Autonomia e integração regional no contexto do Mercosul. Uma análise considerando a posição do Brasil

This paper aims to examine regional integration processes in South America, particularly in Mercosur. The point of departure is the study of Brazilian foreign policy in the region. Possible consequences of international changes will be discussed, as well as the significance of new social and political forces. Continuity and ruptures in Brazilian behaviour as regards integration will be identified to understand strengths and weaknesses in building an independent position and in search of balance among other international power centres.

Aprendendo com alegria: prazer e autonomia na escola

O presente trabalho tem como objetivo descrever e analisar sob os aspectos da autonomia e do prazer pelo aprender, aspectos metodológicos do projeto “Aprendendo com Alegria”. Este projeto foi desenvolvido entre 29/03/2007 a 18/06/2008, e propôs-se contribuir para melhorar as relações de alunos com problemas de comportamento. Participaram de três a seis alunos nas suas diferentes etapas e/ou ciclos. Os dados da pesquisa foram construídos por meio de entrevistas com os pais, com os respectivos professores, com a diretoria da escola e da observação dos encontros semanais com os alunos, quando se realizaram as atividades. Os resultados revelam relação entre as estratégias utilizadas no decorrer do projeto (carinhas, conversas com os pais, caixinha dos segredos, temas geradores, entre outras) e a mudança no comportamento dos alunos em aspectos como cooperação, autonomia, diálogo e solidariedade. As conclusões básicas que se chegou evidenciam a necessidade de verdadeiro diálogo entre professor e aluno e práticas mais colaborativas dentro da sala de aula

O movimento Escola Nova e o discurso sobre a autonomia do professor

This research has the objective of identifying the possible influences of the Movement entitled “New School” on discussions of the autonomy of the teacher. Understanding the importance of the Movement in relation to changes of concepts about teaching and the work of the teacher, this study seeks to identify, through bibliographic research, the beginnings of the idea of teacher autonomy in the discussions of “new school” education, especially in reference to the possibility of teachers choosing their work methods. This work will also identify connections between those discussions and more recent discussions about teacher professionalism, which emphasize teacher autonomy. In this sense, it was possible to identify the development of this issue of professional competencies. The study also analyzes the application of the concept of autonomy on Brazilian soil between the end of the 19th century and the beginning of the 20th century as well as its current use. The research thus explores the concept of Teacher Autonomy in various historical settings

Sobre a questão da autonomia na prática docente com professores e professoras: leitura e diálogo

O estudo busca, num ato comprometido, aproximar-se das questões da autonomia na prática docente a partir do diálogo com autores(as) e com professoras(es) da rede pública de Ensino Básico com vistas no repensar da noção de autonomia na prática docente. Na primeira parte, familiarizo-me com o cenário no qual estamos inseridos: influências da globalização e da política neoliberal sobre as políticas educacionais brasileiras, como nos discursos dos PCNs e os currículos oficiais. Em seguida, dialogo com alguns autores sobre o que se compreende por autonomia e as questões da autonomia na prática docente. Com eles, vou descobrindo afinidades. Na segunda parte, em busca do diálogo com e entre professoras(es), organizei um grupo de discussão por meio de um curso. O Curso de Difusão Cultural - Leituras de Paulo Freire: autonomia e subjetividade - foi um espaço criado no intuito de fomentar o diálogo, a reflexão e a troca de saberes entre professoras(es) e alunas(os) de licenciatura a partir de escritos de Paulo Freire. A escolha dos textos pautou-se no entendimento destes como disparadores de reflexões que pudessem acercar-se do tema em estudo. Cada encontro apresentava uma leitura antecipada na qual sugeri que destacassem trechos a serem compartilhados e discutidos com os demais colegas no encontro seguinte. Durante as leituras, para cada texto, propus que escrevessem algo relacionando os trechos destacados com suas práticas docentes; nomeei esta atividade de produção escrita. Após o término dos encontros, os materiais de registros – gravações em audiovisual, produções escritas e anotações em caderno de registros – foram analisados. Nota-se que, mesmo diante de tantas incoerências de uma política educacional que pouco promove a legitimação de seu discurso, a autonomia na prática docente, como a compreendo neste estudo, não pode ser exclusivamente dada nem... (Resumo completo, clicar acesso eletrônico abaixo)

A importância da linguagem do educador no processo de construção da autonomia moral da criança pré-escolar

