O Prob��sica e a formação de professores no P��lo de Parnamirim: pol��tica de formação profissional no Rio Grande do Norte?

This work studies the thematic of the politics of formation of teachers in the Program of Professional Qualification for Basic Education (PROB��SICA) developed in the City of Parnamirim, Rio Grande do Norte. It has as its main objective to identify and to analyze the contribution of this politics of initial formation for the professional formation of teachers. To install the work, we will use the procedures of bibliographical research, documentary analysis, comment, structuralized interview, questionnaire-script and virtual research. In the analysis of the data, we trace a general view on PROB��SICA while initial formation along with the continued formation, pedagogical research, collaborative research and the exercise of the teaching profession, identifying the possibilities and limits of the Program in the direction to reach the objective considered in this work. From the inquiry, we construct the institutional land scope of the program in question, also focusing, the organizational aspects of its functioning. We have to take care about the results, we evidence that PROB��SICA is making the possible to access of the teachers in the educational service to the University, what the main aspect that consists, trying to prove eminent weak points in its systematic due to give to the organizational structure of this educational politics that does not count with curricular, institutional and financial the necessary conditions for the success of the professional formation of the teachers. The research will try to understand that the operationalization of the politics of formation in Parnamirim will be belong with it the main idea of the Educational Reformation in years of 1990, articulated to the neoliberal interests, that the responsibility for the problems of the public system of education attributed to the teachers, and that are not answered completely through the purpose of the professional formation, and ti seems that it does not define one global national politics that deals with seriousness to the questions the initial formation, permanent formation, pedagogical research, , career and conditions of work for the teachers

Projetos pol��ticos pedag��gicos dos cursos de Odontologia do RN : formação profissional e a perspectiva da aten����o �� terceira idade

Brazil has been undergoing major demographic change.According to IBGE, the next 20 years the country's elderly population may reach over 30 million people. This tariff provides specifics regarding the process of health / disease. It is essential that higher education institutions are committed to this demand in view of the integrated training of health needs of society. The aim of this study is to analyze the Pedagogical Political Projects (PPP) of courses in dentistry in Rio Grande do Norte (RN), according to the national curriculum guidelines (DCNS) and training from the perspective of health care for the elderly. This is an exploratory study with a qualitative approach: with records and interviews. The study subjects were an Assistant Professor in the development of PPPs for each institution. The scenario in this study were dental training institutions in the newborns. Initially, the analysis of the PPP was by using the Alceste 4.9 software. The interpretation of the contents of interviews with teachers was done through content analysis of Bardin (2010). The PPPs are based on the DCNS, meet the characteristics of regional and seek a generalist, but still strongly directed to technical and scientific aspects of professional practice. Efforts and institutional approaches, involving teachers and students of the courses are being mobilized for training with more articulated network of health services. However, the emphasis on content pertaining to the health care of the elderly, is still limited when compared to those targeted content inherent in children and adolescents in all three curricular structures. It is reasonable to conclude that the historical, political, scientific, cultural and social, present in society, influence the formation of the dental professional RN. The greater participation of society in the process of vocational training in dentistry is needed. This can be done from the involvement of universities with health councils, bodies representing the dental profession and other segments of civil society in order to induce changes that generate ideas and educational practices integrative and interdisciplinary, with emphasis on continuing education for teachers, servants, employees and students. Containing conduct this process inherent flexibility of curriculum, teaching-service integration and coordination abilities and professional skills that are essential to understanding the human being and its complexities

A educa����o interprofissional como abordagem para a reorienta����o da formação profissional em sa��de

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior - CAPES

Caracteriza����o s��cio-demogr��fica, ocupacional e de formação profissional de manipuladores de alimentos e bebidas em uma capital da regi��o nordeste do Brasil

