Uma análise da formação de professores de física do IFRN a partir da epistemologia de Ludwik Fleck

This study arises in the context of physics teacher training and aims, from the speech of the teacher trainer, identify possible pedagogical models and characterize thinking styles present in the course of licentiate in physics of IFRN using the epistemology of Ludwik Fleck. We classify our research as qualitative with an empirical nature, and for the analysis we chose the discursive textual analysis - DTA (MORAES, 2003). The locus of our research will be the licentiate in physics at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN, Natal-Central Campus and the research subjects, a group of teacher trainers of this course. We interviewed ten teachers, being six from the group dedicated to physics and four from the group dedicated to didactics and pedagogy. From this design, we performed data acquisition consisted of: 1) semi-structured interview, 2) document analysis. On the data analysis, with the support of pedagogical trends that were observed in our study based on the perception of the similarities and differences between the ideas presented by teachers about: education and teaching; ideal teaching practice, teacher's role, learning conceptions, and according to the student and on the ideological thinking of these former teachers on the professional profile of graduates, we noted subsidies to identify evidences of the presence of three distinct thinking styles that interrelate with each other in a considerably intense way. The relevance of the study is presented in the understanding of thinking styles that participate in the dynamics of the course of teacher training in physics, and by consequence, elucidation of a problem pointed out a priori as motivating the research: the difficulty of communicative interaction on educational practices among teacher trainers. We bring Fleck's epistemology as a motivating possibility of dialogue and negotiation, setting thus an instrument of real change, towards the significance of teacher training in physics.

Gestão Educacional Democrática: avaliação e práticas

A obra, intitulada “Gestão Educacional Democrática: avaliação e práticas”, organizada pelas professoras Luciane Terra dos Santos Garcia e Alessandra Cardoso de Freitas, reuniu textos que investigam vários aspectos das políticas educacionais relacionadas diretamente com o título do livro, integrando três eixos temáticos: o primeiro focado na gestão educacional democrática; o segundo, na avaliação institucional, nos sistemas e nas escolas; e o terceiro enfatiza a gestão e as práticas de intervenção. Trata-se de um esforço das Linhas de Pesquisa Política e Práxis de Educação do Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande do Norte, que vem contribuindo por meio das suas publicações para a sistematização do conhecimento na área das políticas educacionais. Os textos, na sua maioria, resultam de pesquisas realizadas por professores e alunos do Programa de Pós-Graduação dessa instituição, como também conta com a participação de pesquisadores da temática de outras instituições nacionais.

Olimpíada de Língua Portuguesa: ressignificação de práticas de leitura e escrita

The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCHÍNOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (LÜDKE; ANDRÉ, 1986; ANDRÉ, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students‟ texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.

Desenvolvimento profissional de futuros professores: travessias que se entrecruzam em contextos formativos

This study aimed to understand how the educational context contributes to the professional development of future teachers on introduction to teaching practice. To this end, we seek to characterize what the learning and the difficulties experienced in training contexts by future teachers, as well as the intrinsic elements to the training contexts that enable professional development. The investigated contexts were the Institutional Program Initiation Grant to Teaching (Programa Institucional de Bolsa de Iniciação à Docência – PIBID), specifically the sub-projects of Chemistry and Physics of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte – UFRN) and Masters in Teaching of Physics and Chemistry of the University of Lisbon (MEFQ ). In both contexts, the future teachers are in contact with the school in a systematic way. The methodology used in our study is rooted in qualitative research with interpretative guidance and the design in the study of multiple cases with instrumental purpose. Participated in this study as the main subject, 40 future teachers PIBID of Physics, 24 PIBID future teachers of Chemistry and 5 future Master Teachers in Teaching Chemistry and Physics. As supporting subjects, participated in 3 PIBID Area Coordinators, the teacher of Introduction to Professional Practice of MEFQ, and 8 teachers who teach chemistry and / or physics in public schools. Multiple data collection tools were used: naturalistic observation, descriptive questionnaire, individual interviews, focus groups, reading of written records and official documents. In analyzing the data, we used the method of questioning and constant comparison. The results showed that the main learning of future teachers are related to the strategy employed in class, the change in the understanding of the role of teacher and student in the classroom, the construction of the professional profile and the development of collaborative practices. The main difficulties were related to the development of activities, the management of time and group, the dynamics of the classroom and the material conditions of work. The characteristics inherent in training contexts investigated for professional development are: the practice itself of the research, the collaboration, the focused reflection on practice, focus on student learning and the improving public schools. From the results, it is evidenced that the training contexts centered at school have the capability to resize the practice based on the analysis of actions, in a collaborative work as well as create opportunities for awareness of the concepts, the acting and the way to understand the profession. It is needed for effective mediation trainers, so that future teachers undertake their own practice and, therefore, they can build teaching strategies that promote learning which, in addition to increase the quality of education, favor the professional development throughout life.

Projetos de letramento e formAÇÃO de professores de língua materna

EDUFRN

Práticas sócio-ambientais no espaço escolar: uma reflexão sobre a percepção dos usuários de duas escolas do ensino fundamental em João Pessoa, Paraíba

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 João Pessoa city - Centro Estadual Experimental de Ensino-Aprendizagem Sesquicentenário and Escola Estadual de Ensino Fundamental e Médio Presidente Emílio Garrastazu Médici (Experimental State Center of Learning-teaching Sesquicentenário and Basic and High State School Education Emilio Garrastazu Médici 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