As condições do trabalho docente: um estudo em escolas da rede municipal de Currais Novos-RN (2009 a 2012)

This work, named Teaching conditions: a study in municipal schools of Currais Novos RN (2009 to 2012) aims to analyze the status of teaching in schools in the municipality of Currais Novos RN in the period ranging from 2009 - 2012, considering infrastructure, initial and continued training and intensification and casualization of teaching factors in the context of the 1990s educational reformations. It, also, assumes that teaching is a constitutive part of capitalist society, and has been reconfigured with based on the new requirements demanded by the labor market. In order to conduct this study the considered data included the survey research Teaching Work in Basic Education in Brazil (2009 to 2010) , held in seven Brazilian states being: Pará, Rio Grande do Norte, Minas Gerais, Goiás, Paraná, Santa Catarina and Espírito Santo. Specifically selected for deepening of the study, there were schools in the municipality of Currais Novos in which semi-structured interviews were performed with teachers of the said municipality. This research is constituted of a qualitative and quantitative approach whose survey instruments adopted were, namely: documental research, literature review, interviews and surveys. The obtained data analysis allows us to infer that the teaching work performed by teachers in the states which participated in the survey has been influenced the changes in the labor market and educational reformations and has been taking on characteristics such as flexibility, tendency to precariousness and intensification; and this trend is also present in schools that were surveyed in the municipality of Currais Novos. As pertaining to the teachers conditions in classroom, these signs are more evident, considering that they had their duties and responsibilities extended beyond the classroom environment. The data also show that in general working conditions of teachers in national, state and local levels are unprofitable and heterogeneous, increasingly deepening the gap between school units and education networks. Therefore, the implantation of public policies that enhance the teaching work and improve their working conditions in all dimensions that directly interfere in their work are crucial

A formação pós-graduada em ensino de ciências naturais e matemática de docentes do IFRN: implicações na atuação docente

This research part of the educational context of the Federal Rio Grande do Norte, through the resumption of legal frameworks that characterize it as an institution belonging to the Federal Network of Professional Education and Technology Brazilian, with a focus on continued education policies for the servers who work there specifically teachers, especially those who have their work in the Teaching of Natural Science and Mathematics. To do this the cut in an agreement between the IFRN and UFRN PPGECNM through the professional master's degree Teaching of Natural Sciences and Mathematics. This agreement as we have research collaborators 08 master teachers who graduated in the period 2004 to 2010, so we undertook a qualitative and quantitative research aimed to conduct the study in general terms of description and analysis of the impacts caused by the formation of masters IFRN in PPGECNM UFRN, taking into account the production of the same academic (dissertation), his performance in the context of the institution and the historical, social, economic and political aspects involved, and also meet the guidelines of the project at the Observatory in 2008 - MEC / CAPES / BSD-P. We used the theoretical options methodological elements of Comprehensive Interview and multireferentiality, our data collection instrument was the main interview, we also performed the analysis of dissertations by lecturers and teachers featured, from the specific descriptors used in catalogs USP / IFUSP (1992, 1996) and UNICAMP / FE / CEDOC (1998) and by other researchers. In analyzing and understanding the speech of the interviewees were able to identify the implications of teacher education in the school context, the motivation to seek the Master; how was the construction of the object of study of the educational product and its use in teaching practice and intervention, the question of the role of master teachers in the school environment to the post master taking into account changes in professional performance and influence in the working groups, how does the use of research and investigation in the classroom after training and between training and educational quality in the context of IFRN. In reading and analysis of the dissertations were able to identify the main focus and under-explored thematic focus as well as the theoretical methodological references. At the end of the research developed a product that could be used for technical analysis studies and assessment in quantitative terms the results achieved by the master teachers IFRN through his training in PPGECNM UFRN

A formação do nutricionista para atuação no SUS: um olhar sobre a produção científica obrigatória dos cursos do Rio Grande do Norte

The National Curricular Guidelines for nutrition course predict training directed to the work in the Unified Health System (SUS) and the mandatory completion of course work. The aim of this study was to analyze the formation of dieticians in Rio Grande do Norte state/Brazil to work in the SUS, from the compulsory scientific production provided for training. This is a bibliometric study, quantitative approach, performed with completion of course works of five nutrition undergraduate courses in Rio Grande do Norte state in the years 2013/2013. From the reading of the works, the following variables were collected: nature of the institution, institution administrative category, location, work title, number of authors, work format, titration of the teacher advisor, study type, area of interest, scenery of accomplishment, submission to the ethics committee, suitability of descriptors and, as pertaining to the field of public health, the subfield of public health and the theme. The pedagogical projects of the courses were read and were identified opportunities to develop research in the graduation. For detection of significant categories we applied the Pearson chisquare test. We analyzed 195 works, coming mostly belonging to universities courses (79.0%) and private institutions (56.4%). A higher frequency of articles (68.2%), developed by one student (65.6%), guided by master teachers (57.9%), with cross-sectional study design (49.2%), conducted in laboratory (25%) and without submission to the ethics committee in research (49.2%) was find. The median adequacy of descriptors was 50%. As for the interest of the study, there was a higher frequency of work in the field of public health (p <0.001), within this subfield highlighting the nutritional epidemiology (63.0%) (p <0.001) and the subject nutrition assessment (57, 4%) (p <0.001). In cut on three major areas of dietician performance, was significant performing work in the field of public health in public institutions (p <0.05). The presence of complementary activities was unanimous in the pedagogical projects of the courses. The results of the study showed some methodological weaknesses in the research approaches, as well as a hegemonic positivist training. Despite the emphasis on public health, it was noticed little approximation of policies and nutrition programs in the context of the mandatory recearch of Rio Grande do Norte state nutrition courses.

