A história do centro de educação integrada Monsenhor Honório: surgimento e contribuições (Macau /RN - 1956 1966)

The present study objective to construct to the Education‟s History of Centro de Educação Integrada Monsenhor Honório in Macau, in the state of the Rio Grande do Norte. By means of the examination of this Institution of education, we intend to analyze its educative practical in the Fifties years, that this was the first one to offer gymnasial course and, over all, for having formed doctors, engineers, teachers, bachelors and economists in the city and the region during five decades of functioning. For this we use the records as documentary sources available in the institution, in newspapers and in public and private archives in the capital and the interior, beyond interview with former-employees, former-pupils and people who had participated of its creation and, consequently, they had made and they are part of this history. The institution‟s history helped to us to comment the reading of Macau‟s education, propitiating us reflections about pedagogical practical, methods of teaching and school regiment, in the perspective to understand a past still so present and all process for which passed the education, in the context of the proper Macau‟s history. The search results lead us to evidence that the creation of this school, in 1956, represented a landmark in the education of this municipal district, contributing of decisive form in the formation of the macauenses

Prática de coordenação pedagógica e concepções acerca da atuação em psicologia escolar: desvendando um contexto, repensando caminhos

Considering the necessary approaches with the quotidian of the pedagogical field mentioned in the recent productions in Psychology about the insertion of psychologists in the school field, the objective of this work was to know and to understand the dynamics of functioning of a team of pedagogical coordination, intending to produce reflections on the possibilities of action in school psychology with these professionals. Our field of research was the Municipal School Teacher Emília Ramos (EMPER), considering its peculiar history, distinguished by a constant effort of achievement of the school success by its pupils. As subject of the study, six pedagogical coordinators participated, who worked at the school in the diurne turns, where regular classrooms of 1º cycle of basic education functioned. As procedures, we use participant observations and open interviews, focusing the activities performed by the coordinators and its possible demands to psychology. We use the analysis of content for the production of results. These results evidenced a work of coordination realized on a structured routine, but flexible, centered around the activity of conduction of groups of studies with the teachers. We grouped the demands to psychology in four thematic groups: diagnosis and attending the pupils; orientation to the families, contribution in the formation of the professionals and clinical listening of the professionals of the school. In this way, it is made clear that, in a context where happens a well articulated and consistent pedagogical work, the possible performance in school psychology is not scrumbled or confused with social and pedagogical practical others which many times takes attendance. With these information, we expect to contribute for the theoretical and practical elaborations, in Psychology and the Pedagogy, compromised with the success of the educative work realized in the public schools

O que tenho a ver com isso? aula-vivência sobre violência contra crianças e adolescentes

A violência constitui hoje a principal causa de morte em crianças de 5 a 19 anos, o que tem imposto aos profissionais de saúde um olhar mais atento a estas questões, bem como uma formação que busque compreender este fenômeno sobre os vários prismas que a circunscreve. O objetivo deste artigo é relatar a experiência vivenciada com alunos do curso de Graduação em Enfermagem da Universidade Federal do Rio Grande do Norte numa aula-vivência sobre esta temática. A aula foi baseada numa prática pedagógica de ação reflexiva. Desenvolveu-se a partir da integração dos conteúdos teóricos e práticos, articulando-os com temas sociais, políticos e econômicos. A aula foi dividida em três momentos: um momento de sensibilização; um segundo momento onde foi apresentado e discutido o arcabouço teórico, científico e legal que envolve o tema; e um terceiro, que visou estimular uma reflexão sobre a realidade vivenciada nos serviços de saúde por profissionais que atuam diante de situações de violência. Nos três momentos da aula pudemos proporcionar ao aluno a inquietação e a reflexão necessárias para pensarmos sobre a violência em toda a sua complexidade, pluricausalidade e com toda a carga de preconceito em que esta se encontra envolvida

Responsabilidade social empresarial: uma avaliação do Projeto Escola de Informática e Cidadania da Mineradora Y situada no Estado do Pará

