Da negatividade a positividade: possível trânsito de saberes, práticas e representações sociais sobre o estigma da hanseníase

Leprosy is a chronic infectious-contagious disease, caused by Mycobacterium leprae, manifested by dermatological and neurological signs and symptoms and has great disabling power. It was marked by a strong stigma throughout its history, since its bearers represented a threat, target of fear and social contempt. Currently, leprosy has treatment and cure, and the need to separate the diseased from family and social environment is no more necessary. However, patients still suffer prejudice and discrimination. This study aimed to understand the social representations of leprosy that interfere modifying mental health of the patient with leprosy in relation to stigma and prejudice. This is a descriptive and exploratory study, with qualitative approach, which involved 22 users of the Special Care Clinic in Infectious Diseases at the Hospital Giselda Trigueiro, located in Natal / RN. They were in use of multidrug therapy in the period of data collection, were of both sexes, aged between 16 and 80 years of age and classified as paucibacillary or multibacillary. The study was approved by the UFRN Ethics in Research Committee. Data collection was performed by filling the questionnaire identification and then for conducting the semi-structured interview, which was recorded. After the end of data collection, there was the construction of tables and graphs, using the Microsoft Excel Start 2010 for proper characterization of the research subjects; and for the treatment of the data obtained from the interviews, was used the Content Analysis and based on the Theory of Social Representations. The subjects studied were mostly male (64%), married or in a stable relationship (68%), concentrated in the age group 50-60 years (36%) and 28-38 years (23%), had at most elementary education (65%) and were low-income (59%). Of the total respondents, 64% were classified as multibacillary, with predominantly dimorfous form, and 50% had disability grade I or II, with different periods of diagnosis. The reports originate two categories: 1. The negative meanings of illness and leprosy; and 2. The positive meanings of illness in leprosy, which were subsequently subdivided into subcategories. Thus, it was found that in the group studied, the social representation of leprosy experiences a moment of transition, as regards the understanding of the disease and its way of experiencing the disease process. Such representation is anchored in the quality of information on the disease of its bearers and aimed at an attempt to face the illness of leprosy as a "normal process". It was found in this study that the transition is due to the work of combating stigma and consequences of leprosy, which is able to gradually transform reality, both regarding the team work of reference, and in relation to a broader character, of actions of health education, which favors overcoming of psychosocial disabilities

Saberes ambientais e estações do ano

La enseñanza de las estaciones es fundamental para la comprensión de muchos ciclos naturales de la Tierra y, por consiguiente, debe integrar una educación en astronomía comprometidos con una educación ambiental más amplio. Sin embargo, la literatura en la educación científica ha puesto de manifiesto durante mucho tiempo la existencia de asociaciones erróneas de las estaciones astronómicas con características contradictorias de los ambientes que experimentamos en nuestro país. Los estudios de los autores de la historia de la astronomía y la astronomía cultural sugieren que la corrección de este error requiere la sistematización de los conocimientos sobre el comportamiento anual del medio ambiente local y, al mismo tiempo, la comprensión de los diferentes puntos de vista en el que las estaciones estaban y se cree por diferentes culturas, en particular, pero sin limitarse, a la perspectiva que utiliza como referencia el movimiento anual del Sol como base para la división del año en cuatro estaciones. Agregado a la reflexión sobre el enfoque humanista a la enseñanza de la astronomía, estos estudios sirvieron de base para la realización de investigaciones con los pescadores de la playa de Ponta Negra, durante los meses de mayo, junio y julio de 2012 y mayo-agosto en 2013; con el fin de conocer sus percepciones sobre el ambiente de la playa e investigar las posibles referencias que tienen del cielo durante el año. Más allá de la contextualización y reflexiones desarrolladas en la tesis, se presentan como un producto de la investigación el material educativo que consiste en el video "Las estaciones del mar de Ponta Negra" para ser utilizado como apoyo en talleres o cursos para estudiantes universitarios y profesores, que implica el tema de las estaciones . El material se utiliza la percepción de los pescadores en la playa dirigidas a contribuir así al diálogo entre la ciencia y el conocimiento cotidiano, y para reducir la brecha del conocimiento sistematizado sobre las características y los cambios anuales en el entorno de Natal / RN, en particular en el contexto de la enseñanza de las Ciencias. Al mismo tiempo, se espera favorecer la mirada del los profesores y futuros profesores para el medio ambiente local y la variedad que las diferentes culturas perciben los ciclos anuales y sus entornos