Universidade Federal do Rio Grande do Norte

A compreens��o do corpo na formação profissional do fisioterapeuta

Physical therapy has suffered of a mechanistic influence, with the superspecialization and fragmentation of learning, which interfers directly in the professional s understanding of the body, besides affecting his therapeutic performance. Worried about this reality, this research analyzed perceptions of Physical therapy students from Universidade Federal do Rio Grande do Norte and Universidade Potiguar about the human body. This is a descriptive study where 167 students were evaluated through objective and subjective responses to questionnaires designited QUEB Questionnare of understanding body evaluation. Searching the complement of the datas the QUEB open-ended was created, which gives freedom to students to answer freely. This questionnnaire was applicated on a subgroup composed by 21 students of the Health Sociology subject of the Physical therapy course. The validation process of these questionnaires included strategies of a panel of experts and face validity. The theorical reference analyzed based on the studies which favor the rejoining of knowledge represented by transdisciplinary support. The analysis of the results were performed quantitativavely and qualitatively through categorization of the responses selectioning key-words and the most expressive discourses , besides using descritive statistics interpretation. According to the responses, the body thought only thought biologically, ignoring the understanding of man as a cultural and social construction, confirming the presence of the reductionist model, with overvalorization of early specialization, technical training and purely biological and mechanical considerations of the body and its mobility. Probably, the dialogic knowledge of the body human inside Physical Therapist s learning can promote a growth of health s concept and a true activeness of Physical therapy on it, being the body a link with social environment. So, through understanding of the body as a complex form, the physical therapy will be able to attend your patients considerating their biological characteristics, but so the religious, political, social and ethics. Finally, this reflection suggests a search for a less technical vision, which allows the professional to discern more than segments of the body and which will contribute to a wider understanding of the patient and his social context, leading to greater humanization of the body , improvement in services and consequently, in the quality of life of these patients

A viol��ncia policial militar e o contexto da formação profissional: um estudo sobre a rela����o entre viol��ncia e educa����o no espa��o da Pol��cia Militar no Rio Grande do Norte

Cette dissertation a pour th��me la formation de la police militaire, dans le contexte de l'insertion dans le nouveau programme scolaire national Matrix (MCN) institutionnalis��e pour la formation �� la securit�� publique au Minist��re de La Justice (MJ) de La Secr��tariat Nationale pour La S��curit�� Publique, �� partir de 2003. Ce normalisateur document devrait ��tre utilis�� comme un param��tre de l'organisation de divers organismes ��ducatifs dans le domaine de la s��curit�� nationale. Son institutionnalisation pose elle-m��me comme ��tant compos�� comme um ensemble politiques orient��es �� formation des professionnels de la s��curit�� publique qui est en cours de d��veloppement au Br��sil depuis. En particulier, il a ��t�� trouv�� dans locus, par le m��thode de l observation participant �� um cours de formation pour les soldats (CFSD) de La Police Militaire de Rio Grande do Norte (PMRN), en Octobre et Novembre 2007, Centre pour Formation et Perfectionner de PMRN ainsi que par le biais d entrentiens avec la police militaire (PM), chang�� de la formation, comme nous l avons mise en oeuvre de la l'insertion de la MCN, dans le contexte de l analyse de la violence dans la police militaire de Rio Grande do Norte (RN). Les r��sultats de l'��tude montrent que, en g��n��ral, le MCN est ��tant ins��r��s dans CFSD partir de 2004, cette op��ration fait sentir graduellement dans le visage de certains r��sistence menn��e par une sous-culture (militaires) qui se r��invente dans l'��tablissement officier de police, r��sistant aux nouvelles exigences sociales. En outre, il a ��t�� not�� ��galement que les deux mythes sont limit��es �� l'imagination, la police br��silienne: le militarisme exarceb�� et le baccalaur��at em droit, qui contribuent consid��rablement �� la barri��re dans la construction d'une police militaire plus identifi�� �� l'activit�� professionnelle d��di�� �� la s��curit�� publique, que de la s��curit�� nationale. L'��largissement de la compr��hension de la violence, en particulier, la police militaire, le travail rend l'utilisation des r��f��rences th��oriques qui cherchent �� embrasser la diversit�� et la sp��cificit�� qui guident le processus de formation pour les op��rateurs de la s��curit�� publique, en particulier, en essayant de comprendre comment ils sont construits les r��f��rences th��oriques pour les formateurs et les stagiaires dans une relation dialectique et comment ce contexte mai influencer les attitudes conceptuelles, d'attitudes et de proc��dure dans l'exercice de la police militaire, que dans le contexte nouveau de l'Etat de droit d��mocratique, a r��ellement v��cu en contradiction avec les fant��mes du temps exception, r��alis��e pendant la dictature (1964-1985), non loin de l imaginaire social, et ni la police ni les militaires, une institution fortement stigmatis��es depuis

Para uma andragogia do esporte:discutindo as diretrizes e a formação profissional para a Educa����o F��sica de Jovens e Adultos

For the development of this research the following general objective has been formulated, indicator of the process of inquiry: To discuss the relation between the attitudinal and the sportive contents presented in the proposal of Curricular Lines for the Physical Education of Young and Adults in Brazil. According to the corporeity and the ludicity, questioning the formation of the professional of Physical Education and delineating the perspective for a sport andragogy that values the Being and the Life. From this general objective, the following objectives, which had given greater specificity to the investigative process, were defined: 1. To create the theoretical context from the corporeity/ludicity axis, articulating transversally sportive knowledge, aiming to contribute for a sport Andragogy; 2. To analyze the objectives proposed for the Physical Education of Young and Adults according to an elaborated theoretical reference and to the testimonies of the egresses of 2005 of the Physical Education course of the UFRN. 3. To interpret the relation between attitudinal and educative content from the academic reality lived by the egresses of the Physical Education course of the UFRN. 4. To understand the most urgent necessities of sustained formation of the egresses of 2005 for satisfactory performance with the Physical Education of Young and Adults. 5. To propose perspectives for the construction of a sport Andragogy from the corporeity/ludicity axis. In attendance to the nature of this research and as form of guiding ourselves in this epistemological adventure, the following ones had been basically and theoretically estimated. 1. Corporeity is a radiant focus, prime and main of educational criteria; 2. The task of the education must be carried through with men and not for men; 3. Man must only play with the beauty and with the beauty he only must play. ; 4. The sportive education must be based on esthetic and fair play. The adopted research approach is of a qualitative nature, using the interview procedure with a group consisting of twelve egresses of the Physical Education Course of the UFRN of the year of 2005.2 After the discussion of the results on the attitudinal objectives and content for the Physical Education for Adults and Young, the study shows nine themes presented by the investigated group as priorities for their sustained formation, aiming at the performance of the professional of Physical Education with the EJA: inclusive experiences; leisure and quality of life; relationships; body and personal care; social values; self esteem; sportive phenomenon; EJA training; attitudinal contents. As a contribution to the construction of knowledge for a Andragogy of Sports, the study presents a metaphorical structure called Galaxy of Knowledge righteous Glamor of integrating nine elements inspired by the Ode to the Sport of Pierre de Coubertin: life, beauty, justice, daring, honesty, joy; Fertility; progress; peace. At the heart of the structure of knowledge is righteous install a system that articulates five principles ludopoi��tico epistemological function of connecting with the righteous knowledge of the sport that must integrate the content attitudinal proposed for Fitness for Youth and Adults in order to facilitate the realization of their objectives proposed for this method of teaching

O est��gio n��o-obrigat��rio na formação profissional dos(as) assistentes sociais: trabalho precarizado ou processo did��tico-pedag��gico?

Coexisten, en el universo acad��mico, pr��cticas curriculares obligatorias y no obligatorias que pueden ser remuneradas o no. Delante de la constataci��n de lagunas en la concepci��n, gesti��n y operacionalizaci��n de las pr��cticas no obligatorias remuneradas, escogimos este tema como objeto de nuestra investigaci��n, tratando de analizarlo en el contexto de los cambios sociohist��ricos contemporaneos y su influencia en la cualidad de la formaci��n profesional del estudiante de la carrera de Servicio Social. Este estudio tiene como ��locu�� de investigaci��n la Facultad de Servicio Social del Estado de Rio Grande del Norte (FASSO/UERN). Este estudio se caracteriza por la adopci��n de una perspectiva de an��lisis cualitativa, con la expectativa de develarlo mucho m��s all�� de lo que se muestra en su aparecncia. Para esto, realizamos revisi��n de literatura, an��lisis de documentos, observaci��n asistem��tica y entrevistas con estudiantes y profesionales de las entidades que ofrecen pr��cticas a los estudiantes. Adem��s se incluy��, en los procedimientos metodol��gicos, la aplicaci��n de encuestas y conversaciones informales. Constatamos la existencia de lagunas en el desarrolllo de las pr��cticas no obligatorias remuneradas, ocasionadas por la ausencia de supervisi��n y por la inclusi��n de pasantes en sectores y/o actividades desvinculadas de su futura profesi��n. La investigaci��n nos permiti�� desvelar situaciones en las que la oferta de plazas ocurre en detrimento de la contrataci��n de empleados, lo que configura un distanciamento de este componente curricular del ��rea de formaci��n profesional, desvirtuando su car��cter educacional. Cientes de la coexistencia contradictoria entre situaciones ventajosas y problem��ticas en las pr��cticas no obligatorias remuneradas para el proceso de formaci��n profesional de los asistentes sociales, concluimos que esta modalidad de pr��ctica cuando vinculada a la intervenci��n de la facultad y bajo la supervisi��n de asistentes sociales, independiente de sus implicaciones en los intereses del mercado, potencializa el desarrollo de competencias y habilidades intr��nsecas al proceso de formaci��n profesional; pero si distanciada del ��rea de formaci��n y/o sin el debido acompa��amiento did��ctico-pedag��gico establece poca o ninguna relaci��n con la formaci��n de los asistentes sociales. Pero, incluso distanciadas del ejercicio y de la formaci��n acad��mica en el ��rea de servicio social y/o (llenas de aspectos fr��giles) llenas de fallas en el proceso de ense��anza y aprendisaje, estas experiencias ejercen profunda influencia en la formaci��n de los asistentes sociales, pudiendo fragilizar el compromiso con el proyecto ��tico-pol��tico, diseminar el aspecto subalterno de la profesi��n y hacer confuso y conflictivo el proceso de construcci��n 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 p��blicas brasile��as para garantizar la cualidad de la ense��anza delante de la insuficiencia de recursos humanos y materiales y la desvalorizaci��n de los componentes no obligatorios del proceso de formaci��n profesional de los asistentes sociales, son factores que obstaculizan el reconocimiento y la materializaci��n del potencial did��ctico-pedag��gico de las pr��cticas

A Rela����o formação profissional / Mercado de Trabalho: percep����o dos assistentes sociais n��o-inseridos no mercado de trabalho do Servi��o Social em Natal/RN

The study is about the non-insertion of the Social Assistant in the work market of Natal/RN, emphasizing the perception those Social Assistants have about this problem. We try to analyze the relation that those workers figure out about their non-insertion in the work market and their professional formation. The problem is related to the present unemployment rates in our society, which results of the changes that have affected the world of work as a whole in the wake of the Productive Restructuring and State Reformation supported by the neo-liberalism ideological system. We realize that these factors have deeply affected the configurations of the work market in general; especially those related to professions whose challenges multiply obstacles not only to the insertion of new workers, but to their staying in their job. We note that the reality of the work market has been built up on the decrease of the work force opportunities and the increase of the selectivity criteria to insertion of new workers. In consequence, unemployment rates increase everywhere, regardless of place, profession or education level of the workers. Work and management changes have brought about new challenges to professional formation. The presence of neo-liberalism productive and market logic demands a more adequate professional formation to work market from their candidates to a job. Due to the numberless difficulties workers face nowadays to enter the world of work, society itself and workers in general begin to question the profession of their choice, the kind of formation they have got, and frequently they lay the blame of their professional difficulties on it. This result has come out from the research we did with some social assistants not inserted in the professional work market in Natal/RN. The research reveals too that those unemployed professionals see their difficulties connected to their professional formation and they happen to say that the main challenge they face today is to get acknowledgment to the significance and importance of their profession

Concep����es de formação profissional t��cnica de n��vel m��dio adotadas pelo IFRN: especificidades e (des)continuidades

The thesis deals with the concepts of technical tra ining of middle level adopted by the Federal Institute of Education, Science and Technology of R io Grande do Norte (IFRN). Discusses these concepts from the four political-pedagogical projects built in the period 1970 to 2010, spanning three institutionalities: Federal Technica l School of Rio Grande do Norte (1970- 1998), Federal Center of Technological Education of Rio Grande do Norte (1999-2008) and IFRN (from 2008) as well as three important politic al contexts of the country: Civil-Military Dictatorship, New Republic and Period of neoliberal ideas in Brazil. The goal is to analyze the configuration of the conceptions of training adopte d in the political-pedagogical projects IFRN, with emphasis on the specificities and (dis) contin uities, placing them in the context of political, economic and educational change in development in t he country. Addresses the relationship work, education and human development in capitalist society, in order to grasp the concept of employee training engendered by that company as wel l as the possibility of a counter- hegemonic formation. We analyze the formation of mi d-level concepts outlined in the educational reforms implemented in the country. We investigate the concepts of training outlined in the political-pedagogical projects IFRN . Makes use of the historical-dialectical materialism, the literature review, the documentary research and interviews were conducted with subjects who participated in the working group coordinator of the drafting of the political- institutional educational projects. The results sho w that the training of workers in capitalist society has a unilateral character; that the traini ng required by the working class is the omnilateral training; that the formative ideas that permeated the educational reforms in the country between 1970 and 2010 were all envisaged by unilateral training; that, in certain contexts, conceptions of technical training medium level outlined in the political-pedagogical projects IFRN reflect the formative perspectives th at guide educational reforms in the country (unilateral training) and, at other times, the inst itution adopts concepts (training omnilateral) that are not consistent with such prospects; and th at between the political-pedagogical projects built from 1970 to 2010 there are more continuities than breaks in relation to the concepts of training adopted. We conclude that the challenge is to institutionalize the IFRN their educational actions omnilateral designing training undertaken in the political-pedagogical project 2009.

Ateli�� biogr��fico de formação profissional: pr��tica 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; DOMINIC��, 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.

Servi��os-escola de psicologia do Rio Grande do Norte: formação profissional e pol��tica p��blica de sa��de em debate

The Psychology University Services is stablished normatively as an indispensable equipment to the recognition of the graduation courses of psychologists by the Brazilian Education Ministery. The Public Healthcare Policies (Universal Health System/SUS) constitutes itself as a input field of the professional category, but shows huge challenges in the formation of these professionals. The objective of this work is to analyse the functioning of the Psychology University Services (SEP) and the Superior Educational Institutions from Natal, understood as important formation devices to attend the actual demands of the psychologist's work on SUS. For this, it sought a) characterize the psychological practices developed in the SEP; b) relate the National Curricular Lines of Direction of the psychology courses to the skills and competences developed in the SEP to the performance on the public healthcare policies; c) mapping ways of including the SEP in the network designed by the healthcare policy. Interviews were performed with 13 academic supervisors, 8 field supervisors and technicians of superior level (TNC), along with 9 managers, being for of the Psychology University Services and 5 of the graduation programs. Questionnaires were also applied to 57 interns and 24 graduates. Besides that, two conversation circles were performed with the faculty and technician members from two of the Educational Institutions that were participating of the research, as well as a workshop with students and psychologists, promoted by the CRP 17. We observed that most part of the faculty members and managers know the DCN and comprehend that the formation is in process of change in what concerns to the extension of the formation to the performance of the psychologists in various contexts. However, most part of the TNC don't know about them. Moreover, the results point to the predominance of the assisting model based on the traditional clinic psychology, although the articulation with the public healthcare and social assistance networks can already be timidly visualized. Different modalities of practices in theses Psychology University Services were also detected, such as conversation groups, thematic workshops, organizational consultancies, team meetings with the interns and TNS in a daily basis, matriciament in mental health, therapeutic monitoring, among others. Yet, the SEP in Rio Grande do Norte are still isolated from the other courses that perform in the healthcare area and also from the services that compose the public healthcare and public policies.

Formação profissional do cuidador de idosos em institui����es de longa perman��ncia

The old caretaker's work seeks to minimize suffering and morbidity resulting from physical, cognitive and emotional limitations of these individuals, being a practice permeated by the uniqueness of the subjects involved, therefore, a process in constant construction. In this notion, the caregiver's role is crucial to assist the elderly in everyday life, aiming at improving their quality of life. This study has descriptive and analytical character with quantitative and qualitative approach aimed to investigate the professional training of active caregivers in long-term stay institutions for the Elderly (ILPIs) in Natal/RN in the year 2014. For this, semi-structured interviews were conducted with 63 caregivers employed in nine ILPIs, representing 75% of the professionals performing activities in these institutions. The interviews captured data on the socioeconomic profile, the perception about the profession and training of caregivers. Data were analyzed by observation of absolute and relative measures of central tendency of the numeric variables frequencies. It was found that most caregivers had poor socioeconomic status and had no specific training course to practice caregiver role. However, among those who carried out courses, most reported that the content covered during the training gave security to perform the practice, although they have shown a contradiction when referred to the need to build capacity. The perception of care is mainly related to love and care for the other while the choice of profession is associated with care practice itself. The results also indicate the presence of a low level of formal training for the exercise of the occupation, also revealing the weaknesses ranging from the absence of a core curriculum that can guide the formation, compounded by the low educational professionals in focus.

A pol��tica de formação inicial de professores e a implementa����o do componente curricular Pr��tica Profissional na Licenciatura de Geografia do CEFET-RN

This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work

C��rculo de a����o-reflex��o-a����o: uma possibilidade praxiol��gica para a pr��tica pedag��gica da formação problematizadora de professores

Considering the dialogue as a gnosiological act and teachers as a researchers of their own practice, this thesis deals with the contribution of Paulo Freire thoughts to teacher s formation process. The study was made over an intervention carried out at a regular Pedagogy Course, however directed to teachers on duty inside a program called PROFOMA����O (Special program for professional formation on Basic Education) promoted by Universidade do Estado do Rio Grande do Norte (UERN). From Freire s ideas of problematizing education, action and reflection dialectics, conscientization and from the analysis of the course itself, I support the idea that the dynamics of collective construction of knowledge- three pedagogical moments (ANGOTTI, DELIZOICOV e PERNAMBUCO) when intermediated by individual reflection, provided by written register, permits the development of three important dimensions of knowledge about pedagogical practice; observation and selfobservation; understanding the theories witch grounds the action; and theorization. By these means, initial and permanent teacher s formation could materialize its political commitment in a concrete action of collective and participative act of conscientization and transformation of the reality of pedagogical practice at school ground, developing itself as a truly circle of action and reflection