Projetos de letramento e formA����O de professores de l��ngua materna

O prop��sito do livro "Projetos de letramento e formA����O de professores de l��ngua materna" �� contribuir para a compreens��o dos projetos de letramento, entendendo-os como uma pr��tica recontextualizada pelas atuais demandas sociais, ou seja, uma alternativa que promete priorizar a inclus��o, a participa����o social e o reposicionamento identit��rio do professor e do aluno, e destacar a import��ncia disso na formação docente e na ressignifica����o das pr��ticas de leitura e de escrita no contexto escolar.

Encurtando dist��ncias: uma experi��ncia de formação de professores

La Educaci��n a distancia (EAD) ha sido una realidad en la formaci��n de profesores a trav��s de la ofrenda de diversos cursos de licenciaturas por todo Brasil, posibilitando el crecimiento de ingresantes a la ense��anza superior por estudiantes de regiones m��s alejadas de las grandes capitales. A esa modalidad se atribuye un valor social al tiempo que posibilita la democratizaci��n de la ense��anza por medio de la inclusi��n a la ciudadan��a. La vida de los alumnos del interior, que desean la formaci��n superior en el ��rea de ense��anza, es el objeto de estudio de esta pesquisa, a trav��s de la cual ser�� enfatizada la historia de vida de 76 alumnos, desde el per��odo en que realizaron el ingreso a la universidad hasta la obtenci��n del nivel superior a trav��s de la EAD, una modalidad de gran valor social. Se reflejar�� sobre la ense��anza superior en el contexto de la globalizaci��n, la importancia de la acci��n de esta modalidad y la manifestaci��n de ella a trav��s del curso de Letras Portugu��s/ Espa��ol en la formaci��n de esos 76 profesores, as�� como la visi��n de los alumnos que participaron de esta formaci��n, especialmente en la interpretaci��n de las etapas vividas en el curso por medio de los memoriales. El proyecto de pesquisa fue realizado en el Estado de Sergipe, en El interior de Porto da Folha, localizado a 190 km de la capital Aracaju, donde los alumnos cursaron Letras Portugu��s/ Espa��ol en la modalidad EAD, dentro de los cuales traen perfiles diferenciados. El acceso al curso ocurri�� a trav��s del convenio entre la Universidad Tiradentes (Unit) e la Secretaria de Estado de Educaci��n (SEED) donde este financi�� 100% del curso para los alumnos, que quedaron exentos del pagamento desde el inicio hasta el t��rmino del curso. A trav��s de la investigaci��n, in loco, documental, bibliogr��fica e de los memoriales, se desarrollaron las observaciones, encuestas, talleres y declaraciones, donde se busc�� conocer un poco m��s sobre el cotidiano de los alumnos y los temas abordados en esta pesquisa. Con eso se pude ver la contribuci��n de la EAD, como forma de democratizaci��n y emancipaci��n social de ciudadanos de regiones lejanas, como el sert��n de Porto da Folha, la cual puede ayudar a comprender y valorar la inclusi��n a la diversidad a partir de los saberes construidos en esa experiencia

A cor ausente: um estudo sobre a presen��a do negro na formação de professores - Par��, 1970 1989

The subject of study of this work is the teacher spawning of the Instituto de Educa����o do Par�� in the decades of 1970 and 1980. It aims the enablement offered by the institute concerning the racial issue. The thesis highlights the inferior condition to which the black student is relegated and the discrimination it suffers. Our argument is to affirm the omission of the curriculum and the reference resources as far as the racial issue is concerned. Before the singularity of the Brazilian case a country with a slavish background, with serious social unbalance problems, many of them resulting from the racial segregation implemented by that slavish system , this work claims that the preparation of the teachers for dealing with this issue is crucial, since the absence of this preparation leads to the reproduction of the prejudice inside the classroom. This thesis is based on the theory of Pierre Bourdieu on the notion of habitus and symbolic power