Saberes de astronomia no 1º e 2º ano do ensino fundamental numa perspectiva de letramento e inclusão

This work suggests a discussion about methodologies and didactic-pedagogical activities for the teaching of Astronomy in first and second cycles of the primary school, in a perspective of literacy and inclusion. The presented proposals have been developed in a group of the Public School Alceu Amoroso Lima, North of Natal city, with children since six years old, amongst which two considered as being with special needs . This research aims to demonstrate that it is possible to develop with those children the contents of Astronomy, while they participate of the process of literacy and inclusion. From this, we are searching a theoretical-practical contribution so that the Parâmetros Curriculares Nacionais (Brazilian Nacional Curricular Guideness) include the referred contents in first cycle of primary school. For the accomplishment of this research, Experiential Astronomy was initially proposed. Later on, many workshops had been carried through (clay, ripping , crepon paper, plasticine, cardboard and gastro-lunar ). All the proposed activities were based on the conjunction of contents, which characterized the interdisciplinarity. Through the approach we adopted and the practices we proposed, we could evidence that not only children considered as being normal , but also that ones who carries special needs could appropriate themselves of our writing code, develop and incorporate a daily relationship close to the stuffs of the sky, learn many information about all of this, besides constructing attitudinal, procedural and conceptual contents

Práticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Eu não vi, eles me contaram. Uma experiência de transmissão e recepção oral no cotidiano dos sem-terra

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Abordagem clínica da atividade de trabalho do cozinheiro: interação de saberes, gênero profissional e inovação criativa

The focus of this dissertation is the study of work activities developed in the context of professional occupations characterized by varied previous schooling levels amongst those that work in them, and, at the same time, a high degree of complexity related to the typical tasks performed in the context of such professional practices. This dissertation intends to investigate the cook s professional activity, based on data from a determined specific professional genre in Natal (RN), in order to establish aspects related not only to the activity performed (activity which manifests itself empirically in registered behaviors), but also related to the real aspects of the work activity, that also compromises the non-realized options of the guiding of professional activity, be it by a matter of choice, be it due to the activity s own impediment. In this context, we tried to evaluate how much the professional activity observed keeps in relation to the reference practices of the professional genre, be it in terms of conformity, be it in terms of innovation (stylization) in relation to this genre. In addition, we tried to verify the contribution of the school and extra-school knowledge to the professional activity observed. Such work plan took on a preliminary step of the description of the socialprofessional profile of a cook in the city of Natal (RN), followed by a step of clinical labor approach, specifically utilizing as a methodological tool the simple and crossed self-confrontation procedure guided by the francophone theoretical referential of the Activity Clinic. The preliminary step in the description of profile of cooks from Natal (RN), of which 138 cooks took part in, evidenced three professional groupings, all predominantly masculine in their composition and fundamentally differentiated amongst each other by the time of professional activity, schooling type and time, work place and salary. The clinical approach step, composed by a pair of cooks, allowed us to verify elements of the cooks subordination to the professional genre, but also evidences of individual innovation (stylization) by these cooks, as well as the predominance of usage of extra-school knowledge when compared to school knowledge. We tried, in this step, to demonstrate how much the inclusion and submission to the genre dynamic, coordinated with the stylization initiatives, was able to contribute to the maintenance and amplification of the cook s power of acting in his professional practice.