Desenvolvimento profissional de futuros professores: travessias que se entrecruzam em contextos formativos

This study aimed to understand how the educational context contributes to the professional development of future teachers on introduction to teaching practice. To this end, we seek to characterize what the learning and the difficulties experienced in training contexts by future teachers, as well as the intrinsic elements to the training contexts that enable professional development. The investigated contexts were the Institutional Program Initiation Grant to Teaching (Programa Institucional de Bolsa de Iniciação à Docência – PIBID), specifically the sub-projects of Chemistry and Physics of the Federal University of Rio Grande do Norte (Universidade Federal do Rio Grande do Norte – UFRN) and Masters in Teaching of Physics and Chemistry of the University of Lisbon (MEFQ ). In both contexts, the future teachers are in contact with the school in a systematic way. The methodology used in our study is rooted in qualitative research with interpretative guidance and the design in the study of multiple cases with instrumental purpose. Participated in this study as the main subject, 40 future teachers PIBID of Physics, 24 PIBID future teachers of Chemistry and 5 future Master Teachers in Teaching Chemistry and Physics. As supporting subjects, participated in 3 PIBID Area Coordinators, the teacher of Introduction to Professional Practice of MEFQ, and 8 teachers who teach chemistry and / or physics in public schools. Multiple data collection tools were used: naturalistic observation, descriptive questionnaire, individual interviews, focus groups, reading of written records and official documents. In analyzing the data, we used the method of questioning and constant comparison. The results showed that the main learning of future teachers are related to the strategy employed in class, the change in the understanding of the role of teacher and student in the classroom, the construction of the professional profile and the development of collaborative practices. The main difficulties were related to the development of activities, the management of time and group, the dynamics of the classroom and the material conditions of work. The characteristics inherent in training contexts investigated for professional development are: the practice itself of the research, the collaboration, the focused reflection on practice, focus on student learning and the improving public schools. From the results, it is evidenced that the training contexts centered at school have the capability to resize the practice based on the analysis of actions, in a collaborative work as well as create opportunities for awareness of the concepts, the acting and the way to understand the profession. It is needed for effective mediation trainers, so that future teachers undertake their own practice and, therefore, they can build teaching strategies that promote learning which, in addition to increase the quality of education, favor the professional development throughout life.

Zoneamento geoambiental como subsídio ao planejamento territorial municipal: estudo de caso para Currais Novos/RN

This paper presents the master plan and geoenvironmental zoning natures as instruments of environmental planning and management. The discussion of territory environmental planning is guided by two directions: at first the environmental elements involved in planning and the another is the implementation of these instruments at the municipal territory. To analyze the planning directed of the municipal territory we consider the fragments of its, represented by country and urban. The master plan inside of the Estatuto da Cidade (City Statute) and the geoenvironmental zoning are directed to territorial environmental planning. Regarding of the master plan the first challenge has been the spacial area that the plan can cover. It is necessary to prepare master plans that could include all the territory. The environmental zoning are directed for the territory totality.In this sense, the geoenvironmental zoning of the Currais Novos was done in the totality of the municipal territory and guided by the environmental physics variables. The geoenvironmental zoning sets in a planning and ordering of the territory instrument based in the landscape analysis. Therefore grounded in the Geosystems‟s Theory this work has like a main objective to propose a geoenvironmental zoning for the Currais Novos Municipality in RN. So, was used an analysis technique suggested for Bardin (2010) and the Currais Novos‟s physical environment characterization through of the fieldwork and cartographic data vectorization, beyond the image‟s treatment SRTM. The geoenvironmental systems definitions were based in the suggestion of Cestaro, et al. (2007) support in Bertrand (1968). For both were identified five geoenvironmental systems: Borborema Plateau, Residual plateau, Chapada da Serra de Santana, semiarid river valley and lagoon valley and eleven geoenvironmental subsystems: Borborema Plateau Western Slope, Isolated Massif of the Borborema Plateau, Residual Crest, Residual Massif, Erosional Scarp of the Chapada, flat top plateau, fluvial plains, temporary river of the semiarid and ornamental water or sluice

Atores sociais e política ambiental urbana do Município de Mossoró/RN pelo prisma das cartografias sociais analíticas

It starts with the understanding that the relationship between society / nature is largely problematic in a context of socio-environmental crisis. In this context, we use the principle of hope to plan and work out new ways of understanding social reality, the relationship between science and alternative knowledge. The research is to investigate how the actors influence the social construction of urban environmental policy of the city of Mossoró / RN with reference to the processes of implementing the Master Plan and Agenda 21 of the municipality. The hypothesis of this research is that the Environmental Policy in Mossley has a normative character that is expressed primarily in the creation of an institutional political framework to manage environmental issues involving so incidental and or functional society participation mossoroense. Thus questioned who are the actors that build environmental policy Mossoró / RN. The specific objectives of this research are: Identify the environmental dimension of the Master Plan Agenda 21 articulated Mossoró / RN mapping information from the managers, engineers and members of the Municipal Environment and Municipal Council of Cities on the operation of urban environmental policy mossoroense and how it is performed by the Manager of Environmental Management in conjunction with the Department of Environment and Territorial Development (SEDETMA) and Executive Management of Urban Development. As a methodology, we used the method of the sociology of absences and emergencies in conjunction with the ecology of knowledge and productivity. It is a qualitative research and documentary, which was used as the Master Plan documents Mossoró / RN, minutes of meetings of boards and complementarity were carried out 12 semi-structured interviews with managers and directors of the Urban Environmental Policy of the Municipality of Mossoró / RN. They used also the social analytical or thematic maps for the translation of the dialogue among social partners, managers and directors who make the Environmental Policy Council. We conclude that these dialogues and experiences point to the construction of an environmental policy more participatory and effective, committed to individual and collective transformation of society mossoroense