Historiando a pol��tica de formação de professores em servi��o da UFRN

Les pr��occupations g��r��es par les changements de l ��ducation nationale pouss��s par les r��formes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de conna��tre comment ces r��formes ont ��t�� incorpor��es par l Universit�� F��d��rale de Rio Grande do Norte - UFRN, constituent les questions centrales d��velopp��es par cette th��se. Cette ��tude propose �� montrer, �� partir d une approche socio-historique, la fa��on comment la l��gislation ��ducationnelle br��silienne sur la formation de professeurs pour l ��ducation basique expresse la politique de l ��tat br��silien et, en m��me temps, comment le PROB��SICA signifie une r��ponse de l UFRN �� cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privil��gi�� plusieurs techniques et proc��d��s de collectes des donn��es conforme au mod��le de la recherche participative, �� savoir : enqu��te semi- structur��e, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs p��dagogiques et ��tudiants; rep��rage, syst��matisation et analyses de plusieurs documents. L analyse des donn��es, qui a ��t�� faite d une fa��on fondamentalement qualitative, a r��v��l�� que le PROB��SICA a sa gen��se �� l int��rieur de l UFRN et repr��sente, en m��me temps, une r��ponse de cette universit�� �� la demande de la cat��gorie et la politique de formation de professeurs. Nous esp��rons que cette ��tude suscite d autres recherches qui d��veloppent des discussions sur les relations entre l ��tat br��silien, ses politiques ��ducationnelles et les pratiques p��dagogiques de formation de professeurs

O Prob��sica e a formação de professores no P��lo de Parnamirim: pol��tica de formação profissional no Rio Grande do Norte?

This work studies the thematic of the politics of formation of teachers in the Program of Professional Qualification for Basic Education (PROB��SICA) developed in the City of Parnamirim, Rio Grande do Norte. It has as its main objective to identify and to analyze the contribution of this politics of initial formation for the professional formation of teachers. To install the work, we will use the procedures of bibliographical research, documentary analysis, comment, structuralized interview, questionnaire-script and virtual research. In the analysis of the data, we trace a general view on PROB��SICA while initial formation along with the continued formation, pedagogical research, collaborative research and the exercise of the teaching profession, identifying the possibilities and limits of the Program in the direction to reach the objective considered in this work. From the inquiry, we construct the institutional land scope of the program in question, also focusing, the organizational aspects of its functioning. We have to take care about the results, we evidence that PROB��SICA is making the possible to access of the teachers in the educational service to the University, what the main aspect that consists, trying to prove eminent weak points in its systematic due to give to the organizational structure of this educational politics that does not count with curricular, institutional and financial the necessary conditions for the success of the professional formation of the teachers. The research will try to understand that the operationalization of the politics of formation in Parnamirim will be belong with it the main idea of the Educational Reformation in years of 1990, articulated to the neoliberal interests, that the responsibility for the problems of the public system of education attributed to the teachers, and that are not answered completely through the purpose of the professional formation, and ti seems that it does not define one global national politics that deals with seriousness to the questions the initial formation, permanent formation, pedagogical research, , career and conditions of work for the teachers

Ensinar/Aprender ortografia: uma experi��ncia na formação de professores

The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participants

Corporeidade e humanesc��ncia na fonte dos saberes da vida: a formação de professores que valoriza o ser

