Relatório de estágio de educação física da Universidade da Madeira na Escola Básica e Secundária Dr. Ângelo Augusto da Silva

No processo para obter habilitações para a função docente realizámos o estágio pedagógico na Escola Básica e Secundária Dr. Ângelo Augusto da Silva. O presente trabalho tem como objetivo descrever e analisar criticamente o mesmo. O estágio pedagógico caracteriza-se por um conjunto muito abrangente de atividades que procura conferir competências como docentes e investigadores ativos. Desenvolvemos, ao longo do ano letivo de 2014/2015, tarefas incluídas no estágio pedagógico tais como a prática letiva, a observação de aulas, a caracterização da turma, o estudo de caso, a atividade de extensão curricular, a atividade de intervenção na comunidade escolar e duas atividades de natureza científico-pedagógica - uma individual e outra coletiva. Estivemos envolvidos desde o planeamento até à concretização das atividades onde definimos estratégias de organização e de intervenção que foram, no final, analisadas e discutidas criticamente identificando principais dificuldades, opções para as ultrapassar e competências adquiridas. O relatório está dividido em seis secções: enquadramento do estágio pedagógico, onde contextualizamos um conjunto de situações essenciais para melhor compreensão das opções tomadas; a prática letiva que expressa o nosso trabalho desenvolvido junto da turma enquanto docentes e onde são expressas estratégias pedagógico-didáticas utilizadas e reflexões sobre as mesmas; a assistência às aulas do colega de estágio que nos permitiu identificar e analisar a nossa evolução e do colega, ao longo do ano letivo. Na seção seguinte estão presentes as atividades que nos permitiram conhecer melhor os alunos e, assim, adequar estratégias de acordo com as suas necessidades: caracterização da turma, atividade de extensão curricular e estudo de caso. Posteriormente apresentamos a atividade de intervenção na comunidade identificando a interação entre os professores estagiários e a restante comunidade escolar. As atividades de cariz científico-pedagógico apresentam-se de seguida e foram desenvolvidas como meio de promover a contínua formação dos professores. Por fim apresentamos as conclusões.

Atividades de natureza investigada no estudo de funções: uma experiência com estudantes de matemática aplicada às ciências sociais

ades de natureza investigativa contribuem para a aprendizagem matemática de alunos do ensino secundário. O estudo incidiu sobre uma turma do décimo primeiro ano de escolaridade do curso de línguas e humanidades. Foram trabalhadas três atividades no âmbito do capítulo Modelos Populacionais. Estas foram desenvolvidas com o auxílio de tecnologia, nomeadamente, calculadora gráfica e computador através da exploração do software Graph 4.4.2, no sentido de motivar os alunos e facilitar a compreensão dos conteúdos abordados. Tendo em conta que um dos objetivos deste estudo é analisar as atitudes reveladas pelos alunos aquando da realização das propostas, os dados obtidos são constituídos essencialmente por pormenores descritivos de tal forma que foi aplicada uma metodologia de natureza qualitativa através da observação participante. A utilização da tecnologia motivou os alunos, que se mostraram desde logo entusiasmados com a realização das atividades. Foi também visível, ao longo da realização das propostas, o desenvolv

Concepções de licenciandas em pedagogia sobre o ensino de ciências nos ciclos I e II da educação básica

