Ateliê biográfico de formação profissional: prática socioeducativa em Escola Judicial

In recent decades, debates have intensified about (auto) biographical narratives as devices of socio-educational practices, aligned to the educational setting of the XXI century which have stimulated a new educational perspective woven with epistemological and methodological training throughout life. Towards that scenario, the continued training in Judicial School has occupied important space for constitutional effectiveness and, on the other hand, has grown the demands of expanding knowledge and enhancing training practices, in turn, judicial practices. The aim is to analyze the reflective Group through "Professional Training biographical Workshop" with Bailiffs such as socio-educational practices in socio Judicial School, in the city of Natal /RN. It has highlighted the questions that guided this study: 1. What paths of experiences and knowledge shared by the Law Officials, Federal Appraisers in "Professional Training biographical Workshop" as reflective Group? 2. How is organized the reflective Group as practice in socio-professional training setting? 3. What contributions narratives of themselves bring to the bailiff in reflective Group on Judicial School? The theoretical assumptions are supported in the lifelong training in methodological and epistemological dimension of (auto) biographical knowledge (JOSSO, 2008, 2010, 2012; PINEAU, 2005, 2006; DOMINICÉ, 2010; DELORY-MOMBERGER, 2006, 2008; FREIRE, 1987, 1996, 2001; PASSEGGI, 2008; 2010; 2011; 2012). In 2009, 09 (nine) civil servants in post of Federal Appraiser Justice Official, law graduates participated in this research through eight (08) "Biographical Workshops of Professional Training", consisting of biographical practices and scenarios, enabling oral and written narratives about a memory that has meaning, relationship and tessituras between files, facts and feelings that reveal the perception of self and other, as well as mobilize and weave the training process. The experiences of speaking, writing and reading were constituted of spaces that facilitating the reconstruction of the trajectory of training and career awareness-making, helping to re-signify labor relations and lead to their own professional design. From this study, the reflective properties of groups have emerged, consisting of Reflexivity, Experience, Historicity, Reversibility, dialog and formability processes, with paths to social and educational practices in which professionals identify the meaning and significance of self and of the profession that are exercising. The expectation is to continue with the spirit of research to emerge from the participants responses to training practices in Judicial School, aligned with the new knowledge of understanding the human being, not only an object of his work, but also a social subject, co-participant in the process of re-signifying life and work in a permanent way.

Histórias de leituras e de leitores: práticas e representações de leitura em narrativas de professores de diferentes disciplinas escolares

Nous avons pris comme point de départ le préssuposé que en exerçant ses practiques de lecture en salle de classe, les professeurs récuperent des signes de ses expériences socioculturelles par rapport à la lecture, construites au long de ses trajectoires. Indépendemment de sa discipline scolaire, la mémoire de ces expériences interviennent certainement, de manière positive ou négative, dans la médiation de la formation de l élève lecteur. C est donc, par l articulation entre les perspectives de ses études qui parlent sur l histoire de la lecture, narratives (auto)biographiques et formation du professeur que je prétends récupérer et reconstruire, par les narratives de lectures racontées par les professeurs de différentes disciplines scolaires, les processus d appropriation de la lecture en considérant ses tactiques d accès et d utilisation des matériels écrits en circulation dans les groupes sociaux auxquels ils appartennaient. Pour ça ce travail s inquérit : Quels models de lectures émergent dans les narratives de professeurs de différentes disciplines scolaires ? Comment se manifestent-elles les représentations sur sa performance pour la formation de l élève lecteur ? L objectif central est d inférer les rapports existants entre des expériences de lecture et la médiation dans la formation de lecteurs. Douze professeurs de l éducation de base des écoles de la ville de Belém y ont participé. Le corpus est constitué par les transcriptions de deux genres d instruments: douze interviews narratives et deux groupes de débats. Les analyses montrent deux grandes fases de la rencontre avec la lecture : une antérieure à l école et l autre à partir de l école. Ces fases montrent des pratiques et des représentations de lecture hétérogènes différenciés par rapport à ses aspects fonctionnaux. Elles revellent encore que la formation du lecteur professeur et élève se lie, d abord, à la constitution culturelle de l homme, marquée, fondamentalement, par son interlocution avec l autre. La famille, l école et le lieu de travail se présentent comme des espaces qui impriment des marques profondes dans le rapport avec la lecture. Malgré ça, le même matériel écrit, un fois mis en scène le lu dans ces espaces n ont pas de significat coincidents pour les différentes personnes qui s en approprient. Cette raison montre la possibilité de la construction d une histoire de la lecture, basée pas exclusivement à la description des matériels lus pendant le cours de leurs vies, mais surtout, sur les indicateurs de ses différentes manières de lire. Cette trajectoire exerce de cette façon une forte influence sur la prise de décision et les manifestations du travail du professeur en situation de salle de classe. Comme ça on peut conclure, premièrement, que les représentations et pratiques de lecture se sont constitués et se sont (re)configurés dans des différentes formes, concepts, temps et espaces, dans un entrecroisement de différents discours. Deuxièmement que la reflexion sur les mémoires de lecture a resulté un nouveau regard des participants sur son travail de professeur et a confirmé l hipothèse selon laquelle la production des narratives autoréférencées offre, à qui les narre, la possibilité de transformation des représentations du sujet avec lui-même, avec l autre et avec le monde, ce qui démontre l importance de la recherche (auto)biographique comme méthode d investigation en éducation et sa contribuition pour la formation des formateurs de lecteurs dans des différents domaines de la connaissance , comme territoires constitutifs du sujet et de ses pratiques sociales, à l école et ailleurs

