����o continuada e constru����o do currículo da matem��tica para o ciclo de alfabetiza����o

Esta disserta����o investiga como a pr��tica da forma����o continuada em Matem��tica dos professores do N��cleo de Educa����o da Inf��ncia/Col��gio de Aplica����o (NEI/CAp) tem possibilitado a constru����o do currículo da Matem��tica para o ciclo de alfabetiza����o nessa institui����o. Assumimos os princ��pios metodol��gicos da abordagem qualitativa com ��nfase na pesquisa colaborativa. Privilegiamos atividades de forma����o continuada organizadas em sess��es de estudos e reflex��es sobre a pr��tica pedag��gica que envolveram todos os part��cipes. Para a constru����o dos dados realizamos a escolha de instrumentos e procedimentos metodol��gicos como a entrevista individual e as sess��es reflexivas de videoforma����o e de estudo. Com a intens��o de responder a quest��o central da pesquisa definimos duas categorias de interpreta����o: a forma����o continuada em Matem��tica dos professores do NEICAp dos anos iniciais do Ensino Fundamental e a constru����o do currículo da Matem��tica dos anos iniciais do Ensino Fundamental nesta escola. Constatamos que a pr��tica da forma����o continuada em Matem��tica acontece dentro da pr��pria institui����o e tem como interesse, al��m da forma����o permanente dos seus professores, o desenvolvimento da escola e a aprendizagem dos alunos. Avaliamos que por meio de estudos e reflex��es sobre as pr��ticas docentes, an��lises de propostas pedag��gicas de Secretarias de Educa����o e de outros documentos oficiais do Minist��rio da Educa����o, em momentos de forma����o continuada em contextos vivenciadas pelos professores do NEI/CAp, vem sendo poss��vel construir o currículo desta institui����o e, consequentemente, a sua proposta curricular, na qual privilegiamos a ��rea da Matem��tica