Educação tecnológica e pré-sal: necessidades e urgências

The purpose of this dissertation is whether the demand for manpower trained in technical school for the sector of Oil and Gas (O&G) is in balance with the offer of that training in the Brazilian education system. The methodology used to obtain such information was based on School Census 2000 and 2008 where data were worked out in order to clarify the numbers of enrollments in secondary technical level demanded by the sector of O&G. The demand for manpower with that qualification as a data source was the 2010-2014 Business Plan Program for Mobilization of the National Oil and Natural Gas (PROMINP). This Program identified the future demand for manpower for the Sector of the O&G until 2014 where the occupational categories are mapped prerequisite training and experience. In order to better understand the object of this study was dome a review of the literature with regard to technical education in Brazil but also the importance of the education to economic growth and the peculiarities of the oil economy in different countries possessors of those mines, or that is, developed and underdeveloped countries. Analysis showed that enrollment in technical education in Brazil had a significant increase between the dates 2000 and 2008. It also don´t bring balance with the characteristic of the dynamics of the productive sectors of the economy mainly due to heating of the economy before the global growth especially in the Construction Industry as well as in the Oil and Natural Gas Engineering and a Naval account of the discovery of oil in the Pre-Salt. Another important aspect is that one of the major problems of qualification of manpower in Brazil is due to a bad quality of the student´s school and high school which makes difficult a good performance in office work and also this ability to learn new functions. The rapprochement between the supply of the education system and the demand for manpower with training mid-level technical support for the sector O&G showed that most technical courses demanded or had no enrollment in 2008, had few enrollment in 15 states with demand expect to occur and those enrollment were unevenly distributed among states. The analysis therefore signalize the needed of a public policy that enables the adequacy of the education system (Secondary Technical Education) to Sector of O&G in terms of enrollment and its distribution between the oil producing states and in relation to technical expertise offered

Educação tecnológica e pré-sal: necessidades e urgências

O objetivo desta dissertação de mestrado é verificar se a demanda de mão-de-obra com formação no ensino médio técnico para o setor de Petróleo e Gás (P&G) está em consonância com a oferta daquela formação no sistema educacional brasileiro. A metodologia aplicada para obter tal informação foi baseada no Censo Escolar 2000 e 2008, em que os dados foram trabalhados de maneira a explicitar o número de matrículas nos cursos de nível médio técnico, demandados pelo setor de P&G. A demanda de mão-de-obra com aquela qualificação teve como fonte de dados o Plano de Negócios 2010-2014 do Programa de Mobilização da Indústria Nacional de Petróleo e Gás Natural (PROMINP). Este Programa identificou a demanda futura de mão-de-obra para o setor de P&G até 2014, onde as categorias ocupacionais mapeadas possuem pré-requisitos de formação e experiência. Com o intuito de entender melhor o objeto deste estudo foi feita uma revisão de literatura no que diz respeito ao ensino técnico no Brasil, como também a importância da educação para o crescimento econômico e as peculiaridades da economia do petróleo nos diferentes países possuidores daquelas jazidas, ou seja, países subdesenvolvidos e desenvolvidos. As análises demonstraram que as matrículas no ensino técnico no Brasil apresentaram um significativo aumento entre as datas de 2000 a 2008. Traz também como característica a desarmonia com a dinâmica dos setores produtivos da economia, devido principalmente ao aquecimento da economia antes da crise mundial de 2008, e a retomada recente do crescimento notadamente no Setor de Construção Civil, bem como no setor de Petróleo e Gás Natural e Engenharia Naval por conta da descoberta de petróleo na camada Pré-sal. Outro aspecto relevante é que um dos grandes problemas da qualificação de mão-de-obra no Brasil se deve a má qualidade do ensino fundamental e médio, que dificulta para o futuro profissional um bom desempenho nas suas funções laborais e na capacidade de aprender novas funções. A aproximação entre a oferta no sistema educacional e a demanda de mão-de-obra com a formação de nível médio técnico para o setor de P&G, demonstraram que a maioria dos cursos técnicos demandados não apresentava matrículas em 2008, ou possuíam poucas matrículas nos 15 estados com demanda prevista, e aquelas matrículas estavam mal distribuídas entre os estados. A análise aponta para a necessidade de uma política pública que possibilite a adequação do sistema educacional (Ensino Médio Técnico) ao setor de P&G, tanto no que se refere ao número de matrículas e a sua distribuição entre os estados produtores de petróleo quanto no que se refere à especialidade técnica oferecida