Identidade, memória e narrativas na dança de São Gonçalo do povoado Mussuca (SE)

This study deals with the participation of the dance of São Gonçalo of the Mussuca town/SE, in the process of construction of the ethnic identity among this social group. The Mussuca is a grouping recognized as afro-descendents, linked with black enslaved people in the valley of the Cotinguiba region. The collective memory functions as a drive of this linking with the past and if it makes to elaborate narratives on this descent. The objective of this study was to investigate the ways the rite went through to constitute itself as an element of ethnic representation. Internal and external agents had been identified who had participated in different contexts. By means of an ethnographic work we ve reached some aspects of the local structure social which demonstrated the contradictions through the social relations of the group. This process of ethnic autorecognition presents the kinship and the space question as definers of the social arrangements which establish its ethnic boundaries

Associação entre as narrativas em saúde bucal e condições socioeconômico-culturais: a dentição como reflexo da desigualdade social

This anthropological study investigates the lived-experience of oral diseases in the context of poverty in Northeast Brazil. During six months in 2004???, ethnographic interviews, narratives and participant-observation with 31 residents of the low-income community, Dendê, located in Fortaleza, Ceará were conducted and analyzed utilizing a hermeneutic-dialetic method. It is revealed that precarious life conditions make prioritizing caretaking a difficult task. Despite suffering tooth pain, seeking a dentist's care is perceived as "a luxury" not a citzens' right. Difficulties in accessing services and poor quality restorations, favor tooth extractions as the most effective intervention. The deterioration of one's oral health is lamented by community members who seek help from popular clinics, politicians and traditional healers. The experience of dental disease differs according to social class, leaves oral scars of inequity, harms self-esteem and inhibits social inclusion. In this context, "treating" the Teeth of Inequity demands that we deepen our comprehension of the social determinants of health, reduce injustice in the access to quality care, remove demoralizing stigmas and empower the community to confront structural forces which affect its life