This paper demonstrates that in every society there are limits and these are imposed on its members. However, the awareness and the determination of theses limits are necessarily how they are transmitted by the educator to the learners. Its purpose is to show that autonomous, critical and cooperative individuals are result of the form they were educated and instructed in the classroom. Schools and educators should be concerned with the education of individuals able to reflect, discuss and solve the social and moral conflicts through dialogue, exposition of ideas, suggesting alternatives and the preparation and reworking of the principles and norms that govern society. The goal of this study is identify and highlight the importance of educator language in conflict resolution, its consequences and effects on the process of building the moral autonomy of children in preschool, as well as discussing, in theory the two types of language, evaluative and descriptive. In the same way, show the importance of descriptive language on the construction process from moral autonomy of learner. Several existing research about the chosen subject led to face this challenge, deepening the study to show that and educational system focused on cooperative environment, where teacher actions encourage social interaction, giving the student opportunity to talk, argue and present his thoughts, causes a significant development toward the construction of moral autonomy on the learner

A construção da autonomia numa perspectiva piagetiana: contribuições para a Educação Infantil

This paper aims at discussion the construction of autonomy of cognitive development and child morality, according to the Piagetian approach view of the influence of socio-moral classroom in kindergarten. It is known that education is a very important part of participation in relation to the development of autonomy by the child, especially when it comes to kindergarten who becomes responsible for performing the initial encouragement of this ability, respecting the phase cognitive development in which the child is. We focus, therefore, the need for education and teaching activities that enable this construction offering little opportunity to exercise and build their first signs of autonomy. For their achievement, in addition to literature, which has been supported by theoretical studies of Jean Piaget, we chose a field research where we look, from the interview and observation, investigate the socio-moral environment of a room class of a school Kindergarten, highlighting the important opportunities for the exercise of autonomy for the children, amid the routine of the group. The interview was focused on the pursuit of basic knowledge of the educator on the subject, as well as what would be aware of the role of preschool in the process of moral development and about their own role as an educator this mode of education. Since the remark was directed at the teacher's procedures against the encouragement of social and moral ability, focusing mainly on interpersonal relationships in the classroom. Our classroom has proved to be a cooperative environment and therefore we emphasize the importance of the teacher's conduct that permeated the day-to-day classroom and encouraged to start building this skill by the student. The main objective of this study therefore was to investigate the possibilities and outcomes that have a school experience for the development of autonomy for children

A autonomia no contexto Teletandem institucinal integrado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Um estudo intergeracional sobre autonomia e iniciação sexual de universitárias e suas mães

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação sexual e autonomia: estudo de uma intervenção com alunos do ensino médio do interior do estado de São Paulo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Autonomia e reflexão nas práticas telecolaborativas em teletandem

New technologies have been playing an important role in providing access to foreign languages and cultures and to authentic communication. Telecollaborative practice can enrich foreign languages teaching and learning and the teachers’ formation processes. This paper focuses on the possibilities that emerge in teletandem for learners to practice autonomy and reflection. Teletandem is a distance tandem modality performed by audio and video conferences with tools such as Windows Live Messenger, Skype or ooVoo. This modality is presented by Teletandem Brasil Project: foreign languages for all. Based on a qualitative ethnographic study with Brazilian and foreign students, the results have shown that teletandem provides and encourages reflexive and autonomous attitudes.

Ensino/aprendizagem de línguas em teletandem: espaços para autonomia e reflexão

This paper focuses on teletandem telecollaborative practice aiming at maximizing the teaching and learning foreign languages and investigating the spaces created for autonomy and reflection. Teletandem is a new context for learning languages in which students are paired up and help each other to learn the language. A qualitative ethnographic study was conducted from partnerships of Brazilian and American students. Based on e-mails, informal conversations, written reports and field notes taken at the Teletandem Laboratory, the results have shown that autonomy is gradually experienced by the partners as they take responsibility for their learning. Teletandem has also proved to be a context which fosters reflective actions.

Das ondas do rádio ao papel dos jornais: desenvolvimento da radiodifusão e autonomia política da imprensa no Brasil, 1931-1937

Pós-graduação em História - FCLAS

Visões de autonomia do professor e sua influência na prática pedagógica

Currently many studies have highlighted the importance of development autonomy of teachers to improve the quality of education. Our study aimed to explore the concepts of autonomy presented that teachers working in kindergarten and first grades of elementary school. Our aim was to understand how these concepoes helped or hindered the development of the action of the teacher second Contreras (2002). The results showed that the conceptions, presented by the teacher, were high ly individualistic, demonstrate a professional focused only on matters relating to the didactic and pedagogic classroom.

Interpretando reflexões de futuros professores de Física sobre sua prática profissional durante a formação inicial: a busca pela construção da autonomia docente

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)