A humanização no parto e no nascimento: os saberes e as práticas no contexto de uma maternidade pública brasileira

The practice of medicine related to the gestational processes tend to be organized according to the context and the place of work, being thus dependent of the conditions both social and economical, and of the physical structure and the functionality of the services. The high mortality rate in this process has diminished, since 1986, the study made by the World Health Organization (WHO) as to the technical aspects and the social inequalities that influence this situation in different geographical contexts. This culminated recommendations that proposed the reorientation of the dynamical practice of medicine, with a focus on the safety of maternities. Brazil adopted, in the year 2000, the suggestions of the OMS, emphasizing the humanization as the main reason for these actions. However, this discussion tends to not consider the problems caused by the social inequalities and the epidemiological and social conditionings that define the actions of the Unified Health System (Sistema Único de Saúde SUS). In this area, this research seeks to analyze the practices, cares taken, and the universal symbol that promotes and rewards the assistance to the birth of children by the SUS. Besides the analysis of the public documents that deal with this subject, an ethnographic study was developed in a maternity in Natal/RN, considered a model of humanization after receiving the Galba de Araújo prize in 2002. In this stage, the methodological strategies were observed, and the focus of the individual interviews with workers and users of this service. In the analysis of the data, it became evident that the different professional workers and women who gave birth, tend to show concern of the standards the delimit production and reproduction of the practice of medicine, as they favor the absence of a critical posture of the actions destined to the population. Besides this, if became evident that the institutional difficulties associated to the economical, cultural, and political problems also difficult the involvement and the reflection of the workers in favor of assisting changes of the process. There is also a utilization of a perspective prescriptive of humanization in the everyday life of the social workers, without reflection of its meaning. Some workers present, in their statements, a preoccupation with the social and economical aspects that affect the practice of medicine, and with the limitations of the humanization discourse that disarticulates the necessities of those involved in the process of formation, and soon tend to return to the discussion of humanization while a kind practice characterized by the minimization of the interventionist actions. Now the users of the system show themselves before the dynamic of the services, submitting themselves to what is offered while assistance, without questioning and/or reflecting about their usual shortages. Therefore, to think of changes in the know and do of the practice of medicine destined to the birth of children implies reflection on the quotidian production of these practices and of the social contexts that influence the process of assistance in the practice of medicine. Herein it would be possible to predict the appropriation, by different workers concerning their exasperations and necessities, making them active in the pursuit of their rights as citizens

Saberes necessários para a docência na educação de jovens e adultos

The present thesis, entitled Knowledge for teaching: reflecting over the Youth and Adult Education, mainly considered common aspects concerning teachers knowledge and youth and adult education. It aimed to analyze, in partnership with its participants, the knowledge which is requested for teaching youth and adults. It focused on the following question: What teaching knowledge is necessary for the professionals who work during the first grades of elementary school with the youth and adults? The research took place in a school named Escola Municipal São Lucas, located in the city of Vitória da Conquista, state of Bahia, having as reference the discourses of four participants involved in the experience of research-formation. The collaborative approach, based on qualitative principles, was the adopted theoricalmethodological way, considering four actions: describing, informing, confronting and reconstructing. Collective interviews, study and reflection sessions, literacy practice observations, documental analysis and notes regarding field work were procedures adopted throughout the research. In order to analyze and organize data, we were supported by the discourse analysis, by Bakhtin (1997), specifically about the discussions around the ideas of theme and signification, which are concepts related to processual and dialectical analysis. The results and conclusions of the research make it possible to affirm that pedagogical practices, professional experiences, dialogues with other individuals and knowledge acquired at the university and at other learning environments are the participants main knowledge sources. When it comes to the local educational politics, it is observed contradiction between the participants desires regarding the school pedagogical routines and the proposals of the local government in relation to education. From our point of view, the knowledge identified and analyzed in this thesis demands the development of a diligent, technical, scientific and politically planned formative process (initial and continued), which requires fundamental public investments to recreate the educational politics and, consequently, the pedagogical experiences within the schools, contributing to the Youth and Adult Education professionalization process

Saberes docentes na organização do ensinio-aprendizagem: uma construção reflexiva com professoras do ensino fundamental

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

Saberes docentes, alfabetização, respeito à infância: a criança de 6 anos no ensino fundamental

