Fatores Associados �� Preval��ncia de Sintomas Osteomusculares em Professores

FERNANDES, Marcos Henrique; ROCHA, Vera Maria da; RONCALLI, Angelo Giuseppe. Fatores Associados �� Preval��ncia de Sintomas Osteomusculares em Professores. Revista de salud p��blica, v. 11, n. 2, p. 256-267, 2009.

Projetos de letramento e formA����O de professores de l��ngua materna

O prop��sito do livro "Projetos de letramento e formA����O de professores de l��ngua materna" �� contribuir para a compreens��o dos projetos de letramento, entendendo-os como uma pr��tica recontextualizada pelas atuais demandas sociais, ou seja, uma alternativa que promete priorizar a inclus��o, a participa����o social e o reposicionamento identit��rio do professor e do aluno, e destacar a import��ncia disso na forma����o docente e na ressignifica����o das pr��ticas de leitura e de escrita no contexto escolar.

Pr��ticas de letramento digital de professores em forma����o: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; D��RNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Caracteristicas sodiodemog��ficas, ocupacionais e de sa��de na avalia����o da qualidade de vida de professores da rede municipal de Natal/RN

Objetivo: Analisar as caracter��sticas sociodemogr��ficas, ocupacionais e de sa��de cl��nica/comportamental, e o impacto desses fatores na avalia����o da qualidade de vida de professores da rede municipal de Natal/RN. M��todos: Estudo descritivo-anal��tico com corte transversal e amostra de 242 docentes. Foram utilizados os question��rios Whoqol-breve e n��rdico, al��m de quest��es referentes ao trabalho do Job Content Questionnaire (JCQ). Os dados foram submetidos �� an��lise estat��stica com n��vel de signific��ncia p<0,05, sendo utilizada a regress��o log��stica bin��ria, para an��lise de fatores hierarquicamente agrupados. Resultados: O dom��nio f��sico apresentou maior comprometimento entre os professores com trabalho de alta exig��ncia (p=0,043), com mais de 02 diagn��sticos de doen��as (p < 0,001), atividade f��sica inadequada (p= 0,001) e com sintomas osteomusculares (p=0.025); o dom��nio psicol��gico entre os docentes com trabalho de alta exig��ncia (p=0,043), com carga hor��ria maior que 28 horas semanais (p=0,034), com mais de 02 doen��as (p=0,012) e que praticavam atividade f��sica inadequadamente (p< 0,001); o de rela����es sociais com tempo de trabalho inferior/igual a 18 anos (p=0,036) e que residiam em bairro diferente do que trabalhavam (p=0,027); e, por ��ltimo, o dom��nio meio ambiente apresentou maior comprometimento entre os docentes com carga hor��ria superior a 28 horas semanais (p=0,025), que exerciam a atividade com tempo inferior/igual a 18 anos (p=0,013) e com sintomas osteomusculares (p= 0,002). Conclus��es: Os professores apresentaram uma avalia����o comprometida da qualidade de vida e do seu estado de sa��de, tendo as atividades laborais desenvolvidas por esse grupo de trabalhadores um impacto importante sobre os resultados demonstrados. Tais achados podem comprometer a efetiva����o da proposta das escolas promotora de sa��de

Preval��ncia e fatores associados �� dor em professores de educa����o f��sica em academias de gin��stica da cidade do Salvador-BA

Physical Education professionals are usually exposed to excessive physical workloads that evolve into painful symptomatology and muscle and bone disorders that originate from the work-related exercises. Purposo: The goal of this study was to investigate the prevalence and factors associated with pain painful symptomatology in teachers in gymnastics academies. An analytical transversal cut study was performed involving 163 gymnastics teachers working in the main gyms in the city of Salvador-BA. For evaluation of pain, validated versions in Portuguese of the McGill Protocol and the Wisconsin Pain Inventory were used. For obtain results of descriptive statistical analysis of the collected data was performed, followed by TStudent, and Pearson and Spearman correlation tests to verify possible correlations between the presence of pain and other variables which were considered independent. Finally, for the identification of potential risk factors associated with pain, a binary logistic regression analysis was performed. For all statistical analysis, we cnsidered p< 0.05. Results: The painful symptoms was reported by 88.3% of the subjects surveyed. High pain levels were observed in 63.8% of the interviewed professionals, where the intensity varied from moderate to severe. Pain in the lumbar region was present in 55.2% of subjects. Positive correlations were found between the level of pain intensity and the variables related with the workload activity and daily life of the teachers in almost all body joints analyzed. Some factors had been verified associates to the painful sintomatologia as the age of the professionals, the daily hours load of labor work, and the lack of interval of rest between the lessons. Conclusions: We found a high prevalence in gym teachers working in the city of Salvador-BA, which interfered in various daily activities of their home and professional lives. The most affected region was the lumbar region, followed by the knees, neck, shoulders, ankles, hands, hips, feet, elbows and forearms. The factors associated with development of painful symptomatology were the age of the professionals, daily hours of work and the lack of rest intervals between lessons. The high prevalence of pain in Physical Education teachers can be regarded as a serious occupational health problem, which would demand the urgent deployment of preventive intervention programs to minimize the impact of pain among these professionals