O conteúdo de ciências no Ensino Fundamental dos ciclos I e II é ministrado por um professor polivalente com formação em Pedagogia. Sua formação deve possibilitar uma visão global do fenômeno educativo, o que implica a construção de conhecimentos múltiplos e contextualizados, porém com pouco aprofundamento. Este trabalho objetiva identificar as opiniões e dificuldades de licenciandos de Pedagogia a respeito dos conteúdos de Ciências nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com relação aos conteúdos de ciências ministrados no I e II ciclos, você os considera fácil ou difícil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ciências, cite as principais dificuldades que você teria (tem/teve) em ensinar ciências nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ciências Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com relação ao questionamento referente à consideração dos conteúdos de ciências, 52% das licenciandas consideraram fácil, 31% difícil e 17% não responderam a questão. Foram identificadas três categorias de respostas: processo de elaboração do planejamento (20,5% fácil e 20,5% difícil), nível de conhecimento dos alunos (7% fácil e 0% difícil) e natureza dos conteúdos abordados (14% fácil e 10,5% difícil). Foram classificadas três categorias distintas em relação às dificuldades em ensinar ciências: natureza dos conteúdos abordados (50%), aspectos metodológicos (25%), e conhecimento básico (25%). A análise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto à aplicabilidade do ensino de ciências nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada à falta de conhecimento básico destes conteúdos, que somente foram estudados por elas no Ensino Básico, indicando a necessidade de incorporação de abordagens de conteúdos de ciências no currículo do curso de Pedagogia.

Fragmentos do pensamento dialético na história da construção das ciências da natureza

Este trabalho tem por objetivo identificar uma possível inclinação das ciências naturais em direção ao materialismo dialético. Para tanto, procura-se apresentar a história da dialética a partir da discussão racionalismo/empirismo moderno e seus desdobramentos até as tendências dialéticos contemporâneas. Os autores discutidos são Kant, Hegel, Marx, Engels, Lenin, Horkheimer, Marcuse, Habermas, Bachelard e suas escolas epistemológicas, completadas por Althusser, Lefebvre e Kedrov. Ao lado desses autores discutem-se outros, das duas últimas décadas, procurando extrair-lhes o olhar dialético, oculto em seus discursos acerca da ciência do fim do século. Também se procura encontrar na mecânica quântica, nos fractais, na lógica para-consistente, nos modelos matemáticos e na biologia antideterminista, argumentos para existência de uma forma de abordagem dialética da natureza. Por último, procura-se refletir acerca dos motivos da resistência ao método dialético apresentado pela maioria dos cientistas ocidentais e, sua possível superação.

Fragmentos da história das concepções de mundo na construção das ciências da natureza: das certezas medievais às dúvidas pré-modernas

A concepção filosófica do mundo se inicia com os gregos sintetizados por Platão e Aristóteles. Para o primeiro o mundo físico é aparente e para se chegar à verdade é preciso se lembrar das idéias originais que determinam seu significado. Para o segundo as coisas físicas são dirigidas pelas idéias e para entendê-las é preciso a lógica. Durante o helenismo a escola de Alexandria elabora o neoplatonismo, a base da Patrística. Após a queda de Roma, os filósofos bizantinos guardam a herança clássica. A Igreja constrói uma visão neoplatônica da cristandade, a Escolástica. No oriente os persas também sofreram a influência grega. Entre os árabes do Oriente o pensamento neoplatônico orienta filósofos e religiosos de forma que para eles a razão e a fé não se separam. Aí a ciências se desenvolvem na física, na alquimia, na botânica, na medicina, na matemática e na lógica, até serem subjugadas pela doutrina conservadora dos otomanos. Na Espanha mulçumana sem as restrições da teologia, a filosofia de Aristóteles é mais bem compreendida do que no resto do Islã. Também aí todas as ciências se desenvolvem rápido. Mas a Espanha sucumbe aos cristãos. Os árabes e judeus apresentam Aristóteles à Europa Ocidental que elabora um Aristóteles cristão. A matemática, a física experimental, a alquimia e a medicina dos árabes influenciam intensamente o Ocidente. Os artesãos constroem instrumentos cada vez mais precisos, os navegadores constroem navios e mapas mais eficientes e minuciosos, os armeiros calculam melhor a forma de lançamento e pontaria de suas armas e os agrimensores melhor elaboram a medida de sua área de mapeamento. Os artistas principalmente italianos, a partir dos clássicos gregos e árabes, criam a perspectiva no desenho, possibilitando a matematização do espaço. Os portugueses, junto com cientistas árabes, judeus e italianos, concluem um projeto de expansão naval e ampliam os horizontes do mundo. Os pensadores italianos, como uma reação à Escolástica, constroem um pensamento humanista influenciado pelo pensamento grego clássico original e pelos últimos filósofos bizantinos. Por todas essas mudanças se inicia a construção de um novo universo e de um novo método, que viria décadas mais tarde.

