Era um sonho desde crian��a : a representa����o social da doc��ncia para os professores do munic��pio de Queimadas-PB

The objective of this work was to access and understand the teaching social representation (MOSCOVICI, 2005) for the teachers of the children education and fundamental education at Queimadas city, Para��ba. We assume that one representation that allows the teacher to name its profession and to act on it, is a derivative of regularities that are expressed by means of a habitus (BOURDIEU, 1983a), generative matrix of perception and action. This teaching habitus is originated from the experiences and the trajectories of social and professional life of the group. Therefore, from some variables, we tried to access the profile of the group of teachers studied and to get closer of their life style to understand their profession choice and the teaching social representation for this group. In this research, it was used four data sources: a) the questionnaires of characterization; b) the questionnaires of practices and meanings; c) the experience reports and; d) the interviews in depth. The analysis of the data collected was done by means of the simple statistics (frequency), the intersection of variables through cross tables and, the thematic analysis of the contents. The results show that there is a lightly homogeneous group in terms of its social origin and its life style, moreover, they conduct to an overlap between this origin/style and the professional choice. On the other hand, the teacher representation is multi-dimensional such that, all dimensions intercept and articulate with each other to provide a concise teacher representation. They are four dimensions: love and care, help and donation, teaching and learning and, sacrifice and hope. The elements of the teacher representation are substantiated in the schemes of perception and appreciation of the group, in the regularities and life experiences in the context of religion, family, gender and profession. In these regularities we find the elements that comprise the teaching habitus which drives perception and action, representation and daily practice of these teachers. The teaching social representation is still perceived as a threshold for the professional identity of the group of teachers considered. We also observed that there are signs of changes in the practices used by these professionals since they graduate from the course of pedagogy. However, it is not possible to say that these changes are isolated or they lead to a transformation in the teaching habitus or the teaching social representation

A media����o do di��logo e da reflex��o na pr��tica do supervisor pedag��gico no munic��pio de Jardim de Piranhas/RN

In preparation for reviewing and reflect about the pedagogical practice of teaching supervisor, noting instances of continuing education in service, dialogue-based, reflective and shared as propelling in the construction of theoretical and practical knowledge is that we propose to undertake this research. Based in our professional practice and stimulated by the desire to contribute with the education in the city of Jardim de Piranhas-RN our intention was to highlight issues which arising from practice teaching, especially those guided in the principles of a continuing, dialogic and reflexive teachers training. In that sense we are encouraged to answer the following question. How has been developed the work of teaching supervisor in the city of Jardim de Piranhas and what kind of elements should be constituted by a continuing education in school if those elements are enhanced by a reflexive action and dialogue-based? Thus, we performed studies of theoretical foundation based in N��voa (1995, 2001, 2003), where he emphasizes the importance of take in account the practice itself as a source for the study in the construction of a new teaching practice process, in Alarc��o (1999; 2001; 2002; 2003), Sch��n (1995, 2000), Tardif (2003) and Perrenoud (2002), Gomes (1998), Navarro (2005) and Oliveira (2006), among others, provided the basis to discuss the role of reflection and dialogue in the school and classroom. We still emphasize the ideas of Paulo Freire (1981; 1992; 1996; 2001; 2002), which is consistent with the proposal for a reflexive action and training. For this we adopted a methodology based in the qualitative research with field note, intending to observe the strategies which emerge in the educational supervisor practice. This practice should contribute to the training of teachers. In this process we chose three dimensions that provide structure and power in their work. So, we can describe as conceptual, strategic and changeable

O est��gio supervisionado como contexto de forma����o docente espec��fica para educa����o infantil: o que dizem os formandos sobre suas aprendizagens?

Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice

PROFESSOR E PROFESSOR DE MATEM��TICA: DAS INFORMA����ES QUE SE TEM ACERCA da FORMA����O QUE SE ESPERA

O presente artigo faz um levantamento da bibliografia dispon��vel acerca da forma����o de professores em cursos de licenciatura, iniciando com um tratamento hermen��utico ao termo forma����o, passando pela atual situa����o dos docentes no estado de S��o Paulo. Caracteriza a constitui����o das institui����es formadoras e levanta aspectos convergentes em rela����o ao tratamento do tema na literatura. Finalmente s��o feitas considera����es espec��ficas sobre a forma����o dos professores em cursos de Licenciatura em Matem��tica.