A concep����o de professores do ensino fundamental (1�� e 4��) sobre a sa��de do escolar

Com a cria����o dos Par��metros Curriculares Nacional (PCNs), a sa��de passou a ser um tema transversal que deve ser trabalhado por todos os n��veis de ensino em toda a escola, principalmente pelos professores do ensino fundamental, os quais t��m uma grande responsabilidade no processo de forma����o dos valores e de condutas dos escolares. Com o objetivo de investigar a concep����o dos professores de ensino fundamental (1�� a 4�� s��ries) sobre a sa��de do escolar, este estudo teve como amostra 45 professoras lotadas em 04 escolas p��blicas e 04 escolas privadas no munic��pio de Natal/RN. Para a coleta dos dados foi utilizado um question��rio semi-estruturado, sendo os mesmos analisados por meio da an��lise tem��tica. A faixa et��ria com maior preval��ncia foi a superior a 40 anos, com 58% de professoras. Com rela����o ao grau de forma����o acad��mica das docentes investigadas, 47% delas tem o terceiro grau completo e, 40% possuem apenas forma����o no magist��rio. No que se refere ao tema transversal sa��de, 27% das professoras n��o realizaram estudos sobre o mesmo e, 40% das docentes n��o se sentiam preparadas para desenvolver esse conte��do, apontando como principal fator limitante �� falta de conhecimento mais profundo sobre sa��de e a falta de material did��tico adequado. Sobre a import��ncia em se trabalhar a sa��de, 29% das respostas referiram-se aos cuidados com a sa��de, e 20% em prevenir e conhecer doen��as. Pode-se concluir que �� necess��ria uma capacita����o espec��fica referente �� tem��tica em quest��o, o que deve ser acompanhada de pol��ticas p��blicas que incentivem o profissional da educa����o e ofere��a estrutura ao ambiente escolar

A transforma����o da Associa����o de Professores do Rio Grande do Norte (APRN) em Sindicato dos Trabalhadores em Educa����o (1986-1990)

El estudo que ahora apresentamos habla a respecto ala transforma��i��n de la Asociaci��n de maestros del Rio Grande del Norte (APRN en sindicato de los trabajadores en educaci��n (SINTE) en el per��odo de 1986 1990. Tratase basicamiente de las razones que llebaran historicamente la APRN la reorganizar sus luchas, su cultura pol��tica y el su movimiento reivindicat��rio; que impulsionaran la construci��n del pr��prio sindicato el ��nico de la categoria, ap��s el regime militar em el pa��s especialmente en el gobierno Sarney, y en el ��nbito estadual com la resist��ncia la pol��tica econ��mica y la repreci��n policial del gobierno Geraldo Melo, la ��poca. El estudo tambi��n apunta algunas carater��sticas marcantes del contexto hist��rico de la educaci��n nacional, enfatizando la asenci��n de la escuela nueva en el Brasil en las d��cadas de 1920 y 1930, inclusive delante del movimiento sindical, controlado por el gobierno Vargas que t��nia uma praetica corporativista. Es importante decir que esas caracter��sticas estavan juntas del contexto local, en el rato en que se percebia la primer gestan del prof Anfil��quio C��mara, como el primer presidente de la APRN, al partir de la su fundaci��n (1920), y que t��nia um relacionamento bastante estrecho com el poder p��blico estadual de car��ter liberal. Habia una discuci��n sobre la abertura pol��tica y la atuaci��n pol��tica de las clases m��dias brasile��as ya em 1979, y al mismo tiempo analisabase el desencandeamiento del nuevo sindicalismo en el ABC Paulista, mientras uno movimiento sindical, aut��nomo y democr��tico que t��nia el objetivo de juntar l��s luchas de los oper��rios dentro y fuera de las f��bricas reivindicando basicamiente: la reduci��n de la jornada del trabajo, reajuste de sueldo y condici��n del trabajo, bien como l��s sus consecuencias para el movimiento de los educadores potigurares. Al hacer en septembre de 1989, el sindicato de los trabajadores en educaci��n del Rio Grande del Norte se desvincula definitivamiente de uma estructura sindical vertical (tradicional), que la ex-APRN herdo al longo de su Hist��ria del gobierno Vargas, siempre controlada pelo Estado y que en las d��cadas de 1980 y 1990 fue fortalecido por la CNTE (Confederaci��n Nacional de los Trabajadores en la, educaci��n), principalmente, a partir del Congreso Nacional de Unificaci��n de los Trabajadores en la Educaci��n, realizado en Aracaju/SE em el per��odo de 25 a 28 de enero de 1990 en el sentido tambien de las sus principais reivindicaciones: escuela p��blica, gratuita y de cualidades en todos los pasos, verbas p��blicas solamiente para las escuelas p��blicas, reposici��n de los reajustes de sueldo, condici��n del trabajo, sueldo unificado nacional y la eradicaci��n del analfabetismo

