Alfabetizar crianças na escola pública: fazeres docentes em discussão

The most recent data of the Brazilian Test (BRAZIL, 2005) and of the SAEB (BRAZIL, 2007) have reaffirmed the serious situation of the Brazilian public school, where great part of the students, after to conclude 4º year of basic education, does not present minimum knowledge of reading and writing. In this picture, the situation of the state of Rio Grande do Norte, whose students had presented, in the last evaluation is particularly difficult, the worse performances of the country, in this area. The data also discloses that the failure pertaining to school, closely tied with the failure in the literacy, not only remains, as takes other aspects. In consequence of this picture, the literacy, even so widely argued in the last few decades, still instigates inquiries, as it is the case of this work. Our study got shaped due to reflections, as much to the theorizations to which we had access, as of the emergent questions of ours pedagogical practice. Through the past three decades, the studies in the area of literacy with the purpose to understand the constituent nature of the process, its aspects and its determinative ones has been intensified. The produced knowledge has contributed for the overcoming of the reductionist form as if it thought/thinks, in some contexts - this process. Such statements impel them to reflect concerning what is happening in the school, limiting or making possible the pertaining to school success. With these concerns, we delimit, as focus of study, the teaching action, having the following stunning question: What to make professors, in the context of the public school, to propitiate or hinder the process of literacy of the children? In this direction, our object of study is to make them professors who can propitiate or hinder the process of literacy of the children, in the context of the public school. The objective work to investigate, from practical of professors the teachers, that to make professors related to the literacy process - they can propitiate or hinder the learning of the written language, for the pupils of the public school, at the beginning of the school process. The work if inscribes in the qualitative boarding of research and if it configures as a case study, with characteristics of Research-Action, inspired by the following principles: authenticity and commitment and systematic restitution. For the retraction of the data, they had been used: half-structuralized interview; participant comment; meeting of studies and reflection; register in daily of field. We define as locus of study, a school of public net and, more specifically, a group of the initial years of school process that integrates the cycle of literacy . Of the five invited teachers, only one demonstrated interest in participating of the work. Its group of first year of the First Cycle of basic education is composed for 34 children, with ages between six the nine years. The data constructed by means of the described procedures, as well as its analysis, make possible to identify, between the many aspects and to make that they compose the pedagogical dynamics in the context of classroom, the following categories to make articulated with the literacy process: 1. To make of practical the relative ones to the planning, understood as To make relative: 1,1 distribution of the time-space/routine; 1.2 to the didactic activities and/or sequences and teaching interventions; 1.3 to the organization/election of the contents; 1.4 to the materials/didactic resources and 1.5 to the evaluation. 2. To make relative to the interaction professor-pupil, systemize in: 2.1 attention to the diversity; 2.2 to the affectivity. These to make, in the form as if materialized in the practical one observed, had been reflected, jointly with the teacher, as constituting parts of obstacles to a perspective of literacy. By means of the sharing of the reflections, anchored in theoretical conceptions concerning the practical one of teach-learning and, more specifically, of literacy, we register indications of new meanings of these to make on the part of the teacher in conducting them as providers of learning of its pupils, first purpose of its teaching performance. This finishing, possible synthesis at this moment is, therefore, point of fond and departure for new studies

Reflexão sobre agressividade, violência e bullying na escola: perspectivas de contribuição das práticas corporais cooperativas

The present dissertation tells a proposal of based pedagogical intervention in the use of practical corporal cooperatives during lessons of physical education in intention to create situations that allow to educating to reflect on the violence and its consequences in the social relations in the school. For in such a way, we leave from the following question of study: which perspectives of the physical education to contribute to minimize the aggressive and violent attitudes of the pupils in the school? Centered in the objective to reflect on the aggressiveness, the violence and bullying in the school, the light of a theoretical recital and in the perspectives of contribution of practical the corporal cooperatives for the reduction of its effect in the pertaining to school environment, in particular in the lessons of physical education, we search among others to involve the pupils in activities that stimulated the expression of human values as solidarity, respect and cooperation. In this intention, we opt to a ethnographic study for the possibility of next interaction between investigator and the investigated one. Our research is directly on to the social aspects that involve the problems of the society in a general way, in the attempt to diminish the decurrent problems of aggression situations, that they happen in one definitive municipal school of the city of Natal/RN, the sample being constituted of pupils of 6º year of Basic Education. It analyzes the practical situations lived deeply by the pupils had revealed efficient to minimize the aggressive attitudes in the pertaining to school space, as well as it opens perspectives so that the educators deal better with such attitudes, using to advantage them to educate the pupils in the direction to stimulate the good relations. We believe that with this research, to be able to of course share with other schools our experiences in the attempt of resolution of similar problems regarding thematic of the aggressiveness, respecting the specificity of each school in particular

