Forma����o de professores: uma breve reflex��o sobre as raz��es da escolha profissional

This text, supported by the Social Representations Theory (SRT), reports some results of a research with students from the 1st/4th years of the College of Sciences and Technology from the State University of S��o Paulo (FCT-Unesp) on the teacher���s work/identity. We applied 278 questionnaires (free association questions on the teacher���s work and profile). Two groups with former students (five with teaching degrees and four with degrees in Education) were organized. We analyzed issues regarding the choice for the teaching profession (Geography - 3; Math - 04; Physical Education - 01 and Pedagogy ��� 10). Partial results: 1. There are differences between the social representations of students enrolled in Teaching and Education courses; 2. These people say the profession requires dedication and commitment; 3. They establish a strong relationship between career choice and the ���taste��� for the profession; 4. They believe that their role is greatly challenging: it involves helping prospective students and commitment to the school.

O jovem egresso do sistema socioeducativo e seu acesso a pol��ticas sociais: como prossegue a hist��ria?

P��s-gradua����o em Servi��o Social - FCHS

Negat��ria de paternidade: uma an��lise sob a ��tica do pai

P��s-gradua����o em Servi��o Social - FCHS

A Forma����o do professor: um estudo a partir da concep����o de ��tica em Paul Ricoeur

P��s-gradua����o em Educa����o Escolar - FCLAR

Pr��ticas educativas de professores, habilidades sociais e problemas de comportamento: um estudo comparativo, correlacional e preditivo

P��s-gradua����o em Psicologia do Desenvolvimento e Aprendizagem - FC

A sobreviv��ncia das culturas como prescri����o ��tica para o planejamento cultural: um estudo conceitual

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Inclus��o da pessoa com defici��ncia intelectual no mercado de trabalho: avalia����o de um programa de capacita����o profissional

P��s-gradua����o em Psicologia do Desenvolvimento e Aprendizagem - FC

Fam��lias e forma����o ��tica: a educa����o das crian��as sob a ��tica de mulheres

P��s-gradua����o em Servi��o Social - FCHS

Gest��o democr��tica e participa����o na educa����o profissional agroecol��gica do MST (PR): limites e possibilidades de uma educa����o emancipat��ria

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Papel da Ética e da Moral na forma����o de Engenheiros e Tecn��logos de Alimentos: o caso da UTFPR/Medianeira

P��s-gradua����o em Educa����o - FFC

Reflex��es sobre o desencaixe na educa����o brasileira e o eventual impasse entre o docentrismo e o discentrismo

Undocked institutions widely dilate the scope of time-space distancing, since the separation between these elements is crucial for the extreme dynamism of modernity. This separation is the prime condition of the process of disembedding, in which the displacement of social relations of local contexts of interaction and its redesign through indefinite extensions of time and space are favored. Therefore, there are two types of dislocated mechanisms intrinsically involved in the development of social modern institutions: symbolic tokens and expert systems. These mechanisms depend on reliability. Within this context, this present paper sees the professional life cycle of the teacher in the perspective of the expert system. It also sees the work stability of public servants in the symbolic token perspective, more specifically public teachers in Brazil. This paper also attempts to propose some reflections on what a disembedding in Brazilian education would mean and on how an eventual impasse between teachercentrism and studentcentrism would affect this process if necessary or desired, from one would understand by modernity.

O preconceito como obst��culo �� educa����o sexual: reflex��es a partir de uma perspectiva ��tica

This paper developed a reflection about problems related to the establishment of ethical principles that guide the sexual education aiming at emancipation. Our theoretical framework is the Critical Theory of Society, in particular texts by T. W. Adorno on training, prejudice and education. It is understood that numerous difficulties are related to the achievement of an emancipatory education, and such difficulties are even greater when it comes to sex education since it is an issue that still raises irrational fears on educators, and is absent from the training they received. Following Adorno, it is understood that the current formation favors the development of subjects inclined to prejudice, and that an emancipatory sexual education involves a critique to the conditions under which such formation occurs and, at the same time, a continuous reflection about the relations between the desires and the social possibilities of their realization.

As pol��ticas curriculares da educa����o profissional t��cnica de n��vel m��dio: desafios/correla����es do princ��pio de compet��ncia da Resolu����o CNE/CEB 4/99

This paper proposes some reflections from activities developped in the context of a research supported by FAPESP called ���As pol��ticas de educa����o profissional e tecnol��gica no Brasil p��s LDB 9394/96���. Our purpose is to analyze the federal legislation of professional and technological education, by enphasizing its impacts in technical schools of S��o Paulo (Brazil).

Novas formas de organiza����o da produ����o canavieira na regi��o de Ribeir��o Preto/SP: qualifica����o profissional e o Programa Renova����o

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Educa����o, ��tica e experi��ncia na contemporaneidade

The objetive of this paper is discuss, briefly, how are configured the dimensions of experience and ethics in society called "liquid" - from the discussions conducted by Zygmunt Bauman. It is observed that there is a difficulty of construction and maintenance of human relations which also leads to impoverishment of experience. This condition is related to the conexion of the bonds with the logic of consumption, which favors the ephemerality, disposability and transforming the other into an object of satisfaction. As a result, a new ethic becomes necessary, being guided in the rediscovery of public spaces as places of exchange (for exemple, the school institution), the experience with the other recognized as an autonomous subject and the reconfiguration of social ties from a policy of friendship.