Narrativas do Brasil nas memórias de Pedro Nava

This thesis is a translation of work of the Brazilian doctor, Pedro da Silva Nava (1903-1984), in particular, his memoirs and chronicles, articulated with the writings of medicine history, aiming to defend that the autobiographical narratives are sources of research capable of promoting discussions on the expansion of the present at the confluence of complex and unequal society in constant changing process as the Brazilian. The theoretical and methodological support circulates around studies, proposals and thesis by Boaventura Santos about empowering past, destabilizing subjectivity, sociology of absences, cosmopolitan reason and translation work. The empirical support drawn from the literature produced by Nava were analyzed with reference this reasoning and studies that have facilitated the flow of translation among others, the studies of Antonio Candido, Arrigucci Jr., Boris Cyrulnik, Beatriz Sarlo, Ecléa Bosi, Ítalo Calvino, José Willington Germano, José Maria Cançado, Lev Vygotsky, Marilena Chauí, Paul Ricöeur and Walter Benjamim, without neglecting what we consider indispensable to scientific research, the production of relevant knowledge and prudent, in view of a decent life. The initial inflections reflect the subject of the Memoirs and its education/training, to then place the Memoir subject in the literary context, scientific, historical and Brazilian poetic (1972-2010), bringing great interpreters and discussing the rationale used by the Narrator that we defend stand closer to the cosmopolitan, showing the formation of narratives whose presence insert itself beforehand to modernist verve, linked to the discursive array against the literature as domination space, disseminated in Brazil in the early twentieth century. So, it articulate with those in which the concerns adjust the construction of the social formation of Brazil as a national heritage through literary narrative that focuses on a historical principle that becomes the past empowering, allowing his rereading, whose converge to memory, the lifestyles, the plurality of language and Brazilian culture, formed by several people, converging into a design not of culture but multiculturalism in Brazil. The memory issue was addressed in the space-time of experiences of being that narrates, shaped by a destabilizing subjectivity that sought to order the testimony of a time, a history and society, retelling them by creative imagination, almost fictional, to make circulate his knowledge about Brazil attached to his medical knowledge, as well as other subjects in his living group and other groups with whom they maintained contact. Thus, he portrayed both tangible and intangible cultural assets of the country as a form of preservation, giving them meanings and sense. It approaches, therefore, from the perspective of sociology of absences, the expansion of the present and by the logic inherent in his narratives of self and Brazil

Cinematografando o consumo :as narrativas e práticas culturais dos clientes de videolocadoras de Natal (RN)

The present work is an exercise of analysis of cultural practices related to movie consume by the clients of video rental stores in Natal city (Rio Grande do Norte, Brazil). With sociology of practice as support, especially that one which develops from the seminal works of Anthony Giddens and Pierre Bourdieu, we have searched, from the apprehension of the narratives build up by these actors from the movies they attend, to point the way they build exercises of reflexivity and creativity in the reception of works commonly identified as products of the so called mass culture . This path allows us, in the steps of Nestor Garcia Canclini, researcher in reception within Latin-American context, create and, somehow confirm the hypothesis that consume is also useful for thinking . In order to get to this result, we have carried out a camp research that used instruments and techniques both quantitative and qualitative. After the data analysis we came to the conclusion that consume of movies taken as commercial type and as not very noble in the environment of cultural production, also impels exercises of creativity and social reflexivity

Teodora e Porcina: faces simbólicas da natureza em narrativas de mulheres sábias

This research looks at the collective imagination in which it keeps alive the issue of heroin wise. Two wise women appear in the narratives of popular history and the History of Donzela Theodora and History Imperatriz Porcina, collated by Luís da Câmara Cascudo in his Five Books of the People. The universality, mobility and circularity of these narratives are discussed by authors such as Bakhtin and Guinzburg. The research is developed from three key categories: Knowledge Magic as the knowledge of tradition (Almeida), sensitive knowledge (Levi-Strauss), thought mythical / magical / symbolic (Morin); Wise Women as carriers of this knowledge, which merge and overlap with the imagery of witches and healers; and Mythical Elements which corresponds to the archetypal images (Jung and Silveira), symbols and other images that relate to the magic universe, the magical beliefs and practices considered, ie belonging to the imaginary magic (Bethencourt). Porcina and Theodora are understood as bearers of knowledge of Métis (Detienne and Vernant), or the cunning intelligence, the manipulation of phármakon (Derrida), the healing potion, which may be the word or ointment of the herb. The route takes us to meet the great archetype of the Wise Woman as psychic power of the feminine, the anima. Narratives are medicinal balms (Estes) and is the clash between the anima and its embodiments by wise women, and animus, his opponents, which gives the transmutation of the psyche, a work comparable to that of alchemyThe Knowledge Magic, operating through the female, myth and nature can recover from its essential value to the emerging paradigm that suggests a more complete human science and a more plural