Encurtando dist��ncias: uma experi��ncia de forma����o de professores

La Educaci��n a distancia (EAD) ha sido una realidad en la formaci��n de profesores a trav��s de la ofrenda de diversos cursos de licenciaturas por todo Brasil, posibilitando el crecimiento de ingresantes a la ense��anza superior por estudiantes de regiones m��s alejadas de las grandes capitales. A esa modalidad se atribuye un valor social al tiempo que posibilita la democratizaci��n de la ense��anza por medio de la inclusi��n a la ciudadan��a. La vida de los alumnos del interior, que desean la formaci��n superior en el ��rea de ense��anza, es el objeto de estudio de esta pesquisa, a trav��s de la cual ser�� enfatizada la historia de vida de 76 alumnos, desde el per��odo en que realizaron el ingreso a la universidad hasta la obtenci��n del nivel superior a trav��s de la EAD, una modalidad de gran valor social. Se reflejar�� sobre la ense��anza superior en el contexto de la globalizaci��n, la importancia de la acci��n de esta modalidad y la manifestaci��n de ella a trav��s del curso de Letras Portugu��s/ Espa��ol en la formaci��n de esos 76 profesores, as�� como la visi��n de los alumnos que participaron de esta formaci��n, especialmente en la interpretaci��n de las etapas vividas en el curso por medio de los memoriales. El proyecto de pesquisa fue realizado en el Estado de Sergipe, en El interior de Porto da Folha, localizado a 190 km de la capital Aracaju, donde los alumnos cursaron Letras Portugu��s/ Espa��ol en la modalidad EAD, dentro de los cuales traen perfiles diferenciados. El acceso al curso ocurri�� a trav��s del convenio entre la Universidad Tiradentes (Unit) e la Secretaria de Estado de Educaci��n (SEED) donde este financi�� 100% del curso para los alumnos, que quedaron exentos del pagamento desde el inicio hasta el t��rmino del curso. A trav��s de la investigaci��n, in loco, documental, bibliogr��fica e de los memoriales, se desarrollaron las observaciones, encuestas, talleres y declaraciones, donde se busc�� conocer un poco m��s sobre el cotidiano de los alumnos y los temas abordados en esta pesquisa. Con eso se pude ver la contribuci��n de la EAD, como forma de democratizaci��n y emancipaci��n social de ciudadanos de regiones lejanas, como el sert��n de Porto da Folha, la cual puede ayudar a comprender y valorar la inclusi��n a la diversidad a partir de los saberes construidos en esa experiencia

Jovens assentados, jovens estudantes, jovens professores: juventude em assentamentos rurais do RN

This work discusses how schooling processes can contribute to young settlers resignify their relationship with rural settlements where they live. We want to understand youngster s place, his relationship with local community, social movements and their acting, after formation, at their localities. Thereunto, we tracked a group of students of Land Teaching Course, developed through a partnership between UFRN, INCRA and MST in the years 2004 to 2007. We observed their trajectories, the learnings provided by the Course and how Formation Centre experiences contributed to their agent conditions, offering them choice opportunities on different fields. We understand that formation process enabled them to have individual gains, widening their range of choices, while have contributed to development of areas in which they live, from their collective action. Social practices experienced in collective environment, combined with education access, provided a set of knowledge. These learnings have enabled youngsters to assume positions in participation areas which have been opened at school, while teachers, at social movements and at associations that manage the settlements

A cor ausente: um estudo sobre a presen��a do negro na forma����o de professores - Par��, 1970 1989