A educação básica na região metropolitana de Natal: uma análise da qualidade educativa e sua relação com o contexto familiar dos alunos

This dissertation aimed to investigate the formal learning process of children and teenagers through elementary education and, mainly, the support of family on domestic school activities as a step in the teaching-learning process. The student's family, with its cultural capital, provides an assistance which was the bias of the essay analyzes presented on this paper, using a spatial area of public elementary schools of the municipalities of the Natal metropolitan region. Such frame of Natal metropolis has been justified by the recent review of their basic education, taken by the Brazilian Ministry of Education, diagnosed in 2011, only 1% of students were in a adequate mathematics learning stage. While 62% were considered in a critical stage in this discipline. Given this issue, this dissertation offers a theoretical analysis about inherited and acquired within the family cultural capital, mainly focusing in the distances between the cultural level of the student's family and the defendant by the school. Then, presents the fundamental aspects of the issue on the urban phenomenon, focusing on social hierarchies and structures of city spaces that express differentiation, segmentation and socio-spatial segregation, and social exclusion. The emphasis on inequalities points to the development of an urban ethos, through formal schooling, which develops from social singularities. To theoretically develop the theme of Cultural Capital Family, this study sought to operationalize the concept through the interpretation of the phenomenon studied by a logical validation work hypotheses. The operation concepts systemically transformed into statistical indicators in order to measure the impact of individual, social and cultural characteristics of students elements. Finally, this dissertation found that the components evaluated, family cultural capital and housing conditions, can influence the development of skills and competencies of students in the educational sphere

Do mestre aos discípulos: o legado educacional de Nestor dos Santos Lima (1910-1930)

Cette étude analyse La pratique pédagogique de l éducateur norte-rio-grandense Nestor dos Santos Lima, de 1910 a 1930, période ou se concentre son plus grand nombre de publications sur lês questions scolaires. Nous désirons comprendre de quelle forme cet intelectuel a contribué au développement du systeème d enseignement primaire à travers sés écrits sur lês principes et méthodes de l enseignement de la lecture et à l écriture, appliqués dans lês Groupes Scolaires de l État. Nestor Lima a joué um grand role dans la sociaété, à la tetê de fonctoins comme celle de La présidence de l Institut Historique e Geographique du Rio Grande do Norte (IHGRN), directeur de lÉcole Normale de Natal et du Dápartament d Education de État. Il a pulié de diverses oeuvres de caractere scolaire, comme lês Régiments Internes pour lês Groupes Scolaires, Écoles Isolées, Écoles Rudimentaires et Conseil d Education. Dans cette étude, nous mettons em évidence lês leçons de métodologique pour l enseignement de la lecture ET de évidence lês leçons de metodologie pour l enseignement de la lecture et de l ecriture, adresses aus eleves de lÉcole Normale de Natal, publiées dans la colonne Pádagogie du journal A República. Dans ces matièrs, nous observons que lês aspects qui composaient la pratique développe par Nestor Lima impliquaient lês questions Morales et civiques, la preocupation de la formation enseignante à l École Normale de Natal et le Célibat Pédagogique Féminin. Nous observons que la preocupations dês pratiques de lecture et lécriture sont presentes dans l oeuvre de cet éducateur comme legs important aux générations qui se succédent. Il est évident qu Il a cherché das sés productions une meilleure qualification dês enseignants pour que le niveau de l enseignement primaire puísse ainsi évoluer