Éste trabajo se inserta en el ámbito de los cambios en la Enseñanza Fundamental (EF) brasileño que, por la Ley Federal n.º 11.114/2005 anticipa el EF para seis años de edad, y de la Ley n.º 11.274/2006 que amplia el mismo nivel de enseñanza de ocho para nueve años Tales cambios tienen sido respaldados por el argumento de la importancia de se anticipar y promover un mayor acceso a la educación y garantizar una permanencia bien sucedida del alumno en la etapa obligatoria de la Educación Básica. La inclusión de los niños de seis años en el EF puede ser considerada una conquista en el ámbito de las políticas públicas brasileñas destinadas a la educación de niños. Sin embargo, la sencilla simples anticipación/ampliación de matrículas en el EF puede constituirse en más una forma de exclusión, si no fueren garantizadas las condiciones necesarias para se ofrecer una educación de calidad que considere las peculiaridades de una práctica pedagógica de alfabetización con niños más jóvenes. Evidentemente, muchos son los factores que pueden influenciar la calidad de la educación y el tratamiento escolar financiamiento, gestión, organización del espacio escolar pero la acción del profesor, en ése sentido, es un factor primordial entre otros determinantes. Así pensando, definimos como objetivo de éste trabajo investigar saberes docentes requeridos de el profesor para el desarollo de una práctica pedagógica que tiene por meta la apropiación de la lengua escrita, por el niño de seis años recién-ingresa en la Enseñanza Fundamental respetando su condición de ser niño . Para tanto, en el ámbito del enfoque cualitativo de la encusta, realizamos un estudio de caso en dos instituciones públicas: Escola Municipal Professora Emilia Ramos y Centro Municipal de Educação Infantil Marise Paiva, ambas ubicadas en la Zona Este en la ciudad de Natal. De la análisis del contenido de los datos, emergió la temática Saberes Docentes para la Alfabetización de Niños de seis años en la Enseñanza Fundamental que, a la vez, cubre dos categorías de saberes, con suyas respectivas subcategorías: Saberes Docentes Transversales a las Práctica Pedagógica de Alfabetización y Saberes Docentes Específicos a la Práctica Pedagógica de Alfabetización. Entre tantos aprendizaje proporcionadas por el estudio, comprendemos que, sea en la Educação Infantil, sea en la Enseñanza Fundamental, el trabajo con el niño no debe constituirse en la negación de su infancia. Sin embargo, en se tratando de el EF, el esfuerzo para no desvirtuar la voluntad política de proporcionar al niño oportunidades de alfabetización debe ser redoblado, una vez que ésa etapa de la educación podrá ser la marca de un rico y agradable proceso de alfabetización, como puede ser motivo para que el niño se torne desinteresado y acobardado para aprender a leer y a escribir, si no fueren respetadas las necesidades y especificidades propias de ése momento de su desarollo. El estudio también ratificó nuestra comprensión de que la Alfabetización es un proceso peculiar, no constituyéndose, por lo tanto, en tarea simple para el docente, ni tampoco para el niño, visto que la lengua escrita, por si misma, ya es un objeto de estudio bastante complejo. Comprendemos, sin embargo, que esa complejidad no puede tornarse obstáculo para que, también en la escuela pública, ya a los seis años, se permita al niño un trabajo de calidad que tiene por meta su alfabetización, hasta porque, mientras participantes de una sociedad letrada, antes de ingresar a la escuela, los niños ya construyeran concepciones previas sobre la lectura y la escrita, a las cuales el profesor debe estar muy atento

A ousadia como horizonte: religando vida e ideias na formação em enfermagem

A proposal of formation in health/nursing built on classic science, on reducing thought and flexnerian paradigm is insufficient to comprehend and intervening with an amplified way on health needs of population, given that it is produced by fragmentation of knowledge, rationalization of thought, mechanizing and biological attitudes. It is necessary that formation in health/nursing allows the construction of effectiveness of principles and guidelines of Unique System of Health (Sistema Único de Saúde - SUS). In this context of emergency of a complex formation in health/nursing, life trajectories and formation of the nurses: Abigail Moura, Francisca Valda and Raimunda Germano are examples of transgressor and successful experiences which allow inquietude, changing and transforming formation patterns and self-formation. The present study is built from the comprehension of method as strategy , defended by Morin and complexity sciences. Has as objects building biographies of formation of these three nurses who express a formation model more totalizing and humanitarian, analyzing and discussing starting from the three biographic fragments guiding principles for the current process of formation in health/nursing. From the biographies, the courage and humbleness emerge as landmarking principles of their experiences. Humbleness neither as self-depreciation nor humiliation but as consciousness of our uncompleted and unfinished essence, acceptance of boundaries and potential and reduction of intellectual vanity. Courage, for its part, is the human pulsing, uncertain for nature, which brings us to act, to face and persevere on moments of fear and difficulties. A formation in health and nursing based on courage and humbleness allows the subjects to be taken away from indifference, arrogance, inertia, pragmatism: bets on ethic and political subjects capable of minimizing unequal, inhumane and excluding processes. Na intellectual and Professional attitude which politizes the thought and science is what must be expected from a complex formation in health field, in latu mode on nursing, in particular