The subject of study of this work is the teacher spawning of the Instituto de Educa����o do Par�� in the decades of 1970 and 1980. It aims the enablement offered by the institute concerning the racial issue. The thesis highlights the inferior condition to which the black student is relegated and the discrimination it suffers. Our argument is to affirm the omission of the curriculum and the reference resources as far as the racial issue is concerned. Before the singularity of the Brazilian case a country with a slavish background, with serious social unbalance problems, many of them resulting from the racial segregation implemented by that slavish system , this work claims that the preparation of the teachers for dealing with this issue is crucial, since the absence of this preparation leads to the reproduction of the prejudice inside the classroom. This thesis is based on the theory of Pierre Bourdieu on the notion of habitus and symbolic power

&#65279;O uso de modelos no ensino de qu��mica: uma investiga����o acerca dos saberes constru��dos durante a forma����o inicial de professores de Qu��mica da UFRN

&#65279;In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization

Historiando a pol��tica de forma����o de professores em servi��o da UFRN

Les pr��occupations g��r��es par les changements de l ��ducation nationale pouss��s par les r��formes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de conna��tre comment ces r��formes ont ��t�� incorpor��es par l Universit�� F��d��rale de Rio Grande do Norte - UFRN, constituent les questions centrales d��velopp��es par cette th��se. Cette ��tude propose �� montrer, �� partir d une approche socio-historique, la fa��on comment la l��gislation ��ducationnelle br��silienne sur la formation de professeurs pour l ��ducation basique expresse la politique de l ��tat br��silien et, en m��me temps, comment le PROB��SICA signifie une r��ponse de l UFRN �� cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privil��gi�� plusieurs techniques et proc��d��s de collectes des donn��es conforme au mod��le de la recherche participative, �� savoir : enqu��te semi- structur��e, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs p��dagogiques et ��tudiants; rep��rage, syst��matisation et analyses de plusieurs documents. L analyse des donn��es, qui a ��t�� faite d une fa��on fondamentalement qualitative, a r��v��l�� que le PROB��SICA a sa gen��se �� l int��rieur de l UFRN et repr��sente, en m��me temps, une r��ponse de cette universit�� �� la demande de la cat��gorie et la politique de formation de professeurs. Nous esp��rons que cette ��tude suscite d autres recherches qui d��veloppent des discussions sur les relations entre l ��tat br��silien, ses politiques ��ducationnelles et les pratiques p��dagogiques de formation de professeurs

As aulas r��gias da Capitania da Bahia (1759 1827): pensamento, vida e trabalho de nobres professores

Simultan��ment �� l' expulsion des j��suites du contr��les de l' ��ducaton formeI du royaume portugais, l'Ordre du 28 juin 1759 a d��cr��t�� une reforme g��n��rale aux ��tudes, comme une des partie d'un ensemble de mesures modernisatoires qui ont ��t�� ��tablisent dans le Royaume et dans ses domaines �� la p��riode comprise entre 1750 et 1777, pendant le royaume de D. Jos�� I et sous la direction de son principal ministre, Sebasti��o Jos�� Carvalho e MeIo, plus connu par le titre de noblesse de Marquis de Pombal. Notre th��se, locaIis��e notament �� la Capitanie de Bahia (Capitanie - division politique administrative du Br��sil Colonie) entre les ann��es de 1759 �� 1827, a comme objet d'��tudes les singularit��s du magist��re bahianais et comme objectif, �� partir de Ia r��f��rence th��orique de l'histoire sociale des id��es, comprendre comment les membres de cette nouvelle cat��gorie professionelle, cr��e pour pr��par��s des cadres professionels mais bien qualifi��s pour exercer leurs fonctions de burocratie de l'��tat, ont pris contact avec la pens��e reforniste ilustr�� portugais du si��cle XVIII, ont ��t�� v��hicul�� autant par des ��trang��ris��s, comme par la l��gislation pombalina (du Marquis de Pombal) et comme cet ensembIe th��orique rapport�� �� la pens��e, la vie et le travail d'enseignant de ces premiers repr��sentants du magist��re bahianais. L' analyse de la documentation (des lettres, et des ordres royals, des licences officielles pour exercer la fonction, et des serments des professeurs royal pour les plusieurs villages et capitanies; registres de correspondence re��ues et envoy��es par les chambres des villages; registres et correspondences exp��di��es par plusieurs autorit��s; provisions; tous les types de licences et autorisations; d��signation; testament et inventaires) montre que les professeurs royals, malgr�� la quantit�� pas tr��s nombreuses de membres, ont ��t�� extremement actifs sur les d��cisions les plus importantes de la p��riode de celle qui est connue comme la crise du syst��me colonial, qui, en Bahia, a eu ses particularit��s dans un mouvement d' ��mancipation politique seulement au mois de juillet 1823. Finallement, on a le but, dans le contenu de cette th��se de doctorat, d'offrir une connaissance sur l'histoire de l'��ducation br��silienne et bahianaise qu' on retrouve encore entour�� de doutes, pr��jugements et imterpretations ��quivoques qui insistent d'anaIyser le Br��sil sous un stigmate du retard du royaume portugais, malgr�� sa production r��cente dans l'historiographie

