As práticas educativas na saúde da família: uma cartografia simbólica

This qualitative research aimed to understand the educational activities carried out in Family Health Units, of the municipality of Mossoró-RN. It was used symbolic cartography to organize and present data from reality. It started on the approach of Health Education and knowledge transformation practice, aiming at the development of autonomy and responsibility of individuals and healthcare, publicized by the appreciation of the interpersonal relations area established in services, such as educational emancipator practices contexts. Individual and collective interviews were realized, conducted with health professionals and users of ESF, about themes, activities, membership, the difficulties, the potential and the design of health education that permeate everyday Family Health Strategy. From what was apprehended, thematic maps were done with the analysis of educational practices of professionals belonging to the Family‟s Health. Links are built with the wires of conceptions of education reflected on themes and activities of family health teams. The storylines are rebinded by voices about the difficulties and the potential of educational processes for emancipator postures. For users, health education means proper care and information on disease prevention. Professionals understand that it is all information that is given to users, about health, social well-being, economic and general condition of human being as a way of preventing and treating disease. Mark printed on voices denote that activities and themes worked don‟t motivate users enough for their participation, being that physicians and dentists also get excluded themselves from educational practices. Elderly groups are those who get most involved with the activities. The size of the contained area and its seclusion from community make harder the access of users, as well as diminishing the quality of educational actions and links users-professionals. Therefore, the searching for medicines, medical consultations and wish to be well served are trademarks of voices from the users that interconnect with enlightening information and guidelines offered by professionals to users. It brings out practices that need to incorporate the social, the subjective and act with practices of prevention and health promotion, on the basis of lifestyles. The dialogical model, which needs to be approached since planning phase of health education actions could arouse interest of involved groups; promoting a relationship of dialogue and listening; discussing the local reality; stimulating practical methodological dialetics; promoting processes of deconstruction of concepts, values and attitudes, as more necessary than construction, using multiple languages. The defended thesis denotes paths to other studies aimed at understanding a dialogical template committed to exchanges of knowledge, and discover strategies that encourage formation of critical consciousness and the discovery of how is the training of new generations of healthcare professionals to belong to the project of society, in its technical, scientific, pedagogical, ethical, political and humanistic dimensions

Inferência geográfica para delimitação de corredores ecológicos: um estudo de caso para a Mata Atlântica do município de Tibau do Sul/RN

The Atlantic Forest biome occupies much of the Atlantic coast of Brazil, in addition to portions of Paraguay and Argentina. Due mainly to its biodiversity which falls in the group of global hotspots, i.e., areas that have high priority for conservation. Although currently there are some available devices that assist in their protection in the course of the history of occupation and exploitation of the Brazilian territory, this biome has gone, and is still going through, an intense process of devastation, caused mainly by the pressure from economic activities, culminating in a significant reduction of its area and consequent fragmentation of the landscape, which brings with hosts a series of problems at various scales and aspects. As in most municipalities included in the reach area of the biome, the situation of forest fragmentation in Tibau do Sul / RN is quite critical, reflecting on a truly diverse landscape with broad typology of land uses. Among the alternatives aimed at the conservation of this biome include the creation of protected areas and the creation of ecological corridors, the latter being more efficient by connecting the remaining forests, increasing landscape connectivity, providing significant gains in relation to biodiversity. However, a major problem on implementation of Ecological Corridors projects is related to the selection of areas for this purpose, in this sense Geography can provide important contributions through the integrated study of landscape in the light of the geosystemic approach and the use of Geographical Information System (GIS) in order to permit assessment of reality having as a base the integration of ecological, biological and man-made aspects. Thus, this research aims to indicate potential areas and propose scenarios delimitation of Ecological Corridors in the municipality of Tibau do Sul / RN through Geographic Inference techniques in GIS platform. Therefore, the methodology adopted is based on the Geosystemic approach. From these elements were created 4 models to indicate potential areas for implementation of Ecological Corridors from the environmental perspective (potential erosion), socioeconomic (cover and land prices), legislative (areas protected by environmental legislation) and integrated (combination of environmental factors, socioeconomic and legislative), which in turn served as a basis for proposing scenarios aimed at this purpose. The results showed that all models can be quite useful in indicating potential areas for the establishment of ecological corridors, especially when based on an integrated approach between environmental and anthropogenic. The Corridors delimitation proposes shown may perform duties beyond the establishment of connectivity between fragments, since they also may have usefulness in controlling erosion and protecting fragile environments. Among the models developed, the integrated constituted itself as the best option because it enabled the interconnection of a larger number of fragments from a better use of the potentialities present in the landscape

Orientação geográfica: uma proposta metodológica para o ensino da geografia na 5ª série

Cartographical representations (maps, charters and plans) are taken as didactic resources in Geography classes in the 5th grade of the municipal public schools in São José de Ribamar through a methodological approach taking into consideration the use of those resources is still worries an important part of the teachers of the Maranhão State public schools who teach in this level. Papers related to the theme, most of the time, are non accessible to the teachers of the maranhense public schools, mainly because the education instilutions, which use those resources, do it in a very incipient way. So this research proposes from the drawings of magnetccoursein the school courtyards, together with maps, charts, plans among others representation used in the classroom environment, motivate the students to a deeper interests in participating in Geography learning process in the 5th grade. Interviews, analyses of socialcultural questionnaires of the families involved in the process; observations of classes, trainings, geocartographical orientations, application of pre and posttests, discussions about the usage of cartographic representations, proposed and effectivated tasks in the classroom, as well as around the school, were the basis of the researched population. As a result of this process, it was produced a was complement didatical material showing, among others, the space in which students, for sure, will contribute in an effective way to a better teaching practice in the chain of maranhense public schools, having in mind that these geographic subjects may be taught in the level we focused our study

“Currículo encarnado”: cartografia simbólica e afinidades pós-coloniais

This thesis has as main objective to reflect about the defining conceptual elements of the embodied curriculum concept, ident ified curriculum conception from the analysis about the rationality employed in the doctoral work of teacher Antonio Fernando Gouvê a da Silva, entitled The construction of the curriculum in popular critical perspective: the significant words to the context ualized practices , written and defended in the Postgraduate Program in Education: Curriculum, in the Pontifícia Catholic University of São Paulo, in 2004. We looked, also, on the problematization of the affinities between postcolonial theories – analytical perspectives towards the discussion about coloniality and their effect on contemporary social weaving – and the embodied curriculum concept. We argue that the reflections present in the aforementioned work bring an articulated curriculum concept based on three conceptual symbiotic elements, namely: negativity, dialogue and praxis, which, by endorsing the possibility of a curricular ingrained practice in the life context of the individuals, have some post - colonial inclinations that lead to the problematizat ion about the neo - colonial manifestations in curricular sphere, outlining a critique of the modus operandi of the colonialism, particularly, in its cultural and epistemic dimension from which the education is inseparable. For that, we used as methodologica l procedure the symbolic cartography, knowledge building strategy systematized by Boaventura de Sousa Santos, which allowed us to construct interpretive maps that enabled the symbolization of the universe which we longed to understand, that is, the concept ual categories mentioned above, which, in our view, underlie the concept of embodied curriculum. In this direction, we anchored ourselves in a meaningful dialogue with the theoretical approach of Paulo Freire and some of his interpreters regarding the disc ussion on curriculum, especially the reflections dev eloped by Antonio Fernando Gouvê a da Silva, and authors whose theoretical developments resonate in prospects for humanization, social justice and empowerment, among which we highlight: Theodor Adorno, Hug o Zemelman, Wilfred Carr, Adolfo Sánchez Vázquez, among others. We seek, in the same manner, on the contributions of authors considered post - colonial, as Hugo Achugar, Gayatri Spivak, Boaventura de Sousa Santos and Enrique Dussel, to name a few, the reason s why we consider the embodied curriculum as a place of political - pedagogical enunciation, conducive to an educational praxis that engages in a curricular work of reality translation in order to see what overwhelms it to, then, elicit the construction of a school curriculum as an awareness project for releasing in relation to what is unjust and inhumane. We consider, finally, that the success of this curriculum embodied translation implies a larger number of speakers mobilized in the production of knowledge that yearns for social emancipation and contribute to the enrichment of human capabilities as the maintenance of the life and the dignity of people.