O domínio da leitura e da escrita : por que não eu?

The study and research field of Education is wide and rich, mainly when it goes towards the empirical area of social reality. This research focuses on young and adult subjects who cannot read or write, although they had had access to and attended schools in Natal/RN. The locus of the research are the Municipal Schools that develop the Youth and Adults Education program EJA, having representatives from the North, South, East and West zones of the city, in a total of 6 municipal schools. It analyzes these subjects' replies to the questions: "Why are there young and adults who attended school but still cannot read or write?", What are the exclusion situations they face by not being able to read or write?". From a dialectic view on the subject, the research's strategy for data collection is the semi-structured interview to collect the replies given by the interviewees; replies that are separated by analysis categories presented charts of ideas. The research's results are analyzed and lead us to the conclusion that the affective, organic, cognitive, social, political and pedagogical factors are mentioned by the subjects as reasons why they can not dominate the reading or writing skills. The youth and adults interviewed are not happy with their school failure; the reading and writing learning is something that eases their social inclusion into a society that privileges such abilities, and that with it they could avoid the social exclusion they faced at school, in the work place, at home, in church, at health centers, on the street, at their children's school and in public assistance institutions

Ideal Mariano e docência: a identidade feminina da Proposta Educativa Marista

In the teaching history course it s found the female teacher entering, reflecting significantly in the continuous process of her identity redefinitions and reconstruction. This entering brings, even in a silent and not explicit way, the confluence of gender identity to professional identity, in which are present the relations of the proper to female. In the mastership case, these relations are found imbricated in the teaching identity construction and in the translation of this profession as female, based in Virgin Mary, through Mariano ideal diffused by the catholic church. Therefore there is a lanck in educational historiography towards the register of female teachers presence, mainly in male religious institute, the reason of this study, in which we seek to investigate: how to explain that a female identity can give support to a highly male educational project? What relations can we establish between this female identity and the entering of female teachers in Maristas Province Schools of North Brazil? We performed a bibliographic research in Maristas Schools Libraries, of Marista historial, in Recife, of Pontificia Universidade Católica do Paraná (Catholic University), in Curitiba-PR. We searched for support in studies about pedagogy history, of Marista Institute, Catholic Church, Brasilian Education and of Women; Mariologic studies, the referring to Marista Educational Proposal, to feminization and to teaching identity; and feminist theology productions. The empirical research included 10 schools from referred province and Marista Schools from Lisbon Portugal. Through semi-estructured interviews, we interviewed pioneer female teachers, Marista former Brothers and Brothers from those schools, due to their presence and action within the study period and for the concern to save their memories about the theme. The study reveals the particularities of Mariano ideal as female model and teaching, and her presence in Marista Educational Proposal. This study, in a historical approach, aims to contribute to give visibility to the woman in history and teaching construction in Brazil, mainly in religious institutions from male origin

A luta do Bispo Dom José de Medeiros Delgado por educação escolar para todos (Caicó-RN, 1941-1951)

The socioeducational program of actions developed by Dom José de Medeiros Delgado, first Bishop of Diocese of Caicó city in Rio Grande do Norte, from 1941 to 1951, is analyzed by the present work in a historical perspective, based upon the school culture refecence.Through this reference point, the general and peculiar school culture proper of catholic schools founded by Dom Delgado was learned.The schools are: the Ginásio Diocesano Seridoense (1942), the Escola Doméstica Popular Darci Vargas (1943, the Prevocacional School of Caicó (1944) and the Santo Cura d ars Seminar (1946). The socioeducational actions of Dom Delgado Bishop affected seven other towns surrounding Caicó. Places where catholic schools were founded and named after Escola do Pobre . In fight for schools for all social segments of city and rural natures, Dom Delgado founded four rural schools in the surroundings of Serra Negra, São João do Sabugi, Jardim do Seridó e Lagoa Nova. It is also part of his beneficial work the creation of rural cooperatives for the parents of the students from such schools