Quão romance é minha vida amorosa! : namoro virtual e narrativas

This research aims to acknowledge the virtual dating phenomenon. The research deals with this phenomenon in Orkut, a social networking website. Thus, it considers debates and forums that were present in a Brazilian Orkut online community called Conheci meu amor pela internet (I met my love through the Internet). As a staring point the research dealt with issues such as: what are the debates about? How can we deal with practices that question their own dating process? According to the initial hypothesis, these debates reveal different contemporary social aspects: 1) they emerge as a response to demands on behalf of a society that is rather reflexive. This reflexive element is fundamental for the constitution of the self 2) these debates work as support elements in social relations that are built upon this sphere. In this context, individuals write about themselves and constitute themselves as real individuals that acquire a sense as subjects; and 3) people discuss online dating as form reconstructing former experiences. Empirical analysis demonstrates that these forums and polls present themselves as a social phenomenon that allows a particular form of self presentation on the internet. In order for these subjects to present themselves they built their own self narratives. What is possible to acknowledge considering these narratives is that there is a predominance of the element of intrigue that is further solved and demonstrate a satisfactory result. These narrators then choose online dating situation that present happy endings and happiness that are associated to romantic ideals that are worthwhile being shown. The contents present in these narratives are dealt with by the research. Thus, this work defends the thesis that the online dating narratives are a mixture of facts and fiction once all experiences deal with romantic imaginary as well as personal dating experience. Thus, the research is an attempt to understand what goes on the forums and debates that deal with the fictionalized and dramatized daily experiences in the performances that are similar to games. This is possible due to the fact that there is use of romantic fables and concrete experiences realized by online dating

Narrativas de Formação de Professoras dos Anos Iniciais do Ensino Fundamental:Concepções e Construções de Necessidades Formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system

Olhares sobre a formação do professor de matemática. Imagem da profissão e escrita de si

The main focus of this thesis is the formation of a mathematical teacher at a college institution. The general aim is to describe and to analyze the formation process of a mathematical teacher which is an undergraduate student in Mathematics at the Instituto de Educação Superior Presidente Kennedy IFESP, in Natal-RN. It is based on a qualitative ethnographic approach, and has its theoretical anchorage in the (auto)biographical narratives, the social representative theories, and the mathematical education. The number of participants in this investigation was 12 undergraduate students, which corresponds to 25% of the total number of students. The corpus utilized in our analysis included 48 (auto)biographical essays, 12 (auto)biographies (formation's memories), and 12 contextualization files, besides the research's diary. The sources were obtained from the whole program of studies, i.e. from November 2003 to December 2006. The analysis revealed that the reminiscences of the 12 students' academic trajectory influenced their professional formation, since their images of a mathematical teacher were intrinsically related to the one they had before. These representations were being either demolished or constructed in a network along the assertive image of their profession, changing afterwards the mathematical representation and the teaching way of this discipline. Our study also shows that the beginning of their teacher career was marked by mechanical practices influenced by their old teachers. The (trans)formation of themselves and their teaching practices happened in a smooth way as soon as they increased their knowledgements in Mathematics, and it reflected upon the way they learned mathematics. The writing of their (auto)biographies helped the set up of new knowledgements, leaving to a self-consciousness as well as a self-formation, and contributed for the construction of a new way to see and to live the profession. Therefore, a mathematical teacher, for the undergraduate students of the IFESP involved in this work, is made at the interface of the familiar, academic, and professional context, besides the reflexive writings about the formation path, the way of life and the relationships among them

Mala na mão, pé na estrada: à procura de uma pedagogia das singularidades

We make many journeys during our lifetime. In each of them we accumulate experiences that result in an amount of knowledge that constitutes our history. The dissertation presents one of these journeys: that one I took along with students of Pedagogia da Terra project from Universidade do Estado do Rio Grande do Norte UERN to think about the knowledge within their memories in their way from countryside to city seeking for education. I used as main references to this task the ideas of Edgar Morin about Method as Strategy, implication of the subject in knowledge, pertinent knowledge, and knowledge reconnection. And from Paulo Freire I used the concepts of cultural identity assumption and dialog. I built as resource of method the metaphor of the suitcase, called by me the trunk of memory treasures . The use of this cognitive operator makes possible for those students bring their memories to the surface and share them collectively, by the process I name as auto-social- biographical narratives. The explicitness of the memories they choose to reveal by means of these narratives permitted me to understand the metamorphosis of these knowledge since their childhood to nowadays. In order to present an archeology of knowledge within these life histories I chose a narrative writing style concerned with simplicity and lightness, where I use the description of facts and discussions occurred during this journey. My main arguments in systematizing this experience are: scientific production can and should be grounded on knowledge diversity and on a more sensible approach to phenomena; education and pedagogy need to take as starting point and fuel for their practices the singularities of the subjects, their life history, educational background and knowledge resulting from both. Teacher s formation programs which students have mixed, rural and urban, background should value cognitive experiences built in the interaction with that knowledge closer of a sensible logic, deeper grounded in land and nature. Doing so, education can contribute to join diverse knowledge against monocutural forms of thinking and educational practices

