Professoras e projetos: concepções e práticas no ensino fundamental

The discussion we have established in this study is about how the practice is developing educational projects based on work with because the methodological choice of the teacher. The study of an ethnographic qualitative approach was conducted with a group of six teachers in two public schools in School Administrative Zone north of the city of Natal / RN. Data were constructed from semi-structured, reinforced by the direct observation of the practice of teaching of teachers. The goals outlined were to identify the reasons why the option for the project, listing the benchmarks that subsidized their construction, the observation of everyday experience in educational planning and development of projects developed. In the light of information we can notice a complex and even contradictory, which is confusing the concepts and practices are weakened. The analysis revealed inconsistencies between theory and practice in working with projects, the fruit of little theoretical development of teachers. The adoption of the project as a methodological option has meant a change in direction of the effective action didactic. Reflects on this situation, it was concluded that there is a need to broaden the understanding of the significance of this type of work, covering the different dimensions that involve the practice of research, research and training of teachers. Even preventing the intentions and initiatives of the teachers, it must be emphasized is the process of learning within an approach that focuses the process of learning in multiple dimensions, inter-relational, both the capabilities of students in the areas of knowledge.

Práticas institucionais/discursivas acerca dos cuidados com os bebês prematuros e/ou de baixo peso: o programa canguru

The Kangaroo Program was implemented in Brazil in 2000 through the Unified Health System (Sistema Único de Saúde SUS) sustained with a humanized rethoric of health care assistance. This program adopts the skin-to-skin contact contributing to the mother-infant bond, breastfeeding and promoting security in mother s care. The users of SUS are encouraged to live in the maternity ward to follow the baby health improvement. However, it was verified in previous observations that mothers participation in the Kangaroo Program has been done through an imposed practice. Therefore, this study intended to understand the texts that permeate the kangaroo practice. This research was developed through two studies: 1) an historic exploration of motherhood concept and an analysis of how the motherhood is presented in the official document that orients the program; 2) an analysis of institutional dynamic of Kangaroo Program, emphasizing the study about the health workers everyday practice, the mothers view about their life in the maternity wards, and the attendance practice. It is highlighted that the relation between this two studies allowed the comprehension abouthow the official discourses can influence the health workers behaviors and how their viewpoint and position can shape the everyday work in a public health program. This research, supported by Institutional Ethnography, considers that people s practices and experiences are socially organized and shaped by broad social forces. The discourse method was used in the documental analysis and in the analysis of qualitative data from empiric research. The research showed that the kangaroo program has been an excellent way to save resources and to improve some baby s biologic and psychological aspects. However, this program has failed to consider the social, economic and cultural complexity of mothers and the structural limitation of the health care system. The official document uses the economic and medical approach, following the hegemonic biomedical model and the life style of the people that don t use the public health system. Consequently, the program has not been successful because it is planned without people participation. On the other hand, it was verified that although some professionals are committed with their work, the mainly does not consider mothers participation as an active process, using the institutional power as a social control to keep mothers uninformed about the possibility to leave the maternity wards. As a result, the research also showed that mothers perceive the program as mandatory and not as option that can improve pleasure moments. It is, therefore, necessary to consider the complex social determinants of health that can increase mothers participation in the Kangaroo Program. Bringing these issues into debate can be a reflective exercise on citizenship and governance, allowing spaces for the improvement of public health programs

Corpo, movimento e aprendizagem na psicocinética de Jean Le Boulch

School teachers in the discipline of Physical Education, we find ourselves constantly in question of methodological and epistemological issues of practice. This research aims to identify human body understanding, movement and theoretical learning proposed by examining the work of Jean Le Boulch and his approach to Physical Education. We seek to indicate epistemological elements about Physical Education theory and practice, believing that this approach and dialog comes to contribute with this field of knowledge. Boulch, a French teacher of Physical Education, Medicine and Psychology, had an important influence in Brazilian Physical Education during the 1970s and 1980s. His main contribution was teaching courses and knowledge about psychomotricity. Boulch’s studies helped to build knowledge of human movement; considering his importance in people’s development and a critic to a mechanistic view of body and movement. Our reflections will be based on the concepts brought from psychokinetics presented in the bibliographic references of Le Boulch in Brazil, and other references developed by him in this country including conferences, lectures and interviews. This reflection includes the debaters of his work. We chose a theoretical approach referring to the Phenomenology of philosopher Maurice Merleau-Ponty (1999) as a methodological reference considering the influence of his thought in Le Boulch studies. This thesis examines the learning and practice of teaching the Physical Education field of knowledge. We conclude that the body being an entity that exists for itself in the world and that contact with the world starts from human movement. Ultimately, new trains of thought for the teaching of physical education can be set from the reflection of phenomenological concepts brought by Le Boulch in his theory.