The present study comes from inquietudes of an investigative posture assumed by a Physical Education Graduation Professor, before her educative action with undergraduate teachers. The research was done with 16 (sixteen) Kindergarten and Elementary School teachers, who teach at public schools. The referred teachers are undergraduate students of the Graduating Normal Course at Superior Educational Institute President Kennedy, in Natal/RN. The analysis and discussion of the intertwining of knowledge, within the four Pillars of Education, at the Fountain of Knowledge , is a metaphor, especially created for this study, as for its epistemological and methodological structure, guiding all the investigative process. It provided to show up the repercussion of bathing and drinking these humanizing waters of a pedagogical practice that values the Being, aiming his self-transcendence. The conclusions obtained were the following: 1) The professor, while bathing himself in the Fountain of Life Knowledge, reflects his personal and professional life, recalling feelings and emotions that through time were forgotten, but as they were remembered and lived again, impulse people towards humanity. 2) While bathing himself at the Fountain of Life Knowledge, the professor realizes he is awoken to humane knowledge, caring about his practices, which he develops in the classroom. Practices he considers the learning of knowing, of doing, of living together, and of learning how to be, having and integrated form on the Being. 3) When the worries about the developing of the Being exist coming from the undergraduate teacher there is a practice the shows up the web of corporeity knowledge knowing how to play, how to create, how to feel, how to think, and how to humanize. 4) The presence of the professional of Physical Education, with knowledge and experience of the budgets of corporeity, is essential in the process of graduating the Kindergarten and first years of Elementary School undergraduate teacher, for he, the former, has a huge responsibility as to the learning and developing of the educational process the humanizing developing of the Being In a proposal of education that occurs through the whole life. 5) The Professional of Physical Education has positions to conquer, for the existent gap in the educational process, as for the understanding of the body and of corporeity in the perspective of totality, urges to be modified in name of another mankind, with full humanity

Ensino de matem��tica, hist��ria da matem��tica e artefatos: Possibilidade de interligar saberes em cursos de formação de professores da Educa����o Infantil e anos iniciais do Ensino Fundamental.

This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.

A rela����o teoria-pr��tica do curso de formação de professores do campo na UFPA

Ce travail est une reflexion sur les pratiques ��ducatives d��vellopp��es par des ��l��ves/professeurs dans le Cours de Formation d ��ducateurs de la Campagne, r��alis�� dans un partenariat entre l Universit�� F��d��rale du Par�� (UFPA), Le Movimento dos Trabalhadores sem Terra (MST Mouvement des travailleurs sans Terre) et le Programme National d ��ducation dans la R��forme Agraire (PRONERA), en ayant comme son objectif strat��gique rechercher les ��l��ments facilitateurs de l articulation th��orie-pratique dans les proc��dures m��thodologique du Cours, fond�� sur Paulo Freire. Nous approfondissons des r��flexions sur la production d une proposition d ��ducation de la Campagne qui, entre autres ��l��ments, se fonde sur la P��dagogie de l Alternance, sp��cifiquement en ce qui concerne l��s cat��gories Temps ��cole et Temps Communaut��. Dans le proc��s de recherche, nous utilisons comme ressources les documents ��crits (d��s projets de cours, des rapports, des journaux de la campagne document qui registre le quotidien des activit��s et des choses r��alis��es), et les discours des ��l��ves de l Assentamento Palmares II , pendant et apr��s l�� Cours. �� l analyse, nous identifions comme ��l��ments facilitateurs de la relations th��orie et pratique, le Temps ��cole et le Temps Communaut�� en cr��ant des opportunit��s, la r��lation de ce qui se caracterise comme praxis (action-refl��xion-action), en utilisant la recherche comme moyen d insertion dans la r��alit�� et l��existence de groupe (colectif), ce qui a possibilit�� la participation colective aux r��alisations des pratiques p��dagogiques plus significatives dans le proc��s de Formation d ��ducateurs de la Campagne, en ayant comme objectif la contribution dans la formation des sujets r��alisateurs de leur histoire

Espa��os transversais em educa����o matem��tica :uma contribui����o para a formação de professores na perspectiva etnomatem��tica

This PH.D. thesis is an attempt to show the beginning, evolution and unfolding of the making of a pedagogical work proposal based on culturally-built knowings in the heart of a traditional community, having as one of its starting points the knowings and doings experienced by dish-making women from Maruanum living in the city of Macap��, State of Amap��, Brazil. This proposal is strongly associated with the need we have to think about the nature of (ethnological)-mathematical knowledge generated by particular communities and about the way such knowledge can be discussed, worked out, and validated in learning environments, regardless of the level of instruction and the constraints imposed by government programs and educational institutions. Among its theoretical foundations are studies on instrumental activities that are typical of the Maruanum ceramics and investigative studies from the point of view of ethnomathematics. Methodological development took place with the application of activities, where traditional and instrumental knowledge observed in the production of ceramics had been adapted for and brought into the school environment , participative observation, as well as data collecting and organization techniques, such as interviews, statements, and audio an visual recordings. Analysis of the data collected focused on the relationship between the data-generating potential and the purpose of this study. Our aim is to make and estimate of the potential contributions from local situations and/or problems it would possibly bring to the formative learning of people involved in the educational processes of these communities, with a view to a spatial and temporal transformation of reality