Proposta pedagógica e prática docente na educação infantil

El objetivo que nortea este estudio fue el de pesquisar las relaciones entre la propuesta pedagógica de una institución pública de educación infantil y las practicas docentes. Para el alcance de este objetivo asumimos el abordaje cualitativo de investigación y optamos por la metodología de estudio de caso, siendo empírico una escuela pública de la municipalidad de Caicó. Fueron adoptados como procedimientos, la análisis documental, la entrevista semi-estructurada y la observación no-participante. Los fundamentos teóricos que sirvieron de marco a nuestras interpretaciones se encuentran en las concepciones contemporáneas acerca del niño, de la niñez y de su educación, como sobre los procesos de aprendizaje, desarrollo y currículo para educación infantil, como también la legislatura en vigor, los documentos oficiales y propuestas curriculares de referencia en la actualidad. A partir de ese marco, el niño está concebido como sujeto concreto, marcado por contingencias biológicas propias de la especie humana y, al mismo tiempo, contingencias histórico-culturales. Capaz de aprender y desarrollarse en condiciones de interacción y mediación por medio de la apropiación y producción de cultura. La niñez está comprometida como tiempo y condición de ser niño, marcada por especificidades frente a otras fases evolutivas. Esas concepciones históricas imponen una educación infantil con función de educar-cuidar, mediadora de cultura para los niños, implicando intencionalidad y sistematicidad de las intervenciones institucionales. De este modo emerge la necesidad como principio científico y exigencia legal de la elaboración y implementación de propuestas pedagógicas/curriculares, comprendidas como construcciones colectivas que involucran tanto los principios como proposiciones didácticas que instrumentalizan las prácticas de los educadores de niños, con el objetivo de garantizar la calidad del atendimiento. De esos fundamentos y basado en los principios de análisis de contenido, procedemos a la interpretación de datos construidos a partir de la análisis del documento-propuesta, del habla de los sujetos y de los registros de observaciones realizadas en dos salas de clase. La recomposición de la historia de la propuesta de la institución reveló, en principio, que su elaboración se hace sin una participación efectiva y equitativa de todos los profesionales. Sobre las relaciones entre el contenido en el documento y la práctica de los profesores, esa nos llevó a la definición de Categorías frente a lo que se reveló más significativo en el conjunto de datos: 1) Concepciones que fundamentan la propuesta pedagógica y la práctica docente y 2) Elementos de organización didáctica; y subcategorías: 1.1) Niño; 1.2) Función de la Educación Infantil; 1.3) Aprendizaje y desarrollo; 2.1) Contenidos y actividades; 2.2) Relación Escuela-familia. Del entrecruzamiento de los datos alrededor de esa categorización, emergieron relaciones de encuentros y, de manera más significativa, de desencuentros. Esas constataciones nos llevan a las condiciones de formación y actuación de los educadores infantiles e indican la necesidad que esas sean viabilizadas, en los contextos de las instituciones formas de participación efectiva de los profesionales responsables, sobretodo los profesores, en la elaboración e implementación de propuestas pedagógicas para instituciones de educación infantil. Prácticas que pueden convertirse en modos de actualización permanente y de efectivación de las propuestas, como también de formación continuada de los profesores. Por consecuencia, de posibilidades de mejoría de la calidad de la educación de los niños

DANÇA: linguagem do corpo na educação infantil

This production is a reflection about the practices/experiences involving the teaching of the dance developed by the teachers in the Núcleo de Educação Infantil (NEI/UFRN), with the children from 2 to 7 years old, having as objectives: describe and interpret the lived experiences with the dance focusing on the meaning of the dance and organization of the pedagogic job, identify blanks in the pedagogic practices of dance and appoint possible perspectives to the teaching of dance on the infant education. The way from the investigation has begun with the following question: Who do the teachers understand the dance and live it on the Núcleo de Educação Infantil? The research of phenomenological orientation toke as methodological reference the qualitative approach from the placed phenomenon type, this one has as beginning the interest on the phenomenon by the way as it happens on the lived experience from where comes the knowledge with we can present about the world, trying to interpret it, understand it on its essence/existence. The interviews showed that the researched subjects give to the dance different meanings and consequently present variations on the manner to organize the work around this knowledge. The most of the teachers recognizes the dance as a culture expression, being a priority on the school the job with the folkloric dances. They recognize too the dance as knowledge/content coming from the Arts and Physical Education areas and its relation with the knowledge from others areas on the pedagogic action. There were found different process on the way to conduct the job with the dance in relates from experiences done with dance at NEI and, therefore, of teach/learn this knowledge. Its perceptible that exists a systematic work with the objective of develop the dance and its various educative possibilities, starting from the research about its origins, the exploration of the movement, the contextualization until the artistic practice. Those possibilities are reinforced on the school s curricular propose. Some experiences have as a priority the free expression, the dance s vision without context or the reproduction of movements as stand manners of teaching dance, situations like those observed on the investigation as products from the blanks on the academic formation from the teachers with must be fixed. The interpretation of the experiences with dance, described by the teachers from NEI, connected with the theoretical referential from the investigation, allowed to appoint three perspectives to the work with dance in the infant education, having as main interlocutors Merleau-Ponty and Rudolf Laban: the dance as the body s language; the dance and its movement factors; imitate, improvise and play: manners of draw ways to dance. On those process are emphasized the dance on the scholar context, the elements that constitute this language and the forms of appropriate from it supported in a ludicrous, poetic and educative vision, having as focus the children s education on its peculiarities and possibilities

Habitus, representações sociais e a construção do ser professora da educação infantil da cidade de Campina Grande - PB

We present here the results of a study whose objectives were to identify the social representation of being a professor of early childhood education in Campina Grande - PB, in the public state and municipal levels, and detect structural diagrams of a possible mental habitus of professorial faculty of education child, which would form the basis for the construction of this representation. As a theoretical base, we adopted the model developed by Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), which articulates the Theory of Social Representations, Serge Moscovici, and the foundations and concepts of Pierre Bourdieu praxiology. It is based also on the Central Nucleus Theory, which focuses on the structural approach of social representations. Thus, puts in evidence the relational dynamics and symbolic, through which individuals come into contact, describe, understand and reproduce the outside world in his image and likeness. 199 teachers participated in the study of child care and pre-schools of Campina Grande - PB and 109 of the state. The methods and techniques used were: a) participant observation of everyday life of teachers of kindergartens and preschools, b) semi-structured interview, c) free associations of words with inducing the expression 'being a professor of early childhood education is ...' and d) semi-structured questionnaire. The data were analyzed in the case of interviews through the categorical content analysis, as proposed by Bauer (2010); free-associations, using the software Ensemble L'Analyse des Programmes Permettant evocations (EVOC), developed by Vergès (2002), which combines frequency and average order of recall (or association) and the questionnaire data, the Statistical Package for the Social Sciences (SPSS). It was verified the existence of a unique social representation shared by the population studied, but its content is structured differently. For local teachers, the centrality of the content is given by the elements commitment, dedication, responsibility, and rewarding teachers for this state revolves around the elements of love, patience, and rewarding responsibility. However, it is constructed mainly based on the related produced by a religious habitus and maternal habitus, which are part of the genesis of the establishment of professorial habitus in focus, among other cultural references of secondary influence. We conclude that a teacher of early childhood education actually researched, is materialized in the practices of educating and caring, in a clear fusion of the role of teacher and mother

O estágio supervisionado como contexto de formação docente específica para educação infantil: o que dizem os formandos sobre suas aprendizagens?

Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice

A relação entre a família e a instituição de educação infantil: descrição reflexiva sobre uma experiência

The present paper is a doctorate thesis, in the area of Education, that has as a goal to describe and to reflect on the construction/systematization of a relation between family and institution of Childhood Education, in favor of sharing the care and education actions of children, in the context of creation of a County Center of Childhood Education, located in the city of Natal-RN. Our intension with this paper is to share some of the ideas and actions collectively constructed by this experience, with the intention of bringing a contribution for the thematic debates concerning Childhood Education - as modality of education, in a general way; and the relations between families and Institutions of Childhood Education, in a more specific way. The paper presented here is endorsed by the postulates of the qualitative research with characteristics of a research-action, having as main instruments of the data construction the open or half-structuralized interviews, the personal notebook of registers, the participant s index cards characterizing the children and comments. Authors as Aries (1981); Bassedas, Huguet and Solé (1999); Bhering and Blatchford (1999); Brasil (1998); Bujes (2001); Didonet (2002 - 2003); Formosinho (2007); Gómez (2000); Heywood (2004); Kramer (2005); Marchesi and Martín (2003); Marschal and Zohar (2006); Thiollent (2004); Tiriba (2006), amongst others, had theoretically based this paper. The experience described here points to the possibilities of sharing the care and education actions between family and Institution of Childhood Education, emphasizing the relevance of participative praxis in the interior of the institution, so that its job can propitiate this sharing with the families, throughout activities as meetings, lectures, workshops, participation in didactic projects, open expositions to the community, commemorative parties and valuation of the local culture, amongst other chances of dialogue and interaction between the educative institution and the families

Atividade de formação interprofissional em urgência pré-hospitalar

To acting in emergencies it is important that health professionals develop specific and differentiated skills, which shows us the importance of training in emergency planning. So undergraduate courses in medicine and nursing should encourage the development of these skills and evaluate them through various instruments targeted to the different fields. The aim of this study was to implement an optional and interprofessional curricular component, focusing on interprofessional education in pre-hospital emergency for medical and nursing courses Federal University of Rio Grande do Norte (UFRN). This is an exploratory descriptive study, with 24 medical and nursing graduates of last year undergraduate of supervised training, who underwent theoretical and practical training in the care of pre-hospital emergency services. There were theoretical and practical lessons per week for one school semester, taught by doctors and nurses of the Emergency Medical Service (EMS), where the topics discussed were: basic and advanced life support, safe transport in clinical emergencies, trauma, gynecological, obstetric, pediatric and psychiatric diseases, and have been carried out practical activities in ambulances. The students were evaluated by pre-test, post-test and practical stations made through the Objective Structured Clinical Evaluation (OSCE), in the skills laboratory of the Health Sciences Center. During the activities the students were encouraged to critical and reflective thinking, highlighting the importance of integration between the various health care professionals. It was observed that 88% of the students had a score increase over the pre-test. In the evaluation process carried out by medical students and nursing UFRN have similar expectations regarding the essential skills acquired during the training activity. The results of this study will form the basis for the organization of interprofessional education activity in pre-hospital emergency medical students and nursing, as well as helped to organize practices stations, identifying basic clinical skills, and implementing student assessment tools UFRN.

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

Necessidades de formação de professoras principiantes da educação infantil/pré-escola

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education