Escrever e avaliar textos argumentativos: saberes docentes em ação

This study has investigated texts written by students from two high school- 3 rd grade classrooms, a public school in Natal- RN, and their teachers in order to reveal the nature and relevance of the knowledge that has oriented the teacher in the process of evaluation of argumentative text, set in the genre, opinion article, produced in the school setting. The corpus analyzed is compound with a total of sixteen texts, four of them corresponding to the production of two teachers (two productions per teacher) and twelve on the production of six students (two productions per student, with three students per class). All material on the production of these subjects was collected throughout the 2008 school year, with special attention for students’ productions, which were collected only after being subjected to teacher evaluation. Working knowledge of text linguistics, discourse analysis, the theory of enunciation and the aesthetics of reception, we proceeded to the analysis of production, which in according to the methodological proposal, it was held in two stages: at first, the student and faculty productions were analyzed, separately, in order to verify what knowledge about the object these subjects revealed to have already assimilated. Secondly, two sets were compared (each teacher's texts with the texts of their students). The intention was to unravel the existence (or not) of a connection between the underlying knowledge to the textual production of these teachers and their knowledge manifested in the evaluative act when the interventions made on the productions of the learner. It was found that there is a close correlation between the knowledge revealed in this action and those evidenced in their written productions, which constitutes a strong argument to validate the thesis that teachers also have been shown little proficient in performing their role as producers and evaluators of texts.

A escrita dos professores de língua portuguesa: desvelando dizeres e saberes

This documental research in a qualitative and interpretative nature is inserted in the field of Applied Linguistics and its object of study is teachers‟ writing in a literacy event (public exam) held for teachers of Portuguese Language by municipality in Natal city - RN in 2008. Overall, we have aimed to investigate the textual production of these teachers, considering their knowledge about writing, their sayings in relation to themselves and their views on new technologies and teaching. Specifically, we have chosen the following objectives: a) identifying what knowledge about writing have emerged from teachers' written text; b) analyzing the written text production of teachers, considering the knowledge they have revealed about themselves; c) mapping the sayings of the teachers about the teaching profession and new technologies. Our discussion is grounded theoretically by Bakhtin studies of language (BAKHTIN [1934], 1990; [1952-1953], 2000; BAKHTIN; VOLOSHINOV [1929], 1999); in studies of critical literacy as formulated by STREET (1984, 1995, 2006, 2010, 2014); KLEIMAN (1995, 2005, 2006, 2008); (BARTON, HAMILTON, 1998; BARTON; Ivanic, 1991); studies on teacher training in critical educational perspective (GIROUX, 1986; 1987; 1997; 1999) FREIRE, 1999; 2001). The corpus of this study is consisted of written texts by participants of this examination about the Writing Test, in which they were asked to produce an opinion paper. The research has allowed us to realize that, in relation to the writing, despite the recurring negative discourse on literacy teachers, especially the Portuguese ones, these, in the fabric of their texts, both have revealed to have dominion over the formal structure, particularly in respect to prototypical schema of argumentative sequence, as proposed by Adam (1992, 2008) and the mechanisms of textualization postulated by Bronckart (2007), and on those enunciation-discursive strategies relating to opinion genre. The relevance of this research is justified by seeking to understand the teacher‟s writing beyond the language system, i.e, writing as speech, assuming it as a contrapalavra (BAKHTIN, [1934], 1990) to those voices that insist on underestimating literacy teachers and they do so much harm to society, to the extent that foster a sense of disbelief in the qualification of teachers' work and distrust of the social role of these professionals in the preparation of future generations