Escafandristas do tempo: narrativas de vida e regeneração da memória em São Rafael-RN

In the late 1970s, the semi-arid region of Rio Grande do Norte was the setting of Projeto Baixo-Açu whose highlight was the building of the dam Eng. Armando Ribeiro Gonçalves, designed to collect 2.4 billion cubic meters of water. Presumably, such an initiative would bring economic and social development for thousands of potiguares who suffered the hardships of drought. However, the dam would reach several cities in the region, reaching to cover one of them: São Rafael. As a result, the early years of the 1980s, nearby, a new town was built by DNOCS. This thesis aims to discuss how the population of São Rafael recalls this fact and reconstructs its history by speaking, writing and computing, after three decades. Based on the prospect moriniana method as a strategy, visits were made to the city of São Rafael and open interviews (individual and collective) with two groups of subjects: one composed of those who lived in their ancient homeland, and another, with young people who were born in the new city. Besides the reports of these subjects, they were observed the visual narratives presented by images, mostly photographic, available on a profile created for the city in the orkut social network. As sources for this study, they were also considered the dialogues between rafaelenses accessing the above profile. Having as a central observation by Edgar Morin about what does not regenerate, degenerates . This study is the central argument that the idea of orkut has performed, today, a dual and interdependent role: being a tool that promotes a collective intelligence through cooperation, exchange of ideas and reconstitution of visual and written narratives. Far from a frozen conception in a historical perspective, it has defended the thesis that orkut has regenerated, repaired, reproduced, restored, reorganized and renewed the memory and history of a city that has succumbed to the immensity of the waters of a dam for almost thirty years

Narrativas infantis: o que nos contam as crianças de suas experiências no hospital e na classe hospitalar

This dissertation focuses on the narratives of children hospitalized with chronic diseases. The overall goal is to deduce, from the look of the child health care, hospital class contributions to the process of school inclusion. The research is part of the qualitative ethnographical approach and is based on the principles and research methods (auto)biographical in education and schooling in hospital. Participated in the investigation 05(five) children, aged between 06 (six) and 12 (twelve) years of age, treated at the Center for Children s Onco-Hematology, Varela Santiago Children s Hospital in Natal-RN. The corpus used for the analysis comprises five (05) narrative interviews, 03 (three) drawings made by children as well as records in the researcher s field diary. The sources were collected during the months of August 2010 to February 2011. The analysis revealed that the inclusion of the hospital class, and ensure the right to education, contributes to the construction of strategies for coping with illness and hospitalization, as it promotes autonomy, comfort, playfulness and self-knowledge, the rand the world, easing the stress of hospitalization. The figure of the teacher took the class hospital in the voices of children, a reliever and minimizing the role of double exclusion that cause illness and hospitalization, showing the contributions to (re) construction of identity and subjectivity constitution strengthened. The children interviewed said that the hospital class leave the hospital more cheerful. The playfulness and learning experiences in the hospital are seen by children as actions that go beyond the physical treatment of the disease, since it provides them with acceptance and understanding of hospitalization and illness, to give them affective security and emotional. In conclusion, the narratives of children confirm that the service class hospital ensures continuity of schooling, but they reveal, namely, that this service provides them socialization among peers and with adults, strengthening the emotional, social and cognitive biopsychosocial perspective of attention

Narrativas de formação de professoras dos anos iniciais do ensino fundamental: Concepções e construções de necessidades formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system.

O processamento discursivo e suas bases corpóreas estratégias cognitivas de alunos da Educação de Jovens e Adultos na compreensão de narrativas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior