O processo de invenção de si: um estudo sobre a construção identitária de pedagogas em formação

This work was developed in the course of Pedagogy, Universidade Federal do Rio Grande do Norte. Aims to understand the process of identity construction of teachers and educators in initial training. We started from the idea that such process was made by a complex and interdependent movement, once it was an inventive phenomenon wrought by individuals who are authors and actors of the story of their "real life" (KAUFMANN). This identity is rooted in the trajectories and social biographical experiences (FERREIRA), relationships with the constructed and accumulated knowledge in this route (CHARLOT) and in the developing of a sense of cultural belonging institutionally constructed (Luckmann, Berger). Then, the training involves relationships with knowledge in several instances, considering the effects, in one hand, the historic-social production and, in another hand, from the positions of subject and their biographical itinerary, existential and formative. We used the methodology of the Comprehensive Interview (KAUFMANN; SILVA), associated with a network of theoretical references, empirical and very analytical and interpretive activity. She researcher also relied on the "sensitive listening" (BARBIER), empathic attitude of "listening / seeing" the subject, and the notion of "intellectual artisan" (MILLS). The individual interviews were supplemented by the Focus Group. The approach was multi-referential (ARDOINO; MACEDO), with the intertwining of different perspectives, allowing a more complex configuration and less reductionist. In the analysis and interpretation we located the starting point, genesis of identity whose dynamics is not rigidly determined, but localized in space-time that precedes entry into the initial training. It is the time of concerns, questions and reflections about what you want to be in the future professional life. In sequence, we saw the route, multifaceted process whose the direction is the increasing involvement of individuals with their training. This training is engendered by the relations with the curricular, extracurricular and discursive knowledge, as simultaneous dynamics of self training and socio training. The self training of the individuals, understanding the critical, ethic and authority reading of their own experiences, is also seen as an exercise of shared responsibility, it assumes that the relationship with others meanings and professor mediation. The socio training refers to the collective subject and turns to the historical production and diversified knowledge, and comprehension of the various training instances. Self training and socio training are both objects of negotiation, because they are provocative of new designs, and cultural and identity maps, mobilizing the senses towards new meanings of themselves and the professional reality. It is in this interdependence between what is historically produced and the experiences of the subjects, who we located the arrival, considering it as a radically incomplete process of the professional identity and the building itself.

Um estudante cego no curso de licenciatura em musica da ufrn: questões de acessibilidade curricular e física

This work aims to discuss and analyze the process of school inclusion of a blind person in the Bachelor's Degree in Music, at the School of Music at the Federal University of Rio Grande do Norte, as well as reflect on the importance of establishing systems of support and to ensure university inclusive process of people with visual impairments. In pursuit to achieve these objectives, this research chose a qualitative methodological approach, the case study, using as procedures for data construction an interview, observation, analysis of documents and photographs. Joined the group of participants in this study, a blind student in the class of 2009.1of the EMUFRN Bachelor's Degree in Music, teachers from two disciplines complied by the student, two classmates, a monitor support in music theory, the course coordinator and school principal, and two other individuals who contributed to the inclusion process in actions not formalized institutionally. The results indicate UFRN proposed initiatives that contribute to inclusion of students with disabilities in this institution, the main one is the creation of the Standing Committee of Support for Students with Special Educational Needs (CAENE), a group that guides administrative sectors, teachers, principals, coordinators and students on the measures needed to enter and remain in quality education for all. Physical accessibility is still under construction at UFRN, and many access and sectors see it being adapted for students with physical or visual disabilities, and those with mobility impairments, have access to various parts of the university, however, as shown in this study, some points need to be reconsidered, as there are several places where the installation of tactile floor does not fully follow the guidelines proposed in the legislation. The proposals for access to the curriculum, mediated by EMUFRN, are actions that propose the inclusion of the blind student, as the existence of an educational monitor to help in the study of music theory, however, we need to rethink these proposals to not became actions of reactive intervention. Assuming a more proactive posture, the EMUFRN will be prepared to receive the diversity of students that expects. The study also points out that the blind student is part of a group of students that are practical musicians, who must work in events and evening shows, and who have little knowledge in music theory, leading, respectively, in low frequency classes and learning difficulties in certain curricular components, which may cause the closing of such components. In this case, the challenge of EMUFRN, considering the inclusive perspective, it is not specifically fit for the academic host a blind student, but to develop an accessibility project curriculum to consider effectively the diversity of all its students, taking into account mainly the economic and cultural conditions. This implies a process of resizing academic practices that be guided for collaborative and coordinated actions involving the various educational actors at EMUFRN and UFRN

Formação de educadores de jovens e adultos no Programa Geração Cidadã: relação entre saberes na proposição curricular

This paper deals with the fundamental elements of a curricular proposal aiming at the formation of alphabetizers of young and adults, as long as it concerns the relation between the academic knowledge and that one arising from the classroom experience. The empirical field of the research comes from the work of the teachers responsible for the formation of the alphabetizers of the GerAção Cidadã Program (2004-2005) linked, as an Extension Program, to Federal University of Rio Grande do Norte. Indeed, it tries to understand how these young and adult educators makers figure out the link between the experienced knowledge, which their lives give testimony of, with the scientific knowledge, which they are entitled to mediate in class. This work is funded in the principles of the Collaborative Research, which constitutes a kind of qualitative research. It makes use of procedures supported by qualitative research, especially those ones related to reflexive sessions, as well as to documental researches and semi-structured interviews. These spaces have afforded the group of alphabetizers the opportunity to talk over their practice, not only individually but also collectively, in order to work out contributive proposals having in view changes in the educative actions. As elaborated contributions, we present a discussion about the specificities in the making of educators to EJA, in their differentiated social roles. Reflecting on the experiences of the educators makers, we highlight those elements we regard as essential to the constitution of a formation proposal, like formative times and spaces, dialogue and social memory. The curricular organization is compreneded as part of an enlarged dimension that does not restraint itself to school; rather, it is visualized as a structuring instance that connects different knowledge surpassing community and university. Under this optics, we come to the conclusion that the connection the scientific knowledge establishes with the experienced one, which is immersed in the cultural practices of those who are involved in the formative process, is the basement to a curricular proposal of a formation course destined to educators committed with the need of changing society

A aprendizagem na convivência:o estágio curricular em enfermagem

This is an analytic research of a qualitative nature whose purpose is to examine the learning process involving students of the Nursing Program of the Universidade Federal do Rio Grande do Norte UFRN who are attending the Supervised Clerkship in Nursing (SCN) in Family Health Strategy (FHS), based on learning through daily living. In order to do this, a historical overview of this academic activity in the teaching of nursing was presented, and the importance of FHS as the scene where professional health education takes place was discussed. For the empirical investigation, ten eighth-semester students involved in clerkship activities at family health units in the Western Sanitary District of Natal, Rio Grande do Norte, were interviewed. The theoretical approach relied, as epistemological presupposition, on the ideas of educator Humberto Maturana who showed that learning, both in nature and among human beings, takes place within dialogic living relationships wherein acceptance of the other, affectivity (love) and dialoguing are essential stimuli to learning. Students discourses gradually became part of the analytic categories that had been established beforehand. There has been verified that the students went through meaningful learning encouraged by all who shared the living environment, that is: nurse/instructor, teacher/supervisor, family health staff, and the community. Several feelings were involved in the process, such as joy, satisfaction, self-reliance, affectivity and, in the opposite direction, sadness, indignation, a feeling of impotence, and fear. The learning of interpersonal relationship was describe as the most relevant of the academic experiences and, therefore, thus emphasizing the relevance of affectivity to the learning process as Maturana points out. It is suggested that the teaching of nursing keep on giving priority to family health units as the Basic Care educational scene, with attention to the importance of placing the students in welcoming environments, in such a way as to encourage learning

Concepções e práticas da psicologia escolar :um olhar através do estágio curricular supervisionado

School psychology can be considered a growing professional field in Brazil, in spite of the difficulties concerning both the role of the psychologists in the schools and the restrictions of the labor market. Professional training is one of the most problems faced by the area. The present study is an attempt to investigate the conceptions of school psychology and the practice of the school psychologists inside de educational agencies, from the point of view of the professional training, expressed by curricular supervised training. The reason for this choice was the important role played by supervised training in the process of professional training. To carry out this study, supervised training reports written in the 1980s and the 1990s used in the student evaluation process were examined. As the main results, we point out the co-existence during the 1980-decade of two models of psychological practice: the clinical and the educational, with the dominance of the first one. During the 1990-decade, we can observe the co-existence of the same models with the dominance (but not the hegemony) of the educational model, as shown by the activities of the students. In the 1980s, for instance, the most common activities were observation of the children (45.9%), teachers guidance (40.5%) and psychodiagnostic (37.8%). In the 1990s, the main activities were participation in staff briefings (66.6%), parents guidance (58.0%), teachers guidance (50.0%) and students counseling (41.6%). Aspects related to the importance of professional training - represented by curricular supervised training - to the professional practice are discussed

O estágio não-obrigatório na formação profissional dos(as) assistentes sociais: trabalho precarizado ou processo didático-pedagógico?

Coexisten, en el universo académico, prácticas curriculares obligatorias y no obligatorias que pueden ser remuneradas o no. Delante de la constatación de lagunas en la concepción, gestión y operacionalización de las prácticas no obligatorias remuneradas, escogimos este tema como objeto de nuestra investigación, tratando de analizarlo en el contexto de los cambios sociohistóricos contemporaneos y su influencia en la cualidad de la formación profesional del estudiante de la carrera de Servicio Social. Este estudio tiene como ¨locu¨ de investigación la Facultad de Servicio Social del Estado de Rio Grande del Norte (FASSO/UERN). Este estudio se caracteriza por la adopción de una perspectiva de análisis cualitativa, con la expectativa de develarlo mucho más allá de lo que se muestra en su aparecncia. Para esto, realizamos revisión de literatura, análisis de documentos, observación asistemática y entrevistas con estudiantes y profesionales de las entidades que ofrecen prácticas a los estudiantes. Además se incluyó, en los procedimientos metodológicos, la aplicación de encuestas y conversaciones informales. Constatamos la existencia de lagunas en el desarrolllo de las prácticas no obligatorias remuneradas, ocasionadas por la ausencia de supervisión y por la inclusión de pasantes en sectores y/o actividades desvinculadas de su futura profesión. La investigación nos permitió desvelar situaciones en las que la oferta de plazas ocurre en detrimento de la contratación de empleados, lo que configura un distanciamento de este componente curricular del área de formación profesional, desvirtuando su carácter educacional. Cientes de la coexistencia contradictoria entre situaciones ventajosas y problemáticas en las prácticas no obligatorias remuneradas para el proceso de formación profesional de los asistentes sociales, concluimos que esta modalidad de práctica cuando vinculada a la intervención de la facultad y bajo la supervisión de asistentes sociales, independiente de sus implicaciones en los intereses del mercado, potencializa el desarrollo de competencias y habilidades intrínsecas al proceso de formación profesional; pero si distanciada del área de formación y/o sin el debido acompañamiento didáctico-pedagógico establece poca o ninguna relación con la formación de los asistentes sociales. Pero, incluso distanciadas del ejercicio y de la formación académica en el área de servicio social y/o (llenas de aspectos frágiles) llenas de fallas en el proceso de enseñanza y aprendisaje, estas experiencias ejercen profunda influencia en la formación de los asistentes sociales, pudiendo fragilizar el compromiso con el proyecto ético-político, diseminar el aspecto subalterno de la profesión y hacer confuso y conflictivo el proceso de construcción de la identidad profesional. En este sentido, las inversiones de capital para reducir los gastos con mano de obra, las dificultades vividas por las universidades públicas brasileñas para garantizar la cualidad de la enseñanza delante de la insuficiencia de recursos humanos y materiales y la desvalorización de los componentes no obligatorios del proceso de formación profesional de los asistentes sociales, son factores que obstaculizan el reconocimiento y la materialización del potencial didáctico-pedagógico de las prácticas

A interação ensino-serviço no processo de formação dos graduandos em fisioterapia da UFPB: a percepção dos docentes