Alfabetização de crianças e jovens: superando desafios da inclusão escolar

This work has its genesis in the life of a teacher. It contemplates the report of a great story that expresses the political will of anonymous people who sought/seek to overcome challenges and prejudices, a joint effort to make real the right to literacy. The reported story was developed in the Pedagogic Clinic Teacher Heitor Carrilho, Natal-RN which, concerned about the sentence of 'unable to learn the written language' attributed to children and young public school students, decided to invest in overcoming prejudices and fight against school failure of these underprivileged. The problem that motivated the study was thus set up: What particularities characterize a pedagogical practice which aims to teach literacy to children and youth from public schools, considered not capable of learning the written language? What theoretical and methodological procedures are shown as a boost to literacy in the development of a pedagogical practice systematically targeted to reflect the perspective of educating those students in public schools? Aiming to answer these questions, we conducted a qualitative research having as methodology, Life Stories and Research/Formation. For the construction of the data, it was decided to use the participative observation, semi-structured interviews and document analysis. Guided by the principles of content analysis the data analysis was built, from which emerged two categories: theoretical and methodological procedures aligned to the major axes of literacy and Procedures of the specific theoretical and methodological fundamentals of literacy. As subsets of the transverse procedures others were seized: didactic-pedagogic procedures; social affective procedures. Regarding these ones, the research shows the importance of the teacher to build a relationship of listening to the students and their families in order to organize the pedagogical work, looking at multiple dimensions of the subject: the intellect, the creative, the affective, moral, noting that between the methodology and didactics or as part of it, the links built represent great opportunities to promote literacy. Regarding the specific procedures, others were built: procedures that emphasize oral communication, procedures that favor writing and procedures that privilege reading. Under these procedures, the results of research show that you can only promote literacy if the teacher provides the students effective conditions of understanding the principles of alphabetical notation from the use of various kinds of texts, leading them to comprehend and use them in different contexts. Therefore, instructors must meet the learners' prior knowledge, their language, and the learning real needs that will bring new challenges consistent with their possibilities. The research confirms the importance of the Educational Support extra school. However, it is essential to emphasize that it is a function of the school to promote literacy for all students in the early years of schooling. It is recorded, however, that for the implementation of this desire, we must break the school model characterized by a rigid tradition, in which there is only room for those who learn the content taught in a minimum time. Unfortunately, despite the discourse of inclusion and ensuring the right to education, the school remains exclusive and selective separating the school learning of interpersonal relations and social integration and performance. On the one hand, research showed the difficulties of conducting studies and/or strategies that address the particularities of children and young people believed not capable of learning. On the other hand, the political commitment and motivation have increased the perception that it is possible to mitigate the existing deficits in the educational context, beginning with the everyday teaching practice, in which new knowledge can be learned, methodologies can be improved and, despite everything, the educational success can be built

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

Propostas e discussões para o ensino de astronomia nos 1º e 2º ciclos do nível fundamental e na educação de jovens e adultos

This work aims to propose and to discuss methodologies and practical activities for Astronomy teaching in the 1st and 2nd cycles of the primary education and in the adult education. The proposals presented here were applied to students from the metropolitan region of Natal (RN), including students of the called normal education (formerly magisterial education) and of the undergraduate formation in pedagogy at the Instituto de Formação Superior Presidente Kennedy , and also, in particular, to teachers and students of public municipal school Escola Municipal Djalma Maranhão at the district of Felipe Maranhão II, also analyzing some didactic books used by these institutions. Several elements which we confronted with during this didactic-pedagogical experience were systematized, indicating principles, contents, reflections and procedures related to Astronomy teaching to students of those levels of education. Doing this we aim to make such an experience accessible to those interested in developing a similar approach involving the themes treated here as well as other ones related to Astronomy for those levels of education. The resources and practices implemented here aim to contribute to the effective realization of an interdisciplinary and contextualized education according to orientations proposed by the Parâmetros Curriculares Nacionais (Brazilian National Curricular Guidelines). In order to guarantee a broad accessibility to what we propose in this work, we intend to make available in printed form and also in an Internet page the procedures, instruction materials and texts we developed

As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

Elaboração de uma unidade de ensino potencialmente significativa em Química para abordar a temática água

The evidence of the water theme in news reports is configured as an important topic of interest to contextualize, problematize and/or generate meaning in the midst of discussion of a content from different levels of education and/or disciplines of basic education. The possibilities to use this theme in classroom is also highlighted in Brazilian official documents that guide the practice of teachers of all Brazilian curricular components of this educational level. So, the theme water can be used as subsidy to teach chemistry, since contextualises the teaching of this discipline aiding in the discussion of different chemical concepts. In this perspective, the meaningful learning theory, developed by David Ausubel, has constructivist nature and says that an individual learns significantly when he can relate new information with a specific knowledge structure that integrates the prior knowledge of its structure. In this sense, the use of water as a theme for the approach prior knowledge of chemical concepts has already been characterized as an important topic that can give meaning to the content of education in chemistry. In this dissertation, a teaching unit potentially significant (TUPS) is presented based on meaningful learning theory of David Ausubel approaching the theme water. approaching the theme water. The unit was used in a class of thirty-five students of the 2nd year of high school, a public school in the city of Extremoz-RN, metropolitan region of Natal / RN. Through it was possible to discuss an issue of interest to students of the school to address the chemical contents, such as solutions, physicochemical aspects and stages of water treatment. At first, an initial questionnaire was used to identify the students' previous ideas on the topic under study to the concept of chemical solutions. It was subsequently developed and implemented a series of activities based on students' ideas. To subsidize the sequence, it was prepared four booklets that worked the content of chemical solutions, contextualizing the theme water. The results of this work showed that the alternative conceptions that students have about concepts related to the chemical solutions are similar to the ideas of other students presented in the literature and that the development of the TUPS, allied to the contextualization strategy with the theme water, not only motivated the students for the teaching of chemical content, as yet provided the learning of chemical concepts not in isolation, but making a connection between their ideas and experiences with scientific knowledge. To this, beyond of dialogued lectures, were also used strategies as experimental activities, problem solving, group discussions and construction of concept maps. The final evaluation of the unit was conducted by a questionnaire based on the Likert scale, answered individually by students, who approved the unit as conducive to teaching and learning of chemistry process

Muitas histórias, uma imagem: a percepção sócio-ambiental de alunos residentes da Escola Agrícola de Jundiaí

Tendo como base os conceitos de espaço, lugar, ambiente e imagem, sob as vertentes da Arquitetura e Urbanismo, Geografia e Psicologia Ambiental, esta pesquisa teve como objetivo averiguar a percepção de estudantes da Escola Agrícola de Jundiaí (EAJ UFRN) a fim de identificar aspectos das interrelações pessoa-ambiente que diferenciam tal escola de outras instituições. A coleta de dados utilizou multimétodos e investigou um grupo de alunos residentes na Escola que cursavam o ensino médio e técnico em agropecuária em 2006, analisando seus discursos, comportamentos e atitudes de modo a identificar os principais elementos da imagem sócio-ambiental da EAJ. Os resultados apontaram locais, práticas sociais e símbolos representativos da instituição, indicando espaços (construídos e naturais) adequados/inadequados às necessidades/expectativas dos estudantes incluindo a ampliação da interdisciplinaridade no conjunto de suas atividades. Além disso, a fim de incrementar a análise sócio-ambiental em instituições que promovem experiências exitosas, recomenda-se que os aspectos cotidiano e tempo sejam mais profundamente investigados em estudos futuros na área

A arte de conduzir-se pelo ensino de teatro: realidades e ficções de alunos-diretores em Camarão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Programa "Engajando famílias na escola": estratégias, possibilidades e desafios