Habitus, representa����es sociais e constru����o identit��ria dos professores de Maracana��

In the last three decades, the subject of the teacher's social identity has been discussed under various theoretical focuses, not only in Brazil, but also beyond our borders. In this thesis, the theme is approached starting from the theoretical proposal that has been developed by Domingos Sobrinho (1994), which is strongly based in the epistemological approach between Pierre Bourdieu&#8217;s praxiology and the Theory of the Social Representations formulated by Serge Moscovici. It presupposes that this would make it easier to apprehend the process of construction of social identity of the investigated social group. The universe of the research is constituted by teachers of the fundamental teaching of the municipal district of Maracana��, state of Cear��, that were active in class-room work there during at least three years, and were registered or had concluded the Course of Educational Formation promoted by UECE in that municipal district. Taking into account that the teacher's social identity is a process in permanent construction, resulting of their daily experiences and of the interferences originated from of the social context, the investigative tasks were implemented in two different stages, although they complement each other. Initially, with the objective of putting in evidence the genesis of the formation of that group&#8217;s habitus, an analysis of the family and school lives of eleven teachers who participated in the course was made, using as main sources of data: thematic memorials, semi-structured interviews and observations - inside and out of the class-room &#8211; during four school semesters. In the second stage a test of free association of words was applied to 426 teachers, seeking to apprehend the structure of the social representations of family and school &#8211; a methodological strategy considered necessary to enhance and identify certain outlines of the habitus in study, besides being in agreement with the theoretical model followed. It became evident from the results that the identity of Maracana��&#8217;s teachers is molded and transformed into a multifaceted dynamic unit that shows successes and mistakes, certainties and doubts. For instance, besides an innovative speech seeking to reassure that teaching is a profession and not a simple vocation or mission, some discourse and attitudes are identified that point to the opposite direction, extolling the school as extension of the family, defending a parental relationship with the students, and looking at certain aspects of daily school life as &#8220;sacramental&#8221;. However, in the light of science such ambiguities and incoherences are inherent to common sense discourse, where the influences of the patterns and cultural references are present in the process of identity construction of the group, which was confirmed by the research of their social representations of family and school

O processo de aprendizagem de professores do ensino fundamental: apropria����o da habilidade de planejar situa����es de ensino de conceitos

La investigaci��n fue realizada con profesores de los a��os iniciales de la ense��anza b��sica, alumnos de la carrera de Pedagog��a Licenciatura Plena del PROB��SICA de Cear��-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiaci��n de esa habilidad, segundo las siguientes perspectivas te��ricas: hist��ricocultural, de L.S. Vygotsky, teor��a de la actividad, de A.N. Leontiev, y la teor��a de la asimilaci��n por etapas mentales, de P. Ya Galperin. La metodolog��a se desarroll�� organiz��ndose en tres etapas: el diagn��stico inicial, con el an��lisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientaci��n del aprendizaje, el control y la evaluaci��n del desarrollo; y el diagn��stico final, con el an��lisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizaci��n de los sujetos de la investigaci��n, el planeamiento de ense��anza de los profesores y el diario de clase, donde se registraba lo que ocurri�� en cada orientaci��n y realizaci��n del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de ense��anza de los conceptos. Durante el proceso de ense��anza y aprendizaje, los profesores han expresado sus dificultades, pero tambi��n las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el an��lisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de ense��anza con la definici��n y con la identificaci��n, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos l��gicos y las categor��as del planeamiento (objetivos, contenidos, estrategias de ense��anza, control y evaluaci��n). En cada etapa surgieron obst��culos, pero tambi��n aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiaci��n de nuevos fundamentos te��ricos. La pr��ctica docente se constituy�� en un elemento que facilit�� la comprensi��n y la apropiaci��n de las habilidades de planear situaciones de ense��anza de conceptos mediante la definici��n y la identificaci��n