The health paradigm, consolidated in the last century, directed the training of health professionals, educated under the aegis of the Flexnerian training, fragmentary and hospital-centered model. However, it proved to be insufficient to meet the demands of the Unified Health System and the population. In this sense, the National Curriculum Guidelines for Undergraduate health courses emerge as a normative framework in proposing a new professional profile, as well as the recommendation of strategies for the restructuring of curricula and teaching practices, and one of them is the teaching-service integration. Therefore, the aim of this study was to investigate the process of training of Physiotherapy course students of the Federal University of Paraíba with the guiding principle of teaching-service integration, considering DCN. In this sense, the chosen method was a case study with qualitative approach. The sample was intentional, including all faculty members of the permanent staff of the Department of Physiotherapy at UFPB, linked to curriculum components whose practice scenarios occur in the SUS network and time longer than one year in that component. The data collection technique was the semi-structured interview. Data analysis was performed using the content analysis technique. The following categories were considered: professional training for SUS, integration of students to the SUS network services, the relationship between theory and practice in the training of physiotherapists, teaching and health professional partnership in the teaching-learning process and programs of training reorientation and their integration with the course. The results allowed identifying positive points in the teaching-service integration: recognition of the importance of integration activities between university and health services based on the insertion of students in the network, the combined actuation with health service professionals and the opportunity to work in a multidisciplinary team; the existence of structured and organized School Network; participation of students and teachers in government programs that offer the experience of insertion in the labor market. The following weaknesses stood out: difficulties in agreement, planning and evaluation of activities by the service; gap between theoretical and practical activities; lack of definition of roles of teacher and health service professionals in the training process and the fragile relationship of reorientation of vocational training programs with the curricular activities of the course. The teaching-service integration as a guiding principle in the analysis of the formation of physiotherapists reveals limits and possibilities for training that meets the health needs of the population. Thus, the choices of educational institutions regarding the care model have an influence on health practices, as well as the commitment by management and services and the permeability to social control instances decisively contribute to the improvement in the training of future professionals. Thus, the commitment of all involved for the effective change in the training process of health paradigm is indispensable.

A interação ensino-serviço no processo de formação dos graduandos em fisioterapia da UFPB: a percepção dos docentes

The health paradigm, consolidated in the last century, directed the training of health professionals, educated under the aegis of the Flexnerian training, fragmentary and hospital-centered model. However, it proved to be insufficient to meet the demands of the Unified Health System and the population. In this sense, the National Curriculum Guidelines for Undergraduate health courses emerge as a normative framework in proposing a new professional profile, as well as the recommendation of strategies for the restructuring of curricula and teaching practices, and one of them is the teaching-service integration. Therefore, the aim of this study was to investigate the process of training of Physiotherapy course students of the Federal University of Paraíba with the guiding principle of teaching-service integration, considering DCN. In this sense, the chosen method was a case study with qualitative approach. The sample was intentional, including all faculty members of the permanent staff of the Department of Physiotherapy at UFPB, linked to curriculum components whose practice scenarios occur in the SUS network and time longer than one year in that component. The data collection technique was the semi-structured interview. Data analysis was performed using the content analysis technique. The following categories were considered: professional training for SUS, integration of students to the SUS network services, the relationship between theory and practice in the training of physiotherapists, teaching and health professional partnership in the teaching-learning process and programs of training reorientation and their integration with the course. The results allowed identifying positive points in the teaching-service integration: recognition of the importance of integration activities between university and health services based on the insertion of students in the network, the combined actuation with health service professionals and the opportunity to work in a multidisciplinary team; the existence of structured and organized School Network; participation of students and teachers in government programs that offer the experience of insertion in the labor market. The following weaknesses stood out: difficulties in agreement, planning and evaluation of activities by the service; gap between theoretical and practical activities; lack of definition of roles of teacher and health service professionals in the training process and the fragile relationship of reorientation of vocational training programs with the curricular activities of the course. The teaching-service integration as a guiding principle in the analysis of the formation of physiotherapists reveals limits and possibilities for training that meets the health needs of the population. Thus, the choices of educational institutions regarding the care model have an influence on health practices, as well as the commitment by management and services and the permeability to social control instances decisively contribute to the improvement in the training of future professionals. Thus, the commitment of all involved for the effective change in the training process of health paradigm is indispensable.