Education and community are currently intertwined, so that social practices, situated problems and emancipation processes have, more and more, entered in the school environment. Considering this context, the expansion of studies focusing on family literacy becomes necessary for the mobilization of alternatives and actions in this area. This research forms part of the project "The habitus of study: builder of a new reality in metropolitan Natal" (CAPES/OBEDUC/UFRN) and the program "Literacies and public policies: the family at school" (MEC/PROEXT/UFRN). In view of the chosen object – family literacy – therefore, we try to: 1) discuss actions implemented in a family literacy program, with specific reference to create literacy resources to register, discuss material, events, texts, 2) actions and promote forms of interaction by the family in the school environment; 2develop bonding strategies between school and families; 3) point the impact of such experiences of family literacy. To achieve these objectives, we base the discussion on theoretical contributions of the New Literacy Studies (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), focusing on Family Literacy and Literacy Project issues. Regarding to the research paradigm, we consider the Applied Linguistics field of study and we take the qualitative model (ERICKSON, 1990; BORTONI-RICARDO, 2008), with ethnographic critical approach (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). We understand, through our analysis, that families have much to contribute to the reality of schools, and, having seen relevance and value, these collaborators participate and act in support of the actions and the student’s education, even in the midst of complex routine situations. Still, we have learned that dialogues and activities with the community are necessary, looking forward to having involvement, local knowledge and the construction of shared learning; following this path, the collaborative environment is produced and the collaboration is effective.

Programa "Engajando famílias na escola": estratégias, possibilidades e desafios

Education and community are currently intertwined, so that social practices, situated problems and emancipation processes have, more and more, entered in the school environment. Considering this context, the expansion of studies focusing on family literacy becomes necessary for the mobilization of alternatives and actions in this area. This research forms part of the project "The habitus of study: builder of a new reality in metropolitan Natal" (CAPES/OBEDUC/UFRN) and the program "Literacies and public policies: the family at school" (MEC/PROEXT/UFRN). In view of the chosen object – family literacy – therefore, we try to: 1) discuss actions implemented in a family literacy program, with specific reference to create literacy resources to register, discuss material, events, texts, 2) actions and promote forms of interaction by the family in the school environment; 2develop bonding strategies between school and families; 3) point the impact of such experiences of family literacy. To achieve these objectives, we base the discussion on theoretical contributions of the New Literacy Studies (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), focusing on Family Literacy and Literacy Project issues. Regarding to the research paradigm, we consider the Applied Linguistics field of study and we take the qualitative model (ERICKSON, 1990; BORTONI-RICARDO, 2008), with ethnographic critical approach (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). We understand, through our analysis, that families have much to contribute to the reality of schools, and, having seen relevance and value, these collaborators participate and act in support of the actions and the student’s education, even in the midst of complex routine situations. Still, we have learned that dialogues and activities with the community are necessary, looking forward to having involvement, local knowledge and the construction of shared learning; following this path, the collaborative environment is produced and the collaboration is effective.

Muitas histórias, uma imagem: a percepção sócio-ambiental de alunos residentes da Escola Agrícola de Jundiaí

Tendo como base os conceitos de espaço, lugar, ambiente e imagem, sob as vertentes da Arquitetura e Urbanismo, Geografia e Psicologia Ambiental, esta pesquisa teve como objetivo averiguar a percepção de estudantes da Escola Agrícola de Jundiaí (EAJ UFRN) a fim de identificar aspectos das interrelações pessoa-ambiente que diferenciam tal escola de outras instituições. A coleta de dados utilizou multimétodos e investigou um grupo de alunos residentes na Escola que cursavam o ensino médio e técnico em agropecuária em 2006, analisando seus discursos, comportamentos e atitudes de modo a identificar os principais elementos da imagem sócio-ambiental da EAJ. Os resultados apontaram locais, práticas sociais e símbolos representativos da instituição, indicando espaços (construídos e naturais) adequados/inadequados às necessidades/expectativas dos estudantes incluindo a ampliação da interdisciplinaridade no conjunto de suas atividades. Além disso, a fim de incrementar a análise sócio-ambiental em instituições que promovem experiências exitosas, recomenda-se que os aspectos cotidiano e tempo sejam mais profundamente investigados em estudos futuros na área

A arte de conduzir-se pelo ensino de teatro: realidades e ficções de alunos-diretores em Camarão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior