Proposta pedagógica e prática docente na educação infantil

El objetivo que nortea este estudio fue el de pesquisar las relaciones entre la propuesta pedagógica de una institución pública de educación infantil y las practicas docentes. Para el alcance de este objetivo asumimos el abordaje cualitativo de investigación y optamos por la metodología de estudio de caso, siendo empírico una escuela pública de la municipalidad de Caicó. Fueron adoptados como procedimientos, la análisis documental, la entrevista semi-estructurada y la observación no-participante. Los fundamentos teóricos que sirvieron de marco a nuestras interpretaciones se encuentran en las concepciones contemporáneas acerca del niño, de la niñez y de su educación, como sobre los procesos de aprendizaje, desarrollo y currículo para educación infantil, como también la legislatura en vigor, los documentos oficiales y propuestas curriculares de referencia en la actualidad. A partir de ese marco, el niño está concebido como sujeto concreto, marcado por contingencias biológicas propias de la especie humana y, al mismo tiempo, contingencias histórico-culturales. Capaz de aprender y desarrollarse en condiciones de interacción y mediación por medio de la apropiación y producción de cultura. La niñez está comprometida como tiempo y condición de ser niño, marcada por especificidades frente a otras fases evolutivas. Esas concepciones históricas imponen una educación infantil con función de educar-cuidar, mediadora de cultura para los niños, implicando intencionalidad y sistematicidad de las intervenciones institucionales. De este modo emerge la necesidad como principio científico y exigencia legal de la elaboración y implementación de propuestas pedagógicas/curriculares, comprendidas como construcciones colectivas que involucran tanto los principios como proposiciones didácticas que instrumentalizan las prácticas de los educadores de niños, con el objetivo de garantizar la calidad del atendimiento. De esos fundamentos y basado en los principios de análisis de contenido, procedemos a la interpretación de datos construidos a partir de la análisis del documento-propuesta, del habla de los sujetos y de los registros de observaciones realizadas en dos salas de clase. La recomposición de la historia de la propuesta de la institución reveló, en principio, que su elaboración se hace sin una participación efectiva y equitativa de todos los profesionales. Sobre las relaciones entre el contenido en el documento y la práctica de los profesores, esa nos llevó a la definición de Categorías frente a lo que se reveló más significativo en el conjunto de datos: 1) Concepciones que fundamentan la propuesta pedagógica y la práctica docente y 2) Elementos de organización didáctica; y subcategorías: 1.1) Niño; 1.2) Función de la Educación Infantil; 1.3) Aprendizaje y desarrollo; 2.1) Contenidos y actividades; 2.2) Relación Escuela-familia. Del entrecruzamiento de los datos alrededor de esa categorización, emergieron relaciones de encuentros y, de manera más significativa, de desencuentros. Esas constataciones nos llevan a las condiciones de formación y actuación de los educadores infantiles e indican la necesidad que esas sean viabilizadas, en los contextos de las instituciones formas de participación efectiva de los profesionales responsables, sobretodo los profesores, en la elaboración e implementación de propuestas pedagógicas para instituciones de educación infantil. Prácticas que pueden convertirse en modos de actualización permanente y de efectivación de las propuestas, como también de formación continuada de los profesores. Por consecuencia, de posibilidades de mejoría de la calidad de la educación de los niños

Redes de educação ambiental: um meio como proposta pedagógica para o mundo entrelaçado

The networks terminology has been growing in different meanings, in which emergent structures coming from one not so recently typology aquired, in the 90 s, fluid shapes impelled by waves without borders of the New Information and Communication Technologies. Ever since, the pattern and the morphology are being multiply and strengthen. With this backdrop, this study deals with the Education for Environment Networks, as a political and social, educative and cultural alternative intervention, as an answer for some contemporary demands. But what are these networks? In wich way they organize themselves to germinate political actions? Where is the core of these actions? What are their limits or potentialities? These are some of the questions that are presented along the study proposed. Therefore, we have in view to unveil the network social and environmental pedagogic dimension, as an alternative proposal towards to the planetary cintzenship formation for persons and coletivity. The study employs the exploration reasearch as the analysis of the organizational reference basis and the dinamics of conections that support the dialogue among the groups that belong to the Education for Environment Networks. We conclude that the networks overcome themselves as a powerfull tool to articulate and moblize people. They establish a potential pedagogic act for political and social intervention, as an alternative proposal for the citizen formation and his world vision. We sinalize that the networks are sometimes limited by the poorness of knowledge that still remains on those who find themselves twisted on them, and on the decreasing optics by those who are absent.

Física para geografia: desafios de uma proposta pedagógica interdisciplinar

This study has as its aim the elaboration, presentation and application of a proposal which makes possible an inter-disciplinary relationship between knowledge of physics and geography in the graduation course for forming geography teachers in the Dom Aureliano Matos Faculty of Philosophy in the city of Limoeiro do Norte in the State of Ceára. Initially, we observe in pertinent literature and opinions of specialists what capacities and abilities are suggested for a future teacher of geography. Following that, we select subject matter which broaches upon physic concepts and may be contextualized within topics present in the daily fare of a geography teacher, such as natural phenomena related principally to natural environment and climate, envolving astronomic features, using didactic materials and resources in easily understood language and without the excessive presence of mathematical formulas. An evaluation of the experience allows us to affirm that inter-disciplinary treatment, as an important alternative for curriculam organization, when applied in the classroom shows that there is better learning, a reduction in class evasion and a significant fall in failures when compared with traditional proposals for the teaching of physics in relation to geography. On the other hand, it is notable that to maintain and augment such measures it is a challenge to be met, with the purpose that students of other courses may perceive that physic concepts have much to do with their reality, and that understanding them is relevant for their professional and personal formation

Hospital humano: etnografia da humanização hospitalar na perspectiva de usuários

This ethnographic work studies the experiences of patients admitted in public (PUH) and private (PRH) hospitals in the Brazilian northeastern region. 28 adult patients of different clinics participated in the study. Data were analyzed by the patient path method, consisting in a combination of complemented and articulated techniques free observation, participating observation, ethnographic interview and patient testimonials collected prospectively during the patients admissions, from their arrival and until their discharge. The analysis was carried out according to the Thematic Categories Analysis Technique and the data were interpreted pursuant to medical anthropology, healthcare humanization and healthcare promotion theoretical references. The ethical principles of Resolution 196/96 were followed. The human hospital, as revealed by the patient, highlights the significance of subjectivity. 225 (54.7%) out of 411 mentioned concepts were collected in a public hospital (PUH) and 186 (45.3%) in a private institution (PRH). The results show that the patient at the PUH and PRH ethnoevaluates different aspects of the healthcare professionals´ human and technical competence, the hospital´s functioning structure, the access to and the ethics in the financial management, and develops overcoming strategies for his stay at the hospital. This ethnoevaluation is mediated by different factors, namely: social and economic status, personality, religiosity, ironic speech, somber diagnosis and satisfied needs, prior hospital experiences and the conditions under which the interview was carried out. A pedagogic proposal for the hospital humanization must include structural, managerial and organizational changes of the offered services and use active methodologies aimed to the political resolution of problematic situations at work and the inclusion of affective and subjective factors, and become as well a tool for the collective learning. This study shows the importance for the user´s ethnoevaluation to be incorporated into the hospital management and care as a guideline in the decision making and clinical action, thus promoting practices that shall lead to a decent and humanized care. The multidisciplinary nature of this study allowed a wide understanding of the user´s perspective as a socially critical ethnoevaluator

A construção do princípio do cooperação na Pedagogia Freinet:uma prática em sala de aula do ensino fundamental

Cette recherche est ancrée dans les racines de la pédagogie de Célestin Freinet, un des plus importants éducateurs du XXème siècle, car ses propositions naissaient de la réalité de l élève lequel était, de ce fait, valorisé. Au début de ses recherches, Freinet s est rendu compte que pour pouvoir édifier une école qui, effectivement, atteigne les classes populaires, il devrait réaliser des changements dans le milieu scolaire. Notre travail le principe de coopération dans les actions développées par le professeur et ses élèves dans le quotidien de la salle de classe. Les décisions pour la réalisation de ce travail ont exigé, de notre part, une profonde et globale réflexion vis à vis des pas qui devraient être entamés, considérant que notre intention n était pas de faire une simple intervention dans le système scolaire avec une programmation pré-établie, sans instruments crées à priori pour le développement d actions dans le contexte scolaire. Comme questions principales nous pouvons souligner: Comment la coopération contribue pour le vécu des élèves? De quelle manière ce principe se réalise dans le quotidien de la salle de classe? Le principe coopératif, pourrait-il agir comme une alternative qui favorise la dynamique de la salle de classe et des relations entre les élèves? Le principe de la coopération exige la création d une ambiance en salle de classe dans laquelle il existe des éléments médiateurs dans la relation professeur-élève. Ainsi, l organisation de la salle a un caractère important; il faut considérer la participation des élèves dans la construction de ses connaissances. Pour cela, il est nécéssaire créer des structures qui doivent être complétées à partir de l activité des propres élèves. Dans la ligne de cette pensée nous avons, donc, comme objectifs spécifiques: 1) Investiguer, dans l action pédagogique du professeur, l utilisation de stratégies pour la consolidation du principe coopératif pour la salle de classe; 2) Faire une réflexion à propos de l organisation du travail coopératif développé par le professeur en observant comment celui-ci est réalisé en salle de classe; 3) Établir un répertoire des vécus de coopération construits en salle de classe par les élèves et le professeur. Ainsi, pour développer une interaction avec les sujets de la recherche [professeurs et élèves] des études ont été développés ancrés sur les principes de la recherche qualitative de type ethnographique pour considérer ce dernier un référentiel méthodologique plus indiqué à l utilisation des téchniques d observation, interviews et analyse de documents, car ces téchniques sont, traditionnellement, associées à l ethnographie. Cette recherche a pour but comprendre la vision de ce qui arrive quotidiennement dans la salle de classe observée et les multiples relations imbriquées dans le processus de motivation de l apprentissage utilisant la coopération

A inclusão do aluno com deficiência mental no ensino médio: um estudo de caso

La défense d une école inclusive dans les forums internationaux du monde entier a stimulé l adoption de politiques éducationnelles d inclusion et la pratique d inclusion dans les écoles, de sorte à ce que la scolarisation des élèves aux besoins éducatifs spéciaux dans les classes comunes est devenue une réalité dans la majorité des systèmes d éducation. Et pourtant, l inclusion scolaire, au Brésil, avance à pas lents et pose d innombrables questions, notamment quand il s agit de l inclusion des personnes qui présentent une déficience mentale dans les niveaux d enseignement plus avancés. Basé sur ce fait, et tout en considérant que les études et recherches sur ce thème, au Brésil, sont centrées majoritairement sur l éducation enfantine et les séries initiales de l enseignement fondamental, cette étude se propose d analyser l inclusion d une élève ayant une déficience mentale, inscrite dans l Enseignement Moyen, dans une école appartenant au réseau d enseignement de l Etat, dans la ville de Natal RN. Pour répondre aux questions proposées dans cette étude nous avons fait appel aux méthodologies qualitatives, du genre Etude de Cas, et au cours de sa réalisation avons utilisé l interview demi-structurée et l observation libre dans l ambiance naturelle de l école. Ont participé de l étude, en plus de l élève qui présentait une déficience mentale, sa mère et deux segments de l école, desquels ont fait partie trois professionnels de l équipe administrative pédagogique et quatre enseignants. L analyse des données a mis en relief la résistence de l école à répondre au projet pédagogique d éducation inclusive, aspect qui a un rapport très étroit avec les spécificités de l Enseignement Moyen, la structure traditionnelle d un enseignement basé sur l idée d une classe homogène, et le bas niveau d attentes des éducateurs concernant les possibilités d apprentissage et de développement de l élève handicapée mentale. De surcroît, le manque de directives pour conduire les adaptations pédagogiques et du curriculum à l école ont rendu fragile l action des enseignants, dont le résultat est une pratique d intégration rudement malmenée. Au travers des points de refléxions suscités par cette étude, nous considérons que l inclusion des élèves qui présentent une déficience mentale doit être centrée sur une pratique pédagogique qui repousse l idée de soumettre tous les élèves à des procédures universelles cristalisées sur des pratiques imposées par les contraintes d homogénéisation, et qui, contrairement, puisse trouver à l école des conditions favorables au développement de chacun, au travers des processus d apprentissages formés par des instances de médiation et d interaction sociales

Pedagogia etnomatemática : ações e reflexões em matemática do Ensino Fundamental com um grupo sócio cultural específico

mongst the trends in Mathematics Education, which have as their object a more significant and criticallearning, is the Ethnomathematics. This field of knowledge, still very recent amongst us, besides analyzing an externalist history of the sciences in a search for a relationship between the development of the scientific disciplines and the socio-cultural context, goes beyond this externalism, for it also approaches the intimate relationships betwe_n cognition and culture. In fact, the Ethnomathematics proposes an alternative epistemological approach associated with a wider historiography. It struggles to understand the reality and come to the pedagogical action by means of a cognitive approach with strong cultural basis. But the difficulty of inserting the Ethnomathematics into the educational context is met by resistance from some mathematics educators who seem indifferent to the influence of the culture on the understanding of the mathematics ideas. It was with such concerns in mind that I started this paper that had as object to develop a curricular reorientation pedagogical proposal in mathematics education, at the levei of the 5th grade of the Ensino Fundamental (Elementary School), built from the mathematical knowledge of a vegetable farmers community, 30 km away from the center of Natal/RN, but in accordance with the teaching dimensions of mathematics of the 1 st and 2nd cycles proposed by the Parâmetros Curriculares Nacionais - PCN: Numbers and Operations, Space and Form, Units and Measures, and Information Treatment. To achieve that, I developed pedagogical activities from the mathematical concepts of the vegetable farmers of that community, explained in my dissertation research in the period 2000 through 2002. The pedagogical process was developed from August through Oecember 2007 with 24 students of the 5th Grade of the Ensino Fundamental (Elementary School) of the school of that community. The qualitative analysis of the data was conducted taking into account three categories of students: one made up of students that helped their parents in the work with vegetables. Another one by students whose parents and relatives worked with vegetables, though they did not participate directly of this working process and one third category of students that never worked with vegetables, not to mention their parents, but lived adjacent to that community. From the analyses and results of the data gathered by these three distinct categories of students, I concluded that those students that assisted their parents with the daily work with vegetables solved the problem-situations with understanding, and, sometimes, with enriching contributions to the proposed problems. The other categories of students, in spite of the various field researches to the gardens of that community, before and during the pedagogical activities, did not show the same results as those students/vegetable farmers, but showed interest and motivation in ali activities of the pedagogical process in that period

A Livre expressão na alfabetização de jovens e adultos: vivências em salas de aula

Cette étude a été faite à partir d une expérience d alphabétisation chez des jeunes et des adultes dans deux groupes du "Projet Réduction de l analphabétisme" realisé par l Université Fédérale du Rio Grande do Norte, le bureau du Ministere de l Éducation et la Préfecture Municipale de Natal-RN. Nous avons choisi la méthode qualitative de recherche, en utilisant l observation de la dynamique en salle de classe, considérant les acteurs sociaux comme étant le sujet actif du processus historique, culturel et politique. Nous avons voulu colaborer dans ce theme en proposant un référenciel théorique et pratique, en visant le dynamisme de la salle de classe, à travers la vision de I alphabétisation centrée sur les utilisations sociales de la lecture et de l écrit; la conception dialogique de Paulo Freire, basée sur la propre culture de l élève et sur sa valorisation en tant que sujet actif de l apprentissage ; la proposition pédagogique de Célestin Freinet dans son aspect de la dynamisation de la salle de classe renforçant le principe de la libre expression, de la colaboration, de l activité et le respect du rytme individuel, pour le succes scolaire. Nous avons rappelé que Célestin Freinet e Paulo Freire ont contribué dans la conscientisation individuelle, sociale, culturelle, politique, de l éleve par le processus scolaire. Nous avons séparé l intérêt et la participation de celles qui alphabétisent et des élêves dans ce processus éducatif. Nous avons constaté tout au long du travail des changements dans la posture de celles qui alphabétisent, surpassant les pratiques centrées dans le formalisme, et le verbalisme fruits de l Éducation traditionnelle. A vançant dans le sens de l Abordage Constructiviste de la connaissance, garantissant un climat de sécurité, de dynamisme et de respect en salle de classe

Pedagogia Freinet :mediação para o social, o político e a formação de professores

Ce projet présente dans son premier chapitre une étude historique-bibliographique basée sur la Pédagogie Freinet en France, ainsi que sa formation républicaine, ses courants politiques et idéologiques qui ont moulés l organisation sociale et éducationnelle de ce pays. Ce travail montre le rôle des courants de gauche dans ce processus, cela se reflète aussi sur le jeune Freinet. Les changements opérés dans la décennie de 1950 dans le système scolaire, dans le propre Mouvement Freinet et les ruptures qui ont eues à l intérieur de ce mouvement. Cela se termine avec les directions prises dans les dernières décennies, son arrivée au Brésil et les perspectives actuelles. Le deuxième chapitre aborde la reconstitution historique du Brésil dont sa phase coloniale et impériale. Les événements historiques de la IIIe, IVe et Ve République sont mis en relief avec ceux du Mouvement Freinet. La phase militaire imposée au Brésil et les luttes pour la reconquête de la démocratie. Il se termine avec les considérations sur la LDBEN 9394/96 et l implantation du Curso Normal Superior; un bref historique de la Pédagogie Freinet au Brésil, des thèmes importants travaillés dans le troisième chapitre. Dans ce chapitre une recherche qualitative est décrite basée dans l Etnographie Critique et Multiréférentiellel et aussi dans la Recherche-Action. Elle est développée auprès d un groupe de cinq professeurs des premières classes de l école primaire au collège, inscrites dans le Curso Normal Superior. Les données ont été obtenues à partir de rencontres régulières avec le groupe la médiation didactique , des entretiens, des questionnaires, des observations dans les salles de classe, du travail final du cours, nommé Mémorial de Formation. À travers l ensemble des données, on recherche les apports et l actualité d une proposition pédagogique historiquement firmée pour le développement de la praxis éducative

Itinerário educacional de uma aluna cega e a busca pela imagem adaptada

The scope of this study directs an investigation in search of how the blind person learns knowledge at school mediated by the image in context of an inclusive education and how it can be (or is) triggered by the adaptation of images to the tactile seizure of the blind person and his correlative process of reading. To achieve this intent we choose a qualitative approach of research and opted for the modality of case study, based on the empirical field of a public school in the city of Cruzeta, RN and as a the main subject a congenitally blind female student enrolled in high school there, focusing, often, on the discipline of geography in its words mapping. Our procedures for construction of data are directly involved to the documentary analysis of open reflective interview and observation. The base guiding theory of our assessments is located in the current understanding about the human psychological development of its educational process inside an inclusive perspective, of contemporary conceptions about the visual disability as well of image as a cultural product. Accordingly, the human person is a concrete subject, whose development is deeply marked by the culture, historically built by human society. This subject regardless of his specific features, grasping the world in an interactive and immediate way, internalising and producing culture. In this thinking, we believe that the blind person perceives in multiple senses the stimuli of his environment and acts in the world toward his integration into the social environment. The image as a product of culture, historically and socially determined, appears as a sign conventionally used as an icon that in itself concentrates knowledge of which the student who does not realize visually himself and his surroundings cannot be excluded. In this direction, the inclusive educational process must build conditions of access to knowledge for all students without distinction, including access to the interpretation of the images originally intended for the seizure strictly visual to other perceptive models. Based in this theory and adopting principles of content analysis, we circulated inside the interpretation of the data constructed from the analysis of documents, from the subject speeches, from records of the observation made in the classroom and other notes of the field daily. In the search for pictures on the school contents, adapted to the tactile seizure of blind student, was seen little and not systematic in practice and teaching at the school. It showed us the itinerary of the student life marked by a succession of supports, most of the time inappropriate and pioneers in cooling the construction of her autonomy. It also showed us the tensions and contradictions of a school environment, supposedly inclusive, that stumbles in search of its intent, in the attitudinal and cumulative barriers brought, because of its aggravating maintenance. These findings arose of crossing data around of a categorization that gives importance to 1) Concepts regarding the school inclusion, 2) Elements of the school organization, educational proposal and teaching practice, 3) Meaning of the visual image as the object of knowledge, 4) Perception in multiple senses and 5) Development and learning of the blind person before impositions of the social environment. In light of these findings we infer that it must be guaranteed to the disabled person removal of the attitudinal barriers that are against his full development and the construction of his autonomy. In that sense, should be given opportunity to the student with visual disability, similarly to all students, not only access to school, but also the dynamics of a school life efficient, that means the seizure of knowledge in all its modalities, including the imagery. To that end, there is a need of the continued training of teachers, construction of a support network in response to all needs of students, and the opportunity to development of reading skills beyond a perspective eminently focused in the sight

Práticas interformativas e desenvolvimento profissional de professores de jovens e adultos

The docent formation has been instigating researchers who look for ways to better qualify teachers in a way they can form and reform their practice in class. The category we brought for investigation and discussion is the formation that happens in the school these teachers work. This paper aims to study the repercussion of an inter-formative practice for the professional development of teachers from EJA 1st segment. The empirical field for the study was Professor Emília Ramos State School in Natal-RN/Brazil where, since its creation in 1988, has been developing a practice of formation continued on services characterized as Procedure of Inter-formation. The study fits in the qualitative approach of educational research. In methodological terms, it is a study case. Also, we were inspired by some elements from life history since we work on the teachers experiences in the School. Methodological tools such as semi-structured interviews, analysis of documents and participant observation were used. We invited 07 (seven) teachers from the night period of the school to revisit their formation history as teachers from EJA, counting on by their narrations apprehending the contributions of this formation on their professional development. The results collected show the school grants privileges to inter-formative practices based on collective and pair work, as well as on the teacher s reflection about his/her own practice. The Inter-formative Practice that happens in the School has an action-reflection-action basis where the docent action is read under the light of the theoretical support that fundaments the School s Pedagogical Proposal. The results also highlight the relevance of the inter-formative practices on the teachers professional development. This practice contributes to the construction of knowledge and competences, as well as to the identity of the teacher from EJA. For all the teachers interviewed, the School s formation has been the most significant contribution to their development as a teacher from EJA. Despite of the limitations found on using this kind of approach, we hope our study that talks about a well-succeeded experience can contribute to the widening of this type of practice, increasing then, the chances of making the dream of having a democratic high quality public school, despite all the difficulties, come true

Registro da atuação do movimento dos atingidos por barragens nos reassentamentos de Acauã: a alfabetização de jovens e adultos

This work contains the problematic of sub-education among the population that was excluded from school attendance in the regular time, contributing to knowledge production about educational practices developed in EJA (the Young and Adult Education). It focuses on the Pedagogical proposal and on the experience in young and adult literacy in the context of the mobilization of people affected by dam building. It depicts the international, national and regional mobilization against huge dams building and the emergence of the Movement of Dam Affected People (MAB), highlighting their general project and registering their teaching performance, particularly in young and adult literacy. In methodological and theoretical approaches, two interconnected categories are considered: the historical entirety, essentially theoretical, and the young and adult education practice. Based on the entirety, it outlines a contextualized explanation about the stakeholder s situation and, respecting the second category, which is part of the first one, places literacy as one of the basic aspects of an omnilateral man upbringing. The study broaches a wide context of dams in the world, placing the socio-environmental effects resulting from dams building in Brazil, in Northeast region and in Paraíba, and emphasizing the consequences of Acauã Dam building in the Paraíba cities of Aroeiras, Itatuba and Natuba. It presents the particular context of the population affected by Acauã, summarizing a panoramic view about the involved Paraíba cities and learning the conditions of residents relocation. It appraises the educational project and the National-MAB literacy proposal, operationalized by Paraíba-MAB in resettlements sited on Acauã s surroundings. It ensures that, besides public policies including financing, the feasibility of literacy problem solution can be completed with Pedagogical actions attached to the target people peculiarities and immediate necessities, respecting actions connected through one comprehensive and contextualized educational project. It evaluates the young and adult literacy project developed in the restricted Paraíba-MAB area, as an example of a Pedagogical action minimally contextualized. Eventually, it recommends researchers and teachers in general, that are committed to this work perspective, to pay attention to the way they articulate discussions and participation, so as to contemplate these communities expectations and necessities in Pedagogical projects and spaces based on discussion, dialogue and collective reflection

Sobre a ação do docente: os sentidos dados ao planejamento e formação continuada por professores de uma escola pública municipal de Natal

Este trabajo tiene como objetivo comprender los sentidos dados a la relación entre el planeamiento y el proceso de formación continuada por profesores de una escuela pública municipal de la ciudad de Natal (RN). La conjetura guía es la percepción de que los profesores parecen no concebir el planeamiento escolar como espacio de formación colectiva y continuada. Así, esta conjetura es motivo de reflexión a medida que el planeamiento puede ser visto como un proceso cargado por tensiones y conflictos estructurales reprimidos en la escuela. Nuestro principio teórico metodológico es una interpretación de múltiples referencias que parte de conceptos en diferentes modelos de análisis en la comprensión de una realidad en que diferenciadas dimensiones están entremezcladas. Adoptamos como metodología de investigación la Entrevista Comprensiva, en que el objeto de la investigación se construye por medio de la elaboración teórica de las hipótesis surgidas en el campo de la investigación. El investigador busca dominar y personaliza los instrumentos y teoría a un proyecto concreto de investigación, cuya imagen más cercana es lo que se denomina de artesanía intelectual . En el proceso de construcción comprendemos la necesidad de entender el registro de un saber social incorporado por los individuos a su historicidad, a sus orientaciones y definiciones de su acción en relación al conjunto de la sociedad. En este sentido, los profesores entrevistados comentan su entendimiento revelando sentidos sobre cómo hacer efectivo un planeamiento que atienda las realidades del cotidiano de los alumnos. Observamos en nuestros análisis que parte del grupo de profesores tiene consciencia de hacer del planeamiento como base del trabajo docente no apenas dirigido al aspecto práctico elaboración y ejecución -, sino relacionado a un proceso de otros aspectos simultáneos como la reflexión acción-reflexión sobre la acción. De este modo, existe la posibilidad de mejorar el planeamiento transformándolo en más dinámico y participativo a través de los proyectos de trabajo como alternativa de enseñanza y de acercar la práctica pedagógica a la realidad de los alumnos, por ese motivo el planeamiento diario es de fundamental relevancia, ya que el espacio escolar es complejo y dinámico. Sin embargo, percibimos que existe incomprensión del planeamiento como espacio de formación continuada en la escuela en consecuencia de prácticas sin reflexión, y por eso, el proceso de planeamiento tiende a ser visto apenas como técnico y no un proceso político que apunta hacia la acción reflexiva. Por estas razones surgen tensiones externas e internas, unidas a las incertidumbres del trabajo docente en el cotidiano escolar, asociada a los sentimientos antagónicos que pueden ser elementos que dificultan y limitan el trabajo profesional de los docentes, llevándolos a la improvisación. Los profesores sugieren la construcción de la propuesta pedagógica dirigida a la formación continuada, coligada a la introducción de una práctica reflexiva que considere a la colectividad, siendo incluidas la autonomía, la flexibilidad y la abertura del planeamiento, y resaltan la actuación mediadora del coordinador pedagógico como de fundamental importancia para fortalecer el trabajo colectivo en la escuela y de enfatizar practicas reflexivas

Política de formação continuada de professores :cenários, diretrizes e práticas

Politics of Continued Formation of Tachers: settings, directives and pratices is constituted in a study from politics of continued formation of teachers materialized for the actual government. It has for purpose to analyse aspects of experience of continued formation in techers service that work at initial levels of fundamental education desenvolved in Natal through Program Management of School Learning (GESTAR) at the period from 2002 to 2005. The empiric field of study privileged the experience of formation in service developed by GESTAR in a school located at the procedures that materialized the search, we can point out: bibliographic review of literature that analyses the new demands for education in view of occurred transformations at the word setting and studies about the thematic continued formation of teachers; documentary search about the politics of continue formation of teachers and the GESTAR program from municipal net of study of Natal, four teachers and pedagogic coordinater of searched school. The study established a positive evaluation by the teachers that took part at the program in Natal and they pointed out that politics strategy of continued formation in service made possible the study of contents of Portuguese Language and Mathernatics associated to a new form for working them in the classroom, understanding of certain contents that they had difficulties before, understanding that activitus realized should have meaning for the student, favouring the understanding of subject studied. Among some limits noticed, we can point out: absence of reading of the material by the teachers, difficulty of the teachers in reconcile the diary activities wiht the individual studies at distance, no realization of a systematic following of the pedagogic practical of teachers use the exam how the only instrument of evaluation used by the teachers and difficulties of them in going on with the pedagogic proposal of GESTAR after the end of this program

O projeto politico pedagógico de enfermagem e o sistema único de saúde: a visão de discentes

This research aims to analyze, in the view of students, the pedagogic project of undergraduate nursing course, of UFRN, and its articulation with the SUS, in an attempt to understand the issues that permeate the teaching and learning of nursing. This is a qualitative study that used the focus group technique as a tool to collect empirical data. There were three meetings, where we had the collaboration of 23 graduating students from the eighth period of the semester 2009.1. For the analysis of information, we use a theoretical framework based on curriculum guidelines and basic principles of the SUS, making the analogy of the results with the metaphor of Greek mythology, Ariadne's thread, in dialogue with authors who discuss education as a transformative practice. Thus, the texture of the yarn was built of five thematic fields: joint the pedagogic project with the SUS; the teaching/service and theory/practice relation; interdisciplinarity or transdisciplinarity; didactic/methodological and relational approaches; and co-participation of students in the pedagogic project. According to the discussions, we find many difficulties in the teaching and learning process of undergraduate nursing in UFRN to strengthen the SUS, including: dislocation of educational institutions with services, professionals, managers and community; dichotomy between theory and practice; reality of services as a learning field and working process in health; posture adopted by professionals, teachers and other subjects included in the process of health education; decontextualization and fragmentation of teaching with the practice in health and nursing; excessive use of very illustrative methodologies, but little problem-solving; difficult and precarious situation in the relations between teachers and between teachers/students, regarding the acceptance of differences; absence of participation of students in the evaluation process and conduct of the educational project in progress. In this sense, we understand the need an auto-reflexive act of teaching and conducting collective pedagogical course with a view to achieving the SUS. Thus, it is necessary to support practices motivated by the polyphonic dialogue and the exercise of symbiosis and autopoiesis of subjects/actors jointly responsible for the ongoing process of learning for life.