Sustentabilidade e responsabilidade socioambiental: cren��as provendo a forma����o de graduandos em administra����o

This research aims to focus on the education problem, since its source of development is the Research Base: Teachers Training and Qualification of UFRN. Therefore, we seek guidance in the beliefs in sustainability to propose plausible alternatives to promote the education process of UFRN administration undergraduates in order to meet the demands of a market-oriented society, since the market trend is to evolve from environmental guided activities, and future administrators should be trained to meet those conditions. The need to develop an instrument capable of understanding the beliefs of undergraduates on the sustainability problem becomes the object of analysis. This research aims to develop a normative questionnaire to study administration students beliefs in sustainability. The complexity and sensitivity of this research required the integration of various methodological procedures. These proposals were made as follows: analysis and selection of literature, expert validation procedures and psychometric methods and statistics. As for the literature, types of sustainability were identified and categorized, such as: political, social, economic and environmental sustainability. However, it is understood that the educational type, although included in all of those, needed to be converted into another type to fit the theme, since education is believed to be the best way to raise awareness about sustainability. Thus, it was required the categorization of the types, which was defined using criteria such as: contexts, objectives, goals, pathways and hypotheses. The normative questionnaire was the guiding instrument to investigate the role of administration students, regarding the level of knowledge established and regulated by social educational context, especially by becoming a basic condition for carrying out research on beliefs. The study confirmed that the types of sustainability - political, social, economic, environmental and educational - for having institutionalized literatures as sources, in international and national levels, are representative in the identification of future administrators. Therefore, it is believed that the types of sustainability categorized to provide a characterization of sustainability include the structuring of knowledge for undergraduates. The economic and political types, however, were not as representative with respect to their typicality and polarity indices as the educational, environmental and social ones. Although the beliefs of the undergraduates show how much they share ideas on all types, they present more identification with the educational and environmental types. Finally, it is expected that this instrument be subject to application in similar contexts so that it can ascertain whether such statements are part of the knowledge structure of future administrators from other institutions. Therefore, it is expected this strategy to strengthen the validation of the normative questionnaire

Nothing too much: reflecting about the role of contextualization in science teaching

The contextualization and discussion about the science role in the social and economical development are unquestionably important for the science teaching process. It doesn't mean, however, that the scientific-theoretic knowledge and the strategies involved in its construction and application might be neglected. In this way, a dangerous situation is created when the contextualization is assumed as a unique and primordial target in science education. This paper presents a research carried out with 15 future chemistry teachers and the results show a worrying "supervalorization", of the contextualization beside other equally important aspects of the chemical knowledge.

A teoria das representa����es sociais nos estudos sobre representa����es de professores

A pesquisa apresentada analisou 27 teses de doutorado e disserta����es de mestrado de programas brasileiros de P��s-Gradua����o em Educa����o que usam a teoria de representa����es sociais para estudar representa����es de ou sobre professor. Para a realiza����o dessa an��lise foram investigados, principalmente, aspectos metodol��gicos relacionados ao uso da TRS, tais como: modo de descri����o dos sujeitos da pesquisa e vari��veis selecionadas nessa caracteriza����o; descri����o do objeto de estudo, sua contextualiza����o e justifica����o como objeto de representa����o social; procedimentos de coleta de dados, sua adequa����o e justifica����o; tratamento dos dados; procedimentos de an��lise; s��ntese dos resultados e sua contribui����o para a educa����o, para a forma����o de professores e para a TRS. Concluiu-se que a TRS �� pouco explorada nos trabalhos, embora, de modo geral, eles contribuam para aclarar as representa����es que professores t��m a respeito de v��rios campos que comp��em sua vida profissional.

Educa����o e direitos humanos: desafios para a escola contempor��nea

A educa����o voltada aos direitos humanos ainda n��o faz parte da pr��tica nem do curr��culo da escola brasileira. em momentos de crise de valores p��blicos e privados e da sociedade como um todo, torna-se imperativo que as tem��ticas da igualdade e da dignidade humana n��o estejam inscritas apenas de textos legais, mas que, igualmente, sejam internalizadas por todos que atuam tanto na educa����o formal como na n��o formal.

CEFAM - Uma proposta de forma����o e aperfei��oamento de professores para o 1��grau

Este artigo pretende apresentar as principais considera����es oriundas de um estudo realizado no per��odo de julho de 1989 a julho de 1992, junto ao CEFAM de Franca (S.P.). O objetivo da pesquisa foi conhecer como se efetivava, na pr��tica, a nova proposta de Forma����o de Professores, consubstanciada no projeto que instituiu os Centros Espec��ficos de Forma����o e Aperfei��oamento do Magist��rio.

A educa����o n��o-formal como campo de est��gio: contribui����es na forma����o inicial do arte/educador

P��s-gradua����o em Artes - IA

A forma����o inicial do professor de educa����o f��sica: um estudo sobre os modelos de altern��ncia e os saberes docentes

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Est��gio supervisionado na forma����o docente em servi��o: do 'aproveitamento' da pr��tica �� tentativa de reinventar os professores

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

Forma����o inicial de professores: o compromisso do professor-colaborador e da institui����o escolar no processo de est��gio supervisionado

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

Possibilidades e limites de experi��ncia: imagem e forma����o de professoras de inf��ncia da rede p��blica de Rio Claro

P��s-gradua����o em Educa����o - IBRC

Professores iniciantes: marcas de alteridade na constitui����o da profissionalidade docente

P��s-gradua����o em Educa����o - IBRC