The subject Responsibility Enterprise Social (RSE) is relatively recent in the half national academic and the world of the management businesses as practical. For the lack of socialization of experiences and clarity of concepts, shunting lines in the agreement of the subject and the conduction of the interventions occur. It was looked to inquire, in this research, the development of the project of Social Responsibility Enterprise ―School of Computer science and Citizenship‖ of a situated company in the State of Pará, objectifying to evaluate it and later to understand it. For this, one searched to describe the characteristics and structure of the School, to identify to the lines and lines of direction adopted for this Project and to identify to the influence and results of the same in the life of pupils, professors and egresses of the School. It is characterized for a study of case with qualitative boarding of descriptive character, carried through interviews structuralized in a sample of 21 divided members of the School between professors, pupils and egresses. It was used of the analysis of categorical content, having as axle for the interpretation of the data the Social Responsibility, the Digital Inclusion and the Education. The gotten results inform that the infrastructure has challenges to face, point disparities between the conception and practical of the categories characterized in the Politician-Pedagogical Project of the EIC and the influence that, exactly under limits, the life of the professors, pupils reaches and egress. One evidenced that Social action for damages of this company when come back toward this project, they had not been evidenced. For this prism, these actions had only remained in the assistencialist speech and not structural, being thus, the company is not fulfilling its paper of transforming element of the reality of its clientele and the population that lives in it s around

O ator que canta um conto: a manipulação de parâmetros musicais na voz do ator

This research started with an investigation about the theatrical speaking. Through an empirical methodology that analyzed a practical experience of creating a play and bibliographical research, the actress/researcher investigated ways to manipulate musical parameters as tools in the creation process of the actor s voice. The actress/researcher attempted to connect theory and practice, moved by the desire to find a vocal expression in theater that unfolds as living and transforming movement. This dissertation also contains the report of pedagogical experiences, in which the actress/researcher explored strategies to teach the appropriation of musical parameters in the construction of the vocal work of the actor. Considering that speaking in theater is closer to singing than everyday speech, she concluded that the actor may compose music as a music composer does in the elaborating process of building vocal scores. Therefore, she demonstrated that it is of fundamental importance a musical training in the development of the actor.

Discursos e práticas na formação de profissionais fisioterapeutas: a realidade dos cursos de fisioterapia na região nordeste do Brasil

This study had a multidisciplinary focus, investigating the areas of health and education, and proposes to discuss the formation of health professionals, requiring their understanding of the factors involved in the production of knowledge, given that this formation has an impact on the quality of human and social life. The aim of this work was to investigate the relationship existing between the process of physical therapist formation and the practical activities developed during the undergraduate course in the Northeast of Brazil. This is an exploratory descriptive study with qualitative significance. The sample consisted of 73 subjects (33 professors and 40 students) from 6 physical therapy courses at different institutions in the Northeast of Brazil. Data collection was conducted through focus group interviews. In addition, we used a school assessment instrument from the health area. The data, analyzed using dialectical hermeneutics, showed that the Northeast of Brazil has the second largest number of physical therapy courses in the country, with 93 (11 public and 82 private) out of a total of 510. These numbers represent a growth of 1062.5% since 1991. The pedagogical projects are guided by National Curricular Directives as well as by the country s health system. The prevalent pedagogy is that of transmission, and the contents/disciplines are generally not integrated with practice, a situation that hinders the integrality and interdisciplinarity of health care. It can be concluded that there is a need for implementing integrated curricula and for better qualified professors to effectively put this process into practice

As práticas educativas na saúde da família: uma cartografia simbólica

This qualitative research aimed to understand the educational activities carried out in Family Health Units, of the municipality of Mossoró-RN. It was used symbolic cartography to organize and present data from reality. It started on the approach of Health Education and knowledge transformation practice, aiming at the development of autonomy and responsibility of individuals and healthcare, publicized by the appreciation of the interpersonal relations area established in services, such as educational emancipator practices contexts. Individual and collective interviews were realized, conducted with health professionals and users of ESF, about themes, activities, membership, the difficulties, the potential and the design of health education that permeate everyday Family Health Strategy. From what was apprehended, thematic maps were done with the analysis of educational practices of professionals belonging to the Family‟s Health. Links are built with the wires of conceptions of education reflected on themes and activities of family health teams. The storylines are rebinded by voices about the difficulties and the potential of educational processes for emancipator postures. For users, health education means proper care and information on disease prevention. Professionals understand that it is all information that is given to users, about health, social well-being, economic and general condition of human being as a way of preventing and treating disease. Mark printed on voices denote that activities and themes worked don‟t motivate users enough for their participation, being that physicians and dentists also get excluded themselves from educational practices. Elderly groups are those who get most involved with the activities. The size of the contained area and its seclusion from community make harder the access of users, as well as diminishing the quality of educational actions and links users-professionals. Therefore, the searching for medicines, medical consultations and wish to be well served are trademarks of voices from the users that interconnect with enlightening information and guidelines offered by professionals to users. It brings out practices that need to incorporate the social, the subjective and act with practices of prevention and health promotion, on the basis of lifestyles. The dialogical model, which needs to be approached since planning phase of health education actions could arouse interest of involved groups; promoting a relationship of dialogue and listening; discussing the local reality; stimulating practical methodological dialetics; promoting processes of deconstruction of concepts, values and attitudes, as more necessary than construction, using multiple languages. The defended thesis denotes paths to other studies aimed at understanding a dialogical template committed to exchanges of knowledge, and discover strategies that encourage formation of critical consciousness and the discovery of how is the training of new generations of healthcare professionals to belong to the project of society, in its technical, scientific, pedagogical, ethical, political and humanistic dimensions