Pedagogia Freinet :media����o para o social, o pol��tico e a formação de professores

Ce projet pr��sente dans son premier chapitre une ��tude historique-bibliographique bas��e sur la P��dagogie Freinet en France, ainsi que sa formation r��publicaine, ses courants politiques et id��ologiques qui ont moul��s l organisation sociale et ��ducationnelle de ce pays. Ce travail montre le r��le des courants de gauche dans ce processus, cela se refl��te aussi sur le jeune Freinet. Les changements op��r��s dans la d��cennie de 1950 dans le syst��me scolaire, dans le propre Mouvement Freinet et les ruptures qui ont eues �� l int��rieur de ce mouvement. Cela se termine avec les directions prises dans les derni��res d��cennies, son arriv��e au Br��sil et les perspectives actuelles. Le deuxi��me chapitre aborde la reconstitution historique du Br��sil dont sa phase coloniale et imp��riale. Les ��v��nements historiques de la IIIe, IVe et Ve R��publique sont mis en relief avec ceux du Mouvement Freinet. La phase militaire impos��e au Br��sil et les luttes pour la reconqu��te de la d��mocratie. Il se termine avec les consid��rations sur la LDBEN 9394/96 et l implantation du Curso Normal Superior; un bref historique de la P��dagogie Freinet au Br��sil, des th��mes importants travaill��s dans le troisi��me chapitre. Dans ce chapitre une recherche qualitative est d��crite bas��e dans l Etnographie Critique et Multir��f��rentiellel et aussi dans la Recherche-Action. Elle est d��velopp��e aupr��s d un groupe de cinq professeurs des premi��res classes de l ��cole primaire au coll��ge, inscrites dans le Curso Normal Superior. Les donn��es ont ��t�� obtenues �� partir de rencontres r��guli��res avec le groupe la m��diation didactique , des entretiens, des questionnaires, des observations dans les salles de classe, du travail final du cours, nomm�� M��morial de Formation. �� travers l ensemble des donn��es, on recherche les apports et l actualit�� d une proposition p��dagogique historiquement firm��e pour le d��veloppement de la praxis ��ducative

Concep����es de alunos do Curso de Pedagogia da UFRN acerca da natureza da ci��ncia: subs��dios �� formação de professores

En el campo de la Educaci��n en Ciencias, los estudios acerca de las concepciones de profesores sobre la naturaleza de la ciencia est��n en crecimiento en las ��ltimas d��cadas en virtud de la importancia atribuida al saber sobre las ciencias. Manifestando preocupaci��n con la tem��tica, los trabajos de esta l��nea de pesquisa est��n investigando concepciones de profesores en formaci��n como tambi��n los en ejercicio. Inserido en esa problem��tica, y preocupado con la formaci��n inicial de profesores, este trabajo tuvo como objetivo principal investigar las concepciones de los alumnos de la Carrera de Pedagog��a de UFRN (Universidad Federal de Rio Grande do Norte) acerca de la naturaleza de la ciencia, una vez que los alumnos son, o lo ser��n, profesores que dar��n clases de ciencia. El aporte te��rico del estudio fue el abordaje ofrecido por la filosof��a de la ciencia contempor��nea, como tambi��n trabajos de literatura especializada sobre la tem��tica NdC (Naturaleza de la Ciencia). En la parte emp��rica del trabajo utilizamos, como principal instrumento de colecta de datos, un cuestionario abierto, en el cual los alumnos marcaron posiciones sobre varios aspectos de la naturaleza de la ciencia. Fueron sujetos de la investigaci��n 81 alumnos de Pedagog��a, que estaban en el primer, quinto y noveno semestres (tambi��n dichos per��odos ). Los resultados presentaron un acercamiento a las concepciones de los sujetos sobre la tem��tica, indicando la presencia de una serie de concepciones poco satisfactorias de la ciencia, al lado de concepciones m��s consistentes con la epistemolog��a contempor��nea. En el comparativo entre los grupos, el quinto semestre present�� resultados un poco mejores que los dem��s, trayendo a la superficie elementos para evaluar el impacto de la formaci��n en la construcci��n de las concepciones de ciencia por los alumnos

