Estudos da relação entre fromaçãodocente e desenvolvimento do pensamento: redimensionando o olhares

Este trabajo trata de un estudio sobre la relación entre la formación continuada de los profesores y el desarrollo del pensamiento teórico. Es nuestro objetivo comprender la relación entre la formación profesional de los profesores de los años iniciales de la Enseñanza Primaria y el desarrollo de su pensamiento. En términos específicos pretendemos reconstruir los procesos formativos de las profesoras, identificando sus necesidades y los elementos que interfieren en su práctica pedagógica; diagnosticar la fase del desenvolvimiento del pensamiento y dar inicio al proceso formativo de desenvolvimiento del pensamiento; además de analizar la conexión entre ese proceso y la elaboración conceptual, tomando como referencia el concepto de pensamiento. La referencia empírica se constituye de profesoras de la Escuela Municipal Professor Arnaldo Monteiro Natal/RN, que actúan en los grados iniciales de la Enseñanza Primaria y da Educación Infantil. Para desencadenar el proceso investigativo utilizamos como referencial teórico el materialismo histórico-dialéctico como método para análisis de los fenómenos, por entender que a través de esa lógica es que podremos buscar los elementos que nos darán sustentación a una mediación pedagógica que puede posibilitar mayor eficacia en la comprensión de los fenómenos. Recorreremos a pesquisa colaborativa, una vez que es nuestra intención desenvolver una acción investigativa compartida, teniendo en vista buscar medios para resolver los problemas que la práctica pedagógica nos impone. La investigación colaborativa posibilita al sujeto partícipe reflexionar, ser investigador y co-constructor da su práctica. Así, algunos procedimientos metodológicos fueron considerados adecuados para que pudiésemos alcanzar los resultados deseados, como Reuniones, Sondeado Diagnóstica, Ciclos de Estudios Reflexivos, Sesiones Reflexivas y la Autobiografía de Formación. Ni todas las profesoras están en el nivel de elaboración conceptual, en función del proceso vivido a lo largo de nuestras vidas, aún así, toda a trayectoria de la pesquisa posibilitó la descubierta de aspectos significativa sobre nuestro objeto de investigación. Para hacer el análisis de ese proceso nos utilizamos de las teorías de Vigotski, Guetmanova, Kopnin, Rubinstein. Podemos decir que, en la perspectiva de la colaboración, la reflexión sobre la práctica puede desencadenar una nueva mirada del profesor sobre su proceso de formación, el desenvolvimiento de su pensamiento y la acción desarrollada con su alumno. No fue posible verificar, en la práctica, los resultados de nuestro trabajo, ya que, ese no era nuestro objetivo, mas nuestras fallas presentan mudanzas teóricas significativas. Entretanto, resaltamos que las conclusiones a que llegamos están lejos que se acaben , una vez que es un tema complejo, que puede posibilitar el surgimiento de nuevos estudios, de nuevas pesquisas, de nuevos conocimientos

Já li muita coisa, então, eu posso inventar mais! A leitura literária e o desenvolvimento do pensamento criativo na infância

This study investigates the contributions of reading literature for the development of creative thinking in childhood. Its relevance consists in exploring practices that contemplate the creative thinking development in apprentices at school space and understanding the literature like a significant way to promote the creative thinking. The study is connected to the qualitaty strand. The exploratory observation and the intervention were adopted as research techniques. The field diary and the audio and video recording of the reading sections were adopted as methodological instruments. The research was conducted in the application s college from the Federal University of Rio Grande do Norte, in a 1th grade class, with 18 students between 6 and 7 years old. During the intervention, 8 readind class happened, with varied strategies and literary genres. The reading sessions were conducted through the principles of scaffolding, defended by Graves and Graves (1995). The corpus is made of speaks episodes, whose encoding semantics allowed the grouping into two central categories: divergent thinking and coauthoring of literary reader. It was taken as a theoretical framework the studies of Amarilha (2011; 2006; 2001; 1991; 1993; 1994), Alencar (2001), Coelho (2000; 1997), Culler (1999), De Masi (2005), Gallo (2000), Guilford (1977), Iser (1996), Jouve (2002), Kneller (1978), Martínez (1997), Smith (2003), Stierle (1979), Vigotski (2009; 1998), Wechsler; Nakano (2003; 2002). The analysis points to the formation of creative individuals in the classroom, through the reading of literature. Reposition the literary education front of the new social demands. Resizes the function of school in children s development, considering the children s skill in exploring, testing hypotheses and making use of their creative thinking, in climate of freedom mental. It signals, in this way, the teacher like a mediator, promoting a favorable to the development of creative thinking environment, a stimulating atmosphere, which enhances the expression of creative thinking in community