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

Narrativa autobiográfica como prática de formação e de atualização de si : os grupos referência e o grupo reflexivo na mediação da constituição identitária docente

The thesis: "autobiographical narrative as practical continuous training and updating of itself: the groups-reference and the reflexive group in the mediation of identity construction of teaching" begins in the founder matter: "What are the implications of groups-reference in the process of identity formation and the teaching role of teachers which is participating of the research? This object of study deals with the continuing education of teachers of Basic Education and the role of the reflective group as space-time of (re) construction of educational knowledge, for the recognition of yourself. The thesis defends that the autobiographical narrative, as a pedagogical tool and research, for the initial and continuous training, is presented as theoretical and methodological foundation necessary for identity formation of the teacher. The research is limited to the qualitative approach with a focus on the autobiographical narrative. The participants are six teachers, three teachers and three students-teachers. The corpus comprises six autobiographical narratives, six reports of successful experiences, two studies on the biographical work, and six individual testimonials about the impact in personal and professional life. The data analysis was to reference Dausien and Alheit (2006), Bruner (1997), Contreras (2002), Delory-Momberger (2007), Freire (2005), Giddens (2002), Josso (2004), new (1988, 2002), Passeggi (2001, 2002), Pineau (2004), Ricoeur (2004), Souza (2006), Tardif (2002) and Vygotsky (2005). The research revealed that the formation of identity as a teachers of the educators occurred in the reference group, involving the formal, non-formal and informal of the processes of knowledge , in a movement of alternation training that includes yourself, the other and the ambient. Also revealed that the pedagogical choices of the teachers studied aimed at minimizing educational gaps that were lived in both field personal and social; that the personal identity is configured as an identity narrative and the methodology of the biographical work, through the mimesis of continuing education, provided the passage from the group reflective to the group of reference

Adelle de Oliveira: trajetória de vida e prática Pedagógica (1900-1940)

This work analyses pedagogical practices of Adelle Sobral de Oliveira, from 1900 to 1940, in order to notice how her performance as educator and administrator took place in Externato Angelo Varela in the Rio Grande do Norte city of Ceará-Mirim within a time in which the public teaching started to be considered modern in the State. Adelle was a self learner who developed an important role as a mentality mentor of a generation in the region. As the research corpus we have taken the five Reading Books written by Felisberto de Carvalho used by Adelle in her Externato, interviews with her ex-students and researches in the newspapers of her time, in the Public Archives and in the Historical and Geographic Institute of Rio Grande do Norte, and also in the governors messages, Education Department documents such as laws, and government decrees and acts. It was also taken as a research font the Publich Archives of Ceará-Mirim. The aim of this PhD thesis is understand the primary instruction spreading and modernization in the countryside of Rio Grande do Norte, which began with her teaching pedagogical practices. The research results show Adele Oliveira used practical and experimental modern methodological teaching methods in the subjects she taught. Due to this, in her scholar routine, she avoided physical punishment and mechanical teaching and learning strategies

Tear identitário:a prática docente em arte como conhecimento compartilhado

This investigative tissue is about the formation of identification processes of teachers and pedagogical practice of Art, in Teresina city. This search comprised the sum of the needs presented, agreed upon with the teachers engaged in the process, it was developed through the establishment of interactive environment Loom Team where collaboration and critical reflection were steering actions to promote the understanding of existing connections or relations within the processes of identifications and the pedagogical practice of Art. The tissue is formed by the polyphonic plot of the critical reflection of nine teachers of Art who engaged voluntarily and this investigation of formative nature and a production of knowledge. All these teachers have degree and the course of artistic education and especial qualification in Fine Arts and/or Drawing. The texture, which we denominated Identification Loom: The pedagogical practice of Art as share knowledge is (de) (re) construction of knowledge resulting from the critical reflection, in an environment of collaboration, which may have implications and ethical political attitudes in the pedagogical practice of the group. Within this context, we pose the following question: - How does the pedagogical practice in Art influence and/or be influenced by the identification processes of the teachers, and how do they interfere with the search and manifestation of the knowledge involved and the investment in professionalization? In view of this query, we make use of the cooperative investigation, having social history as theoretical reference and as analytic perspective of interactive and dialogical-reflexive processes. Thus, social historic theory, cooperative approach and pedagogical practice were the major components of the plot. The methodological texture counted on the threads of dialogical reflexion, of mediation and of collaboration. The conceptual formulation, the recording in videos of classes and the narratives of formations were the main threads of the analytic substrate of the investigation. With this articulation, theses threads appear as developers of processes leading to a major approximation of the thought on the identity/alterity dialectical pair of the participants involved. The language within this plot had a decisive importance in all the moments of the search of signification, embracing and connecting the identification/alterative processes, the pedagogical practice of Art and the knowledge shared. In such processes involving (de) (re) construction, one can notice a close correlation of the triad social identity, pedagogical practice and knowledge shared. For this reason, the vigotskian, guetmanovian and kopnian theoretizations were the major framework for the analysis of conceptual formulations; and, as for discourse analysis, Baktin and Orlandi were our masters. For these teachers, the experience shared throughout the process of this typology of tri-axial investigation focused the experience of many theoretical and practical assumptions. Such an experience enabled them to state that this, with collaboration, can make reflection on the practice a starting and promoting element, within the individual level of self-management, in addition to being a space of (de)(re)construction of meanings, of knowledge and of reinvention per se

Possibilidades de exploração da história da ciência na formação do professor de matemática: mobilizando saberes a partir da obra de Nicolau Copérnico de revolutionibus orbium coelestium

This study aims to analyze the implications that the knowledge of an important work for the History of Science, De revolutionibus orbium coelestium , by Nicholas Copernicus, can bring for the formation of Mathematics professors. The study focuses on Book I of Copernicus s work, where, in the final part, is found the Table of the Subtense Straight Lines in a Circle, a true sine table constructed by the author. The study considers two theoretical references, the History of Science and of Mathematics, in the professor s formation searched amongst others in Miguel and Miorm, Brito, Neves and Martins, and Radford, and the necessary teaching knowledge professors mst have, on the basis of Gauthier, Schulman and Imbernón amongst others, through which it is established a net of knowledge grouped in dimensions such as mathematical, psycho pedagogical, cultural and practical diversity, that guide the study analysis. In the search for more necessary elements to enrich the analysis, beyond the theoretical research in Book I, it is carried through, with under graduation pupils, future Math professors, the construction of a sine table following the project used in De revolutionibus . The study still makes a description of the life and work of Nicholas Copernicus, detaching the historical context where the author lived and the conceptions about the Universe existing at that time. The research reveals that the studied work is an important source of culture, able to provide to the Mathematics professor in formation, beyond the conceptual and procedural mathematical knowledge, a cultural knowledge that allows him to be opened to the knowledge of other areas that not his specific area, and so to acquire knowledge about the world history, the development of sciences and of the society

A mediação do diálogo e da reflexão na prática do supervisor pedagógico no município de Jardim de Piranhas/RN

In preparation for reviewing and reflect about the pedagogical practice of teaching supervisor, noting instances of continuing education in service, dialogue-based, reflective and shared as propelling in the construction of theoretical and practical knowledge is that we propose to undertake this research. Based in our professional practice and stimulated by the desire to contribute with the education in the city of Jardim de Piranhas-RN our intention was to highlight issues which arising from practice teaching, especially those guided in the principles of a continuing, dialogic and reflexive teachers training. In that sense we are encouraged to answer the following question. How has been developed the work of teaching supervisor in the city of Jardim de Piranhas and what kind of elements should be constituted by a continuing education in school if those elements are enhanced by a reflexive action and dialogue-based? Thus, we performed studies of theoretical foundation based in Nóvoa (1995, 2001, 2003), where he emphasizes the importance of take in account the practice itself as a source for the study in the construction of a new teaching practice process, in Alarcão (1999; 2001; 2002; 2003), Schön (1995, 2000), Tardif (2003) and Perrenoud (2002), Gomes (1998), Navarro (2005) and Oliveira (2006), among others, provided the basis to discuss the role of reflection and dialogue in the school and classroom. We still emphasize the ideas of Paulo Freire (1981; 1992; 1996; 2001; 2002), which is consistent with the proposal for a reflexive action and training. For this we adopted a methodology based in the qualitative research with field note, intending to observe the strategies which emerge in the educational supervisor practice. This practice should contribute to the training of teachers. In this process we chose three dimensions that provide structure and power in their work. So, we can describe as conceptual, strategic and changeable

Uma ação reflexiva sobre o processo de (re)escrita de textos: a prática pedagógica da professora Maria

T he reflexive action on the process of texts (re)writing, central topic of this study, is still a challenge within the elementary school. What made this issue a special theme of study was the fact that the chosen focus is based on a lived experiences with (re) writing activities where the uniqueness of the professional practice would be transformed into a place of knowledge production, offering theoretical and a practical support to a teacher, in order to understand the interactive nature of language as a space for recovery of the individual (as a historical, social, and cultural being). The empirical field research, structured in the light of assumptions of qualitative research into the action research format, was a public school in Bahia, in a third grade classroom. The instruments of data collection were open questionnaire, semistructured interviews, observations with video recording, documentary analysis of texts produced by students, and reflective sessions. The objectives that supported the research study were: 1) Investigate, in the pedagogical action of teacher Maria, activities on the writing process, 2) Interact with the teacher, in the form of action inquiry to: a) reflect on the procedures for theoretical and methodological development of reflective practice on the process of the (re) writing of the text, b) intervene in the construction of didactic situations that enable the learning and the development of reflexive actions in the (re) writing of texts. To accomplish these goals, it was established as a commitment a dialogic communication with the protagonist, providing reflection sessions so she could examine her teaching practices. The most relevant theoretical arguments to the establishment of this research came from the theoretical and methodological approaches of Bakhtin s theory of enunciation-discourse (2003, 2004) and Vygotsky s socio-interactionist theory (1989, 1998), as it is believed that both theories, through a paradigm shift, in which the constitution of the individual and the participation of others in the actions of analysis and reflection on the language, would give opportunities for internalization and construction of knowledge. The systematic and critical pondering led the participating teacher into reviewing her teaching praxis, compelling her to promote a more insightful understanding of the writing process of her students. That experirence brought into evidence three categories of actions: 1) actions that reflect the technical rationalism, 2) actions that reflect an emancipatory metamorphosis, and 3) actions that reflect empowerment and awareness. The results confirm that the action / reflection on the process of the (re) writing of a text has a dimension of increasing levels of awareness and self criticism, reproducing other meanings for teaching praxis

Construtivismo de marco teórico-pedagógico a grife: um estudo a partir das mensagens veiculadas na internet

This thesis is resulted of a research on propagated the social representations of constructivism in the Internet, which as had estimated basic the idea of Moscovici (1961) of that the media it has determinative paper in the popularization of the scientific theories, in formation e propagation of the social representations and in the construction of behaviors human beings. Understanding the Internet as latest space of circulation of social communications, therefore, privileged field (and still not explored) for studies of social representations, we choose this half midiático as investigative field of our research, it if it constitutes in the "great ocean of the new informational planet" (LEVY, 2000, p. 126), besides making possible the interaction with different forms of images, different individuals, different ' world ', configuring itself as important space of symbolic production e of analysis of the representational process in the world contemporary. Based in these questions, we trace as objective to analyze the circulating speech propagated on-line on the constructivism, searching to apprehend the social representations shared the respect. This objective was constructed in face of the insertion of the theory constructivist in the educational way has two decades more than, as well as of its consolidation as reference in different social contexts, mainly in midiático. The question that directed the research was: as this theory obtains to penetrate in some layers of our society, to influence the world readings e the behaviors of different people? That modifications it suffers in this trajectory and which the paper of the Internet in this process? The corpus of the research was constituted of the substances on the theory found in the Internet, in pages in Portuguese of Google, in the period of 27 of July of 2004 the 17 of August of 2004. The data they had been analyzed on the basis of the project of analysis of content elaborated for Moscovici (1961) and in the estimated theoreticians of the social communication, in special of the hypermedia. The results had disclosed that the Internet participates of determinative form in the process of popularization of the constructivism theory, not only spreading out its estimated theoretician- methodological for the domain public (diffusion), but propagating positive beliefs and images of its postulates (propagation) and using them it service of interests politicians e financiers (propaganda). The popularization of the constructivism in the Internet and social representations of this theory propagated configure one process in which the theory passes of pedagogical theoretical landmark for grief, assuming a commercial character extremely and the status of solution for problems of the education and the society, stirring up attitudes and behaviors in public, most general possible, that comes to take care of to the interests politicians e marketing. Recognizing the diversity, the permanent renewal of information and the negotiation of directions gifts in the Internet, as well as the innumerable ones forms of access to the information found by it, we consider results of the research as fruits of the inherent characteristics to this way midiático, to the time where we call the attention for relativity these results, for the plasticity of knowing them and sensible propagated on-line e for the great challenge that the hypermedia imposes to the study of communication phenomena, of the social representations and in educational quarrels and for the necessity of new research that they investigate the forms of socialization of the information and communication propitiated by hypermedia and its implications in the construction of the symbolic universes and in practical social