Pol��tica de formação de professores: uma leitura a partir da an��lise do programa especial de formação de professores para a educa����o b��sica PROEB/UFMA

Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educa����o B��sica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranh��o - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vit��ria do Mearim in Maranh��o. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vit��ria do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education

Praxiologia e representa����o social sobre formação de professores nas licenciaturas da UFPI

At this investigation it was analyzed the content and the organization of the social representation on the object teachers education, built by teachers of degree courses from Universidade Federal do Piau��(Ufpi), understanding such representation articulated to the teaching habitus of these educators of teachers, what takes under consideration the position that they hold in the structure of the national field and in the subfield of teachers education. For that, it is searched: a) to emphasize the properties of the place in which the trainers act Ufpi as the office of those field and subfield; b) to understand who are the trainers, that is, to grasp the teaching habitus of the trainers with a view of its origin, social trajectory and the specifics of their position in the analyzed field and the subfield and c) to know what they think about their work object, that is, identify and articulate the content and the organization of the social representation analyzed with their properties of field and subfield agents. The research includes the specific degree courses of the Campus Ministro Petr��nio Portella , from Teresina(PI), and it was applied to 134 professors of degree courses from this Campus. The data collect joined to the participants happened on the second period of 2008 and on the first semester of 2009. The starting point of the study is the corroboration that the reform of Ufpi degree courses, determined by the legislation and stablished at this Institution in 2005, altered a little the previous situation. It is comprehended that Ufpi and its structures of teachers education as a trainer institution, is limited by the national academic field and by the subfield of teachers education. From this last one, it was listed some of its properties, to show that it is about an academic subfield in construction process. It is emphasized division of the subfield, that separates the trainers into two subgroups the ones who dedicate themselves to the specific education on the contents and those ones who are specialized on pedagogical education placed in antagonistic position and competing by the symbolic power of imposing the meaning and the sense of the teachers education in the degree courses. To understand the comprehension of the problem, it is searched for the models that are in the root of the construction of the University and its project of teachers education in the degree courses, to clarify the matrixes in which the social representation searched is stablished. The theoretical referential articulates the contributions of Moscovici, the theory of social representations, and of Bourdieu, with the concepts that compose its praxeology, as habitus, social field, capital, symbolic power and others, as well as their interpreters and continuators, as Domingos Sobrinho. From the literature about the university and teachers education, it was used Dermeval Saviani, Luiz Ant��nio Cunha, Maria Isabel da Cunha and Mirian Jorge Warde, besides others. Plurimethodological procedures were adopted, combining associative techniques adjusted to the access to the social representations, and a classic technique, a questionnaire about teaching habitus. The condition is that the teachers build different social representation of the object teachers education because of the distinct positions that they occupy in the structure of the academic field and the subfield of the teachers education. The reached positions in the field and subfield are due to the differences in the origin and social trajectory of these agents, who, therefore, have different teaching habitus from which they build their social representation about their work object. It is highlighted that the teaching habitus and the social representation of two subfields, identified by the belongings to different dimensions of the teachers education in the degree courses, they have similarities and, also, differences. These ones permit to support that the subjects are holders of distinct teaching habitus that conceive different practices, struggles, tensions and conflicts around the sense of teachers education

Est��gio Supervisionado na formação de professores em servi��o dos anos iniciais do ensino fundamental

This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piau�� and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsible