Formação de professores, saberes, reflexividade e apropriação da cultura digital no Projeto Um Computador por Aluno (UCA)

This study investigates teacher training and cognitive practice of teachers in a Basic Education school that adopted the Project One Computer per Student (OCS) in their school routine. Its relevance consists in provide directions for the continuation of training activities on the Project and guide the teachers with their pedagogical practices using the laptop model one to one. The thesis defended is that the educator formation for social using of digital media (specially the laptops from the Project UCA) gives space to establish new sociotechnical relationships, of new social and professionals practices, new identitary components and a process of reflexivity and knowledge reconstruction to teach. We reaffirm the importance of reflexivity and appropriation of digital culture for the better development of teaching practice using the Information and Communication Technologies (ICTs), giving focus to the aspects of social and professional use of the technology. The study is part of the qualitative aspect and is a procedural tracking based on principles of ethnographic research. As procedures and methodological tools, were used: intensive observation of school environments, documental analysis, focal group, semi-structured questionnaires and semi-structured individual interviews. The research was held in a public school in the city of Parnamirim - RN. The subject sample relates to 17 teachers, coming from the elementary school I and II, Youth and Adult Education and High School, who went through the process of training UCA and having entered the laptops in their teaching. The research corpus is structured based on the messages built into the process of data collection and is analyzed based on principles of Content Analysis, specified by Laurence Bardin (2011). Was taken as theoretical reference studies by Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), among others. The analysis indicates a process of reconstruction / revision of knowledge to teach and work in digital culture, being these knowledges guided by the experience of the subjects investigated. The reconstructed knowledges will be revealed from a categorization process. The following groups of knowledges: "technical knowledges", "didactic-methodological knowledges and knowledges of professionalization" were built on the assumption of ownership of digital culture in the educational context. The analysis confirms the appearance of new ways of sociability when acquiring other forms of acting and thinking ICTs, despite the environment adverse to the reflexivity shared among the teachers. Also reveals, based on the ownership concept present on the data analysis, the construction of meanings of belonging and transformation of individuals into social routes from the interweaving of the teaching practice with the digital culture. Emphasizes, finally, the importance of a training for use of ICTs that exceeds the instrumentation, in other words, what we call "technical knowledges", but taking on its structural basis the shared reflection, the opening for the ressignificance (new meaning) and reconstruction of new knowledges and practices and that really allows, to the teacher, the living of an experience capable of providing socio-technical transformations of their relationships

Formação continuada e representação social: implicações para a educação inclusiva

This study is part of the line of research on Teacher Education, circumscribed to the Graduate Program in Education of Federal University Rio Grande do Norte. In it, we have a qualitative research, whose object returned to the influence of continued education in social representation of inclusive education of Elementary School teachers. The same was done in an Elementary School of Cruzeiro do Sul city (Brasil/Acre) and performed with the participation of 11 teachers. We assume that thinking a continuing education inclusive presupposes reflect on the redefinition and resignification of practices undertaken by the teacher. Therefore, the teacher education is conceived as a continuum in which the teacher will be graduating in forming, shaping their way of being in social situations. We argue that in the context of interactions, we are going to reconstruct social representations that guide actions and attitudes about the objects that have meaning for the group. It was with the aim of identify the influence of these social representations and at the same time submit a proposal for continuing training in structured formative needs teachers who made use of collaborative action research. Since we believe that this can either meet the assumptions of a research and vocational training to enable that researcher and other teachers, collectively, problematizing situations of practice and, at the same time able to intervene in the same it. As procedures for obtaining information and analysis of the data, we performed, respectively, semi-structured interviews (individual and collective); reflective studies sessions and the analysis of content. The path of research revealed two social representations integrated one of inclusive education and another for student with disabilities. We noticed that although the teachers criticize the character sealed and limited of continued education courses that have frequented, reveal social representations of inclusive education and students with disabilities based on theories and concepts originated from such courses. As a result, represent inclusive education as an "education for all" and student with disabilities as someone "abnormal, different, but able to learn something . It is possible to state that from the moment the teachers approched theories about the principles of inclusive education and on the possibilities of student with disabilities took new discourses, and showed signs of change in the social representations before presented. In addition, we evidenced in this production that a proposal for training within the school, fomented by the needs teachers and having as methodology to collaborative action research, provides the (re)construction of collective knowledges and practices, sharing of experiences, hopes, discoveries and concerns and the development of cooperation and attitude for the (re)development of strategies to overcome the difficulties present in everyday teaching

A videobiografia como dispositivo de pesquisa-ação-formação: uma prática educativa com adolescentes abrigados

The focus of this thesis is a production of video biographies with/by sheltered teenagers. The general objective is discuss the potential production of video biographies while a device of research-action-formation. From de point of view of research, the study interrogates cultural practices that demarcates the passage of teenagers in shelter institutional; From the point of view of action, seeks to identify the modes of appropriation of space for audiovisual creation by teenagers; and, from the point of view of formation, asks the potentiality of audiovisual language while the way from which teenagers can auto-configure themselves responsibly, in the reinvention of places and others worlds for them. The research falls in the intersection of qualitative approach of ethnographic and of research-action-formation. Is anchored theoretically in autobiographical approaches - Pineau (2005); Passeggi (2008); Delory-Momberger (2008); Josso (2010) e Bertaux (2010) - and in the filmic method - Ramos (2003); Wohlgemuth (2005) and Comoli (2009). Participated in the research eleven teenagers members of the production cycle of biographical traces, among these, the three teenagers who advanced to cycles of audiovisual recording life narratives and reflective exercises around produced reports, procedures of which we extract the set of empirical material analyzed The analysis revealed that teens use in under three types of practices: the practices of mess , as way of expression; the practices of evasion , as resistance to restraint the right to come and go, and the practices of claim a regime of "truth" to the institutional environment, which emerge as a survival tactic in the face of paths desvínculos, family abandonment and neglect. The study also showed the appropriation of spaces of audio-visual creation meaningful expression through music by teenagers and encourage dialogue between and with the teenagers and the achievement of reflective exercises focused for awareness of their stories in becoming. These findings show a broader sense the thesis that visual language is a potent mobilizer artifact reflections and empowerment of individuals in situations of social exclusion