Pensamento teórico e formação docente: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

PENSAMENTO TEÓRICO E FORMAÇÃO DOCENTE: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

Pensando e agindo: estudo da relação entre o dsenvolvimento do pensamento e prática pedagógica

Este trabajo, intitulado pensando y actuando: estudio da le relación entre el desarrollo del pensamiento y la práctica pedagógica del profesor, tiene como objetivo investigar la relación entre el desarrollo del pensamiento teórico y la práctica pedagógica de una profesora de la educación pre primaria que actúa en una escuela pública de Natal / RN, con niños de edades variables de cuatro a cinco años. En términos específicos, pretendemos propiciar la continuidad de un proceso de formación que le permita elaborar el significado de los conceptos que componen los conocimientos curriculares, específicamente, el concepto de familia; tener el dominio de los procesos y procedimientos lógicos inherentes al desarrollo del pensamiento y la formación del concepto; mediar de forma consciente y planeada las etapas necesarias para que se efectiven los procesos de elaboración conceptual propicios al desarrollo del pensamiento. Para desencadenar el proceso investigativo, utilizamos los principios del materialismo histórico-dialéctico mientras que para el método de análisis, porque comprendemos que, a través de esta lógica, es que podremos buscar los elementos que darán sustentación a una mediación pedagógica que permita mayor eficacia en la comprensión de los fenómenos. Recurriremos a la investigación colaborativa, una vez que era nuestra intención desarrollar una acción investigativa compartida, teniendo en vista buscar medios para resolver los problemas de la práctica pedagógica. La investigación colaborativa posibilita al sujeto participante reflexionar, ser investigador, coadjutor-constructor de su práctica. Así, algunos procedimientos metodológicos fueron considerados adecuados para que pudiéramos alcanzar los resultados deseados, como Reuniones, Planeamientos, Ciclos de Estudios Reflexivos, Observación Colaborativa, y Sesiones Reflexivas. Utilizamos la metodología conceptual de Ferreira (2009) como soporte para el análisis del concepto de familia elaborado. Para hacer el análisis de ese proceso nos utilizamos de las teorizaciones de Vigotski (2009, 1998), Rubinstein (, Liublinskaia, Ferreira, Freire, entre otros. Podemos decir que, en la perspectiva de la colaboración, la reflexión sobre la práctica puede desencadenar una nueva visión del profesor sobre su práctica pedagógica y el desarrollo del pensamiento de su alumno. Los resultados obtenidos nos muestran que este fue un trabajo bien sucedido en el sentido de que percibimos una relación estrecha entre lo que la profesora realizó y los aprendizajes adquiridos por los alumnos. El sentido que la participante da a su hacer posibilitó la abertura de caminos para el desarrollo del pensamiento, a partir del trabajo con la metodología conceptual, revelando la conciencia del significado de su acción, y dialogando con las necesidades del alumno y trabajando las. Destacamos la importancia de la colaboración y del proceso reflexivo para la formación y la práctica del profesional profesor y los aprendizajes adquiridos con relación al reflexionar crítico y colaborativamente, en la argumentación y en la reformulación de nuestras ideas. Afirmamos que lo que realizamos es apenas el comienzo de nuevos caminos que surgirán por la necesidad que tenemos de busca, de descubiertas, y por las ganas de desarrollar acciones productivas, propicias de condiciones para la expansión de la formación profesional y de la práctica pedagógica del profesor. Las conclusiones a que llegamos están lejos de que se acaben, ya que es un tema complejo, que puede posibilitar el surgimiento de nuevos estudios, de nuevas investigaciones, de nuevos conocimientos

Há possibilidade do ensino da história desenvolver o pensamento teórico?

The expectation that there is a relationship between the teaching of history and the development of theoretical thinking , this study aimed to examine this relationship with the collaboration of two teachers who teach in the fourth year of elementary school in a public school in the city of Mossley - RN . Sues the theoretical and methodological contributions are identified with the history Dialectical Materialism . The methodological approach was collaborative research . Was based on studies of Vygotsky ( 1998, 2001 ) , Rubinstein (1965 , 1973) , Ibiapina (2007 , 2008) , Afanassiev (1985 ) , Goes (2003 ) , Ferreira and Ibiapina (2005 , 2006, 2007 ) , Davydov (1981 ) , Glenisson (1991 ) among others . The methodological procedures consisted of : meetings , questionnaire , interview , cycles of reflective studies , reports of experiences and reflective session. For data analysis , we used the methodology of conceptual elaboration , proposed by Ferreira (2009 ) and the shares of reflection proposed by Magalhães (2000 ) . Data analysis indicates the predominance of empirical thinking of collaborating both with regard to the process of design and ( re ) development of the concepts of history and theoretical thinking on the relationship between history teaching and the development of theoretical thought . However , we see the beginning of the start of the change process in thinking the teaching of history

Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense

Notable mathematics teacher, Lewis Carroll, pseudonym of Charles Lutwidge Dodgson (1832-1898), made the mixture of mathematics with literature a ludic environment for learning that discipline. Author of Alice s Adventures In Wonderland and its sequel Alice Through The Looking Glass, he eventually created a real and complex universe which uses what we call the logic of the nonsense as an element to motivate the development of mathematical thinking of the reader, taking it as well, learn by establishing a link between the concrete (mathematics) and the imaginary (their universe). In order to investigate and discuss the educational potential of their works and state some elements that can contribute to a decentralized math education from the traditional method of following the models and decorate formulas, we visited his works based on the studies of archeology of knowledge (FOUCAULT, 2007), the rational thought and symbolic thinking (VERGANI, 2003) and about the importance of stories and narratives to the development of human cognition (FARIAS, 2006). Through a descriptive, analytical study, we used the literary construction and presented part of our study in form of a mathematical novel, to give the mathematical school a particular charm, without depriving it of its basics properties as discipline and content. Our study showed how the works of Carroll have a strong didactic element that can deploy in various activities of study and teaching for mathematics classes

Por uma educação ambiental corporalizada :a emoção em trilhas interpretativas

Prétendant contribuer au progrès sur le champ épistémologique de l éducation environnementale, nous avons défini l objetif principal de cette recherche visant construire et évaluer initialement des structures éco-vécues appliquées aux sentiers écologiques interprétatifs dans des zones de protection environnementale. Pour conduire la tâche de l investigation écophénoménologique, l objectif présent a été déplié spécifiquement de la façon suivante: 1. Approfondir la discussion sur le rôle de l émotion et du sentiment dans l éducation. 2. Démarquer un trajet de sentier écologique du Parque das Dunas en identifiant des aires éco-sensorielles pour le développement du vécu écologique. 3. Construire des structures des vécus écologiques pour les environnements préalablement définis dans un sentier du Parque das Dunas. 4. Vivre l expérience des structures éco-vécues en tant qu éducateurs, visant leur validation méthodologique. 5. Présenter la conception de l éducation environnementale corpororalisée qui valorise les émotions et les sentiments dans les structures des éco-vécus. Pour orienter notre investigation écophénoménologique à fin de construire et évaluer des structures des éco-vécues appliquées aux sentiers écologiques interprétatifs, quelques présupposés ont été définis pour agir comme une boussole pendant toute notre promenade écologique: Du point de vue biologique, l amour est l émotion qui constitue le domaine des actions dans lequel l autre est accepté comme il est dans le présent, sans attente par rapport aux conséquences de l intimité, même si c est légitime de les attendre (Maturana e Verden-Zöller, 2004). Éduquer dans la biologie de l amour est s occuper du développement, de la pensée et des intelligences et, au même temps, éduquer l écoute du sentiment et l ouverture du coeur (Moraes, 2003). La corporéité est le siège radiant, le premier et le principal le critère éducationnel (Assmann, 1995). Les activités qui fluent, proportionnent la sensation de découverte, un sentiment créatif qui transpose l individu vers une nouvelle réalité (Csikszntmihalyi, 1992). Ressentir le sentiment fait exalter la portée des émotions (Damásio, 2004). L ethnographie et l écophénoménologie ont été les approches méthodologiques utilisées dans l étude. Onze éducateurs ont participé du processus de l expérience vécue et de l évaluation des structures éco-vécues construites dans la perspective d une Education Environnementale Corporalisée. Le développement de la conception d une Education Environnementale Corporalisée à partir du vécu sur les sentiers écologiques du Parque das Dunas, à Natal-RN, nous a amenés à structurer un système autopoïétique pour proposer des propriétés ou des principes configurant les intentions fondamentales d une Éducation Environnementale Corporalisée. Telle conception considère la métaphore de la Toile de la Corporéité vécue dans la Base de Recherche Corporéité et Éducation BACOR/UFRN et le phénomène de la ludopoïèse capable de faire émerger la joie de vivre la vie avec le sens de luminescence humaine. Associés à la Biologie de l amour, nous espérons pouvoir contribuer à la présence des émotions et des sentiments pour une perspective transdisciplinaire et corporalisée pour l Education Environnementale. Nous présentons cinq principes de guidage pour la concrétisation d une Education Environnementale Corporalisée: Ecopréservation, Ecoterritorialité, Ecoconectivité, Ecovaleur, Ecojouissance

A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade

This study is inserted at the Line of Strategical Research of Thinking and Knowledge production which scientific projects about the relation of thinking and knowledge production are realized. The accomplishment of this dissertation involved an empiric research at a school of the municipal district of Natal RN. Our purpose was to investigate the practice of the staff working with students who present Disabilities and Attention Deficit Hyperactivity (DADH) at regular classes due to the organization of thinking in pedagogical strategies. The object of this study is presented at the center of the questions which involves the conscious analysis of the problems and needs that emerge at the school. Considering the specialty of the theme, we choose a methodology whose focus is the dialogue and the sharing of meanings with the partners of this research through the observation of the activities developed at class/school and interviews/conversations with six teachers of first and second cycles of primary education. According with the study, some theoretician presumptions of Mr. Freire (2001), Mr. Nóvoa (1995), Mr. Bohm (2005) and son on. The results reveled at the research indicate the fragility of a continuous formation directed to the development of critical-reflexive thinking of the teachers.The teachers revel conceptions due to formation, pedagogical practices and the relation with the parents and coordinators, through their performances and speeches, allowing us to identify some pedagogical strategies used. We identified some negative response about the process of learning-developing of these pedagogical strategies such as the one we call unconcern . The strategy of sitting the student at the front row chairs can have positive and negative responses depending on the way the teacher act and follow the student. Other strategies identified as positive response bringers at the learning-developing process and that should be reinforced by the staff are the playful and the group assignments . At this perspective, the school needs to develop a collective project between the pedagogical team and teachers to overcome the needs of all students, and as a consequence, of the staff and improve the positive strategies, minimizing the negative ones and allowing the organizations of new strategies that promotes the improvement of learning-teaching process of the students with DADH

Ensino do processo de enfermagem: significados percepções docentes na formação do enfermeiro

The implementation of the nursing process should be experienced by all nurses during their formative years. However, the lack of implementation of the nursing process for care planning during the educational process and the existing disorder in the formation process prompted the following research questions: What is the meaning of teaching the nursing process to the nursing professors? Do nursing professors use strategies and methods that promote critical thinking in their students? The objective of the study was to analyze the meaning that teaching of the nursing process has for the nursing faculty of the bachalaureate nursing course. Qualitative descriptive study conducted with a sample of 30 faculty members that taught nursing care courses in the nursing program of the Federal University of Rio Grande do Norte (UFRN) in Natal, RN. Two instruments were used, a questionaire and an interview guide. The questionnaire was designed to obtain sociodemographic, educational and work information, of faculty activities and of the teaching of nursing care. The guide was composed of five open questions regarding the understanding and perceptions of the nursing process, its utilization in teaching, and the nursing care teaching strategies. Interview data were submitted to content analysis techniques and interpreted according to the principles of Symbolic Interactionism. Six categories related to the analytical themes were identified: the nursing process as the guide for the care actions; clinical rationality; use of the care activities; teaching relevance; teaching barreirs; teaching strategies with focus on the abilities and competencies of the clinical rationale. Faculty perceptions regarding the teaching of the nursing process; nursing care approach in the nurses‟ formation. The study indicates that the participants understand the relevance of the nursing process a work instrument and that the use of this method during the nurses‟ formation enhances the abilities and competencies for critical thinking that is essencial for care. The strategies for teaching of abilities and competencies were identified, however the nursing faculty should use codes, direction and the influence so that the students can Interact and therefore stimulate the use of the nursing process

Razão: origem, crise e respostas contemporâneas

The philosophical discussion has been present throughout the whole history of reason, for philosophy and reason have been always closely linked. In the following work, Reason, origin, crises and contemporary answers I go into the history of the rational and demonstrative thought, focusing on how rationality can be thought about in contemporary philosophy. To answer this question I discuss the principle of philosophy, the mythical period and the thoughts of Heraclito , Parmenides , Plato and Aristotle in relation to reason and rationality. Also discussed is the medieval period and the philosophical use of logic and the criticism of Aristotle s thoughts, especially focusing on the criticism of Hegel and Luckasiewicz of the non contradiction principle. Lastly I discuss the development of reason in present day philosophy, mainly how modern logics could be putting at stake Aristotle s model of reason

O conflito das fronteiras: Metafísica, Negatividade e o Extremo Oriente

The conflict of borderlines unfolds itself as a natural path in history of human thought. It becomes clear only through an explicit cultural clash, which conveys distinct conceptual formatting. Thinking this conflict might enlighten the bindings responsible for development of contemporary way of thought. This thesis intent to analyse, in a first moment, the history of thought as Metaphysics, presenting a diagnostic towards the way through which the West impinges its categorical logic. Thereafter, presents the tradition of Negativity, showing a thinking beyond Classic Ontology through a Henology and a Meontology in Neoplatonism and Medieval Mysticism. At the end, exposes the Far Eastern thought as possibility of contemporary reception of Negativity and escape from the Westernizer formatting of contemporary philosophy

A compreensão de reação química como um sistema complexo a partir da discussão dos erros e dificuldades de aprendizagem de estudantes do ensino médio

The study of chemical reactions is among the most important contents to the understanding of Chemistry discipline in basic education. However, there are still few studies about chemical reactions as a complex system because, generally, this content is presented in textbooks, taught and even researched in a fragmented form. The thesis here presented aims to investigate, identify and characterize the mistakes and learning difficulties of the students about chemical reactions as a complex system, using for that purpose the analysis of the answers of 126 exams of candidates for the bachelor’s degree in Chemistry Teaching on the entrance exam for the Federal University of Rio Grande do Norte (UFRN). The mistakes and learning difficulties about the parameters ΔG°, Kp, Ea and of the calculation of the amount of substance in a chemical reaction have been identified, as well as the levels of development of the ability to interpret the chemical reaction as a system. The main theoretical source of this study is structured based on the mistakes and learning difficulties (NÚÑEZ, RAMALHO, 2012), of the chemical reactions as complex systems (NÚÑEZ, 1994; RESHETOVA, 1988; SANDERSON, 1968). As methodology, it was prioritized the analysis of the answers to the exams and the interview with the teachers. The results showed typical mistakes in the study of this subject, especially low levels and skill development. No student was able to integrate the different aspects in the systemic understanding of the chemical reaction. From the interviews with Chemistry teachers from High School, it was determined the reasons the teachers assign to those mistakes and learning difficulties. The interviews revealed that the teachers do not work in the perspective of integration of the contents which leads the students to present difficulties and make mistakes related to the content previously mentioned. The study presents a proposal for the organization of the contents of Chemistry discipline for High School as a possibility of a dialectic systemic integration of contents, understanding that this systematic vision, leads to important contributions to the development of the theoretical thinking of the students. We can mention as one of the conclusions of this study, the fact that the non-systemic organization of contents do not favor this kind of thinking in students.

Treinamento e desenvolvimento de pessoas e a nova gestão pública : o caso do projeto Formação de tecnólogos em gestão pública do governo do Rio Grande do Norte

This thesis aims to identify how civil servants perceive changes made inthe carrying out of their work after their taking part in the Course forTechnicians in Public Management of the Government of Rio Grande do NorteState. As for the methodological procedures, an exploratory-descriptivequantitative research has been carried out through structured questionnaires appliedto 118 civil servants from the first groups of the Course for Technicians, thusshowing a margin of error of 4.18% to 95% of confidence, according to theprocedures of finite sampling. The table processing and analysis rested uponthe Statistical Package for the Social Sciences SPSS and was carried outthrough univariate, bivariate and multivariate techniques with emphasis on thetechnique called Factor Analysis. It was possible to identify that the level ofsatisfaction of the students was high and there was a clear perception by themthat the course assisted to changes in their work. Through Factor Analysis itwas verified that the factors that may be related to changes in the work of thecivil servants are "Contribution to Society", "Efficiency andEfficacy in the Work Environment", "Applicability of Contents"and "Capacitating for Leadership". The conclusion of the studyindicates that the factors obtained are directly related to the basis of thenew public management by means of guidance toward efficiency and efficacy in aperspective of leadership, the contents of the course being thus made into newattitudes toward work which end up yielding better results for society

As cidades medias no desenvolvimento regional: um estudo sobre Pau dos Ferros (RN)

Esta tese versa sobre as cidades médias no atual contexto do desenvolvimento urbano brasileiro e nordestino. Na região Nordeste, o processo de urbanização foi lento, atomizado, geográfico e economicamente disperso, o que resultou numa rede urbana truncada, constituída principalmente por suas nove capitais regionais e cerca de duas dezenas de cidades de porte médio, em sua maioria, interiorizadas. Foi a partir dessa rede urbana nordestina interiorizada que nos propomos a estudar Pau dos Ferros, no Rio Grande do Norte e o papel que ela desempenha na rede urbana nordestina e potiguar. Compreender os determinantes da produção do espaço urbano-regional de Pau dos Ferros que o caracterizam como cidade média, com fins a refletir sobre o seu papel no desenvolvimento regional foi o objetivo geral desta pesquisa. Nossa hipótese é que, a despeito de um contingente populacional pequeno, Pau dos Ferros vem desempenhando na rede urbana do Nordeste e do Rio Grande do Norte as funções de cidade média, particularmente, na oferta dos serviços de educação superior e saúde, além da oferta de empregos, notadamente no comércio e nos serviços públicos, o que nos permitiu tratá-la à priori, a partir do conceito de cidade (inter) média. Para esta investigação, partimos da proposta de estudo e do pensamento de autores como Faria (1978), Benko (1999) e Brandão (2007), os quais propõem o estudo do urbano a partir de situações concretas que permitam compreender os fenomenos em sua múltiplas causalidades. Dessa forma, o fio condutor desta análise foi o modo como vem se reconfigurando as cidades médias e como essa reconfiguração tem afetado de diferentes formas as relações entre as cidades e entre as cidades e as regiões. Os resultados das análises apontaram que os investimentos públicos em saúde e educação têm contribuído para a atração de investimentos privados em suas respectivas áreas, e também em outras, o que tem ajudado a dinamizar a economia da cidade, inclusive modificado parcialmente sua estrutura ocupacional. Pau dos Ferros se destacou como um polo comercial e de serviços na rede urbana potiguar, formando um outlier no Alto Oeste, organizando uma bacia de empregos na sua área de influência que constatamos ser composta por 55 municípios do RN, CE e PB. Ao se consolidar como polo regional na oferta dos serviços de saúde e de educação superior, ampliou-se o fluxo de pessoas que realizam movimento pendular para trabalho e estudo. Em síntese, constatou-se que, a despeito do pequeno contingente populacional, a configuração urbano-regional de Pau dos Ferros, tanto em termos de sua dinâmica urbana, como de sua abrangência regional, fazem dela uma cidade média na rede urbana nordestina interiorizada