Mediação biográfica: propostas para a formação docente

This work aims at studying the biographical mediation taken as the progress of people in formation process who develop a biographical work on their own experiences with the help of a former (PASSEGGI, 2006, 2011). The research was carried out on a curricular component from Curso de Formação Inicial e Continuada (initial and continuous process of formation of teachers) with teachers from public schools developed by Instituto Federal de Educação do Rio Grande do Norte (IFRN/ Ipanguaçu). The target audience featured diversity of professionals and experiences of formation. The general objective studied the potentials of procedures and devices used to mediate the reflection about the necessary knowledge to teaching practice based on their own experiences (auto-biographical) and the experience from the others (hetero-biographical). The study tried to respond to the following questions: how do teachers in formation relate themselves to the knowledge from experience? What procedures and devices contribute on the teachers‟ formation on the three different dimensions of biographical mediation (initiatory, maieutic, hermeneutics)? How to provide the auto-formation and hetero-formation? The theories and methods of this work are based on studies and researches that place the person in formation in the center of investigation and formation and analyze their reflective, re-inventive and self-re-inventive capacity. (FREIRE, 1987, 1996, 2001, 2011; JOSSO, 2008, 2010, 2012; DELORY-MONBERGER, 2006, 2008, 2012; CHARLLOT, 2000; CATANI, 2001; PASSEGGI, 2008; 2010; 2011; 2012). We selected six teachers who participate entirely on the meetings of the program. They discussed on the study topics, shared narrations that integrate their formation and the themes related to the course. The empirical material is composed by the narrations of the six participants and hearing boards done by themselves at the moment of the narration sharing process. The analysis followed three steps: a) the path of the program and the procedures of biographical mediation; b) the relations former/teacher on the three dimensions of biographical mediation; c) the hearing board as a device of biographical mediation. We concluded that the procedures and devices used for biographical mediation made possible specific learnings that are sources for the practice of initial and continuous teachers‟ formation, as well as for the formation of the former-researcher about the work with autobiographical narrations. Thus, it allow the co-investment of participants into the process of auto-formation and hetero-formation.

Conhecimentos alternativos e ecologia dos saberes: o difícil diálogo do sistema de saúde oficial

Le present travail a pour objectif, discuter le dialogue entre deux des formes de penser le processos santé-maladie: la médécine traditionnelle et celle scientifique. Et cette dernière représentée par le Système Unique de Santé, particulièrement par une Équipe de Santé de la Famille. Partant du questionnement “quel est le rôle de chaque système de santé dans les problèmes sanitaires ainsi que dans la prévention des maladies?”, il s‟agit de vérifier si l‟ ”Écologie des Savoirs” discutée par Santos (2007) a été appliquée dans les deux manières de penser et pratiquer les politiques de santé; tenant em compte que chacune d‟elles ayant son champ de possibilites et d‟impossibilités agit directement sur le quotidien des aires géographiques concernés par la recherche: le District de São João do Abade dans le Municipe de Curuçá/PA et l‟Équipe de Santé de la Famille Abade localisée dans ce même district. Cette étude fut réalisée à partir d‟instruments de collecte de données comme la recherche de terrain, l‟observation directe et les interviews semi-structurés (HAGUETTE, 1997) e apports théoriques à partir de certains des concepts clés les plus utilisés par les Épistémologies du Sud où nous mettons en relief l' “Écologie des Savoirs” (Santos, 2007); le “travail de Traduction” (SANTOS, 2008); la “Sociologie des Absences et la Sociologie des Émergences” (SANTOS, 2004); le concept de “Santé-Maladie” (MINAYO, 1988); ainsi que les discussions autor des “Savoirs de la Tradition” (ALMEIDA, 2010; RAMALHO et ALMEIDA, 2011). La stratégie “Santé de la Famille fut pensée à travers la vision de Guedelha (2008) et Vilar et al. (2011) où à partir de cette dernière la discussion sur le concept de “Médécine Communautaire” (DONNANGELO e PEREIRA, 1976) comme recours importante dans la recherche de l‟ “Écologie des Savoirs” dans la Stratégie Santé de la Famille a été possible.