Nas veredas por reconhecimento social: o papel da educação na desconstrução da inferioridade dos sujeitos do campo.

En la travesía por nuevos caminos en la investigación académica, se nos presenta el desafío de investigar alternativas que muestran un horizonte de posibilidades concretas de una educación pautada en la dinámica de organizaciones y movimientos que participan de la lucha por un proyecto de reconocimiento social y desconstrucción de la inferioridad de los sujetos del campo. El escenario de participación de la vida de los que integran la investigación como investigados e investigador es el Territorio Sertão do Apodi, localizado en el estado de Rio Grande do Norte, cuya elección empírica fue motivada por la fuerte presencia y participación de movimientos sociales en el campo. La propuesta es investigar posibilidades y desafíos de prácticas y acciones educativas tanto dentro como fuera de la escuela que buscan reconocer y dar visibilidad a los sujetos sociales del campo en el referido Territorio. Así, será objeto de nuestra investigación el espacio de tomada de decisiones y de organización de institucionalidad territorial a través de la actuación del Colegiado del Territorio del Sertão do Apodi y de las prácticas educativas resultantes de las demandas de las acciones territoriales, tanto escolares como no escolares. La literatura en la cual sedimentamos las bases teóricas fundamentales de esta investigación es la de Axel Honneth (2001; 2003), asociada al pensamiento de Boaventura Santos (2003; 2008a), Jesse Souza (2003, 2006) y Milton Santos (2006, 2007, 2009). Vale destacar, aún, la interlocución con la narrativa de Guimarães Rosa, a través de la obra Grande Sertão: Veredas, sobrepasando todo el conjunto del texto. Con esta intención, procuramos defender que una perspectiva de educación destinada a los sujetos del campo debe pautarse en la superación de la condición de invisibilidad social, a que estos están sometidos, por medio de una postura de reconocimiento social que se afirma en el ejercicio de la democracia participativa y en la reparación de desigualdades sociales. Para esto, son muchos los desafíos y las vulnerabilidades de este proceso; y desde ahí, abriremos caminos para lograr el reconocimiento del papel de la educación y el fortalecimiento de las identidades sociales, al situar al sujeto socialmente, permitiendo que se localice en un determinado grupo social, frente a los saberes construidos en la sociedad

As cidades, os rios e as escolas: um estudo das práticas de educação ambiental nas cidades de Natal e Mossoró-RN

Universidade Estadual do Rio Grande do Norte

Educação profissional: a expansão recente do IFRN e a absorção local dos egressos no mercado de trabalho

This study aims to analyze how IFRN s process of interiorization contributes to endogenization of local and territorial development, more precisely in terms of graduates absorption into the labor market, form of inclusion and increase of income and welfare. The research premise is that the policy of interiorization and expansion of professional and technology education, by decentralizing opportunities, create a differential for the educational and professional trajectory of part of the graduates. This training, however, retain a relative connection with the productive potentialities in the coverage territories. This study includes a review of the literature on education and labor market and a discussion about the role of technical and professional formation for the local development versus the logic of the free market, considering the expansion of public spending for this purpose. For this study two sets of information and data have been collected primarily, with qualitative and quantitative nature. The research with qualitative focus, entitled Pesquisa de Avaliação da Expansão (PAEX), is constituted by series of open interviews applied to institutional representatives, with the purpose of knowing aspects of the interiorization repercussion in the local development process. The research designed to quantity analysis, entitled of the Pesquisa de Acompanhamento de Egressos (PAE), have been put in practice by applying online questionnaire with closed questions to IFRN s former students, aiming to know the form of insertion of the graduates in the labor market and the formation capacity of increasing the welfare, among other things. Empirical data and information fully confirmed the hypothesis of this study, for they really demonstrated that the expansion policy decentralizes opportunities and constitutes an important differential for the professional trajectory of a significant portion of the graduates. However, the graduates employability in the labor market in their territories of coverage is below expectations, due to structural problems of the local economy related to scarcity of jobs, difficulty in wage growth and in professional development. Complementarily, it has been observed institutional difficulties related to the recent implantation process of the policy of professional and technical education in the various campuses of the Institution

Da leitura da poesia à poesia da leitura: a contribuição da poesia para o Ensino Médio

La poésie occupe, à l école, une place réduite et, la plupart du temps, est reléguée à des dates commémoratives ou, quand utilisée, sert de pretexte à l étude de la grammaire et du vocabulaire. Cette thèse a comme objectif de réfléchir sur l importance de l enseignement de La littérature, et plus spécialement, celui de la poésie dans l enseignement secondaire. A comme principal objectif de montrer la place de la poésie dans l'enseignement secondairepour la formation socio-linguistique, cognitive et affective dês élèves. De plus, tente de démystifier l' idée qu'il est impossible de lire de La littérature et, en particuler, de la poésie, avec des adolescents.Il s agit de proposer des projets afin de travailler de manière adéquate la lecture de poésies en salle de classe par le biais de stratégies productives de lectures littéraires comme celles qui promeuvent la rencontre entre le lecteur et le texte. Pour cela, nous avons réalisé une expérience dans une école publique de l état Du Rio Grande do Norte, dans la commune de Natal, avec des élèves adolescents âgés de 14 à 18 ans. L' expérience a consisté en douze cours de lecture de poésies. Nous avons utilisé, comme instruments de collectes de données, des entrevues, des cahiers de classe et des questionnaires. Les références théoriques adoptées consistent en une bibliographie qui fait référence aux études d esthétique de La réception et de la coopération interprétative comme l ont formulées Jauss (1979), Iser (1996) et Eco (2002); la conception de lecteur et le processus de lecture selon Smith (1989); le socio-interactionnisme de Vigotski (1999; 2000); la médiation (lecture par degré ou scaffolding), de Graves et Graves (1995); la psychologie de l adolescence de Becker (1999), Carvajal (2001) e Gutierra(2003). Les résultats montrent l importance de la présence du médiateur dans La formation du lecteur, sachant qu en plus de contribuer et de potentialiser l intéraction entre le texte et le lecteur, l adhésion des élèves est améliorée. L expérience de vivre la poésie en salle de classe avec dês adolescents sujets de cette recherche, a prouvé qu il est possible, dans l enseignement secondaire, et malgré les difficultés, de réaliser um travail avec la poésie

A Poética do corpo no mito e na dança butô: por uma educação sensível

The thesis presents the body poetry and its inscribing in the myth and Butô dance. The argumentation highlights the sensitive dimension present in these itineraries, as a possibility to operate the emergency of knowing inscribed in the body, bringing a kind of rationality that links the fragments, that allows the knowing to break through the barriers of disciplinary isolation, that abandons the certainties and goes through the ways of creation and that gives the body new space and time, featuring epistemological elements, ethical and esthetical, that can permit a sensitive education. All along the way, we comprehend by sensitive education, a education that considers the relinking of logical, analogical, symbolic and artistic knowledge and therefore reconsiders the own act of knowing as a continuous and inconcluded process. That sensitive education is also understood as retaking the body experience, its sensitive nature, as well as being meaningful to reading the world. It includes the body memory, its history and creativity, opening it to innovation, change, sense amplification and dialogue with other bodies and world, because it is within them. It is about an investigation of phenomenologic nature, that dialogues philosophy and art, pointing breakdowns of this reflection foe the body and education studies. We find it necessary to notice the body language, that allows one to think through movements, articulate a thought that is risen from articulations, guts and all the body. This incarnated reason starts the expressive body action, that makes us move to mean, communicate, inaugurate senses. Among these senses, we present a possibility of approach of the elements of Butô dance teaching and physical education, as ways of sensitive education showings of body poetry

Ideais formativos de homem da emissora de Educação Rural de Caicó (Rio Grande do Norte, 1963-1978)

Under the aegis of the third diocese bishop of Caicó, Dom Manuel Tavares de Araújo, the Broadcasting Station of Rural Education of that city was founded, in May 1 s" 1963 with the ideal of being then an educational city, preferentially for youths and adults, rural meu and women of the arca of Seridó in Rio Grande do Norte state. In the year of its 40th birthday (2003), we began the investigation of that radio station choosing as study object its educational and formative programming, in the inc1usion of the first fifteen years of its existence (1963-1978), period that reaches the official inauguration of the Radio Station and the end of the bishopric of its fOllllder as Bishop of Caicó. Elucidating and showing Man's formative ideaIs longed by that Catholic educational broadcasting station, underlying to its radiophonic programming, such as the idealization for it reached, is the objective of this Doctorate work. It was considered pertinent to discover the guidelines that historically have permeated the Social Doçtrine of the Catholic Church addressing its aggiornamento, especially in what concerns to the employment of the modern ways of communication for the distance with the aim of evangelizing and educating. In arder to understand the ideaIs of the investigated educational Radio, we have delimited the research to the thematic Catholic Church, means of social communication and base education. In face of the study object and the aim to be reached it was appealed, methodologically, to the notion of cultural action present in Certeau (1995), and to the understanding of educational formation backgrounded fIam the modern thinkers that discuss it. Such frame references have allowed us to analyze in a wider spectrum tl)e programming broadcasted on the air by the sound wavys of that educ(itional Çatholic Radio, as well as, the very acts of cultural idealizations that has orientated it in its foundations. The thesis here defended is that. the Radio, at procJaiming itself as a broadcasting station of rural education directed preferably to the rural sertanejo countrymen, without neglecting its admitted ends, has surpassed them in its overall range. It was identified an articulate approach of its programmatic modules with the guid,elines emanateq from the Catholic Teaching about the use of the. means of social communication. At conceiving, establishin,g and executing an ec1ectic programmatic and div,ersified grating, the Rural Radio of Caicó has transcended to a strict human-Christian formation to request the development of the human, spiritual and cQrporaldimensions, jointly. With suchprogramming, it addressed to the seridoenses as real meu and women inserted in the "sertanej.o" environment with effective structural and existential problems of alI types, induding the hunger, the thirst, the syndical organization, the cQoperativism, the colIective modero work and the absence of universalizing school education. Its radiophonic transmissions, I}lled by the demands of an enlarged, open, dialogic and responsible communication, wheneIllbracing dedicated modules to religious and catechetical emissions, to the entertainment, to the radiojoumalism, to the country root culture, and to the school education of b se for the modality of the School and of the radiophonic classes, subsumed to ideaIs that longed for the formation of a multifaceted and pluridimensional sertanejo Man; of men and women that, without abjuring the Catholicism, were able to understand, to dialogued and to live together with the general demands of a society in progressive mutation, whose economical, social, cultural and educational demands it IDade themselves to be felt through the sertão potiguar of the Serido region, equal way of the intemationalized world

Mens sana in corpore sano: compreensões de corpo, saúde e educação

This thesis proposes that the idea expressed in Juvenal s quotation Mens Sana in Corpore Sano, produced in the Ancient Greek-Roman civilization includes undestandings of body, heath and education that were reapropriated and reorganized by scientific and pedagogical theories in the XIX and XX centuries. These theories, especially the ones that received contributions from the biomedical sciences, have influenced Physical Education in the search of becoming a science. In order to realize this reapropriation, we have analyzed the transformations in the concepts of body, health and education produced in the area discourse, aiming at pointing out elements to the configuration of a theory that is being called Corpore Sano. The theory constitutes in possible systematization of scientific, philosophical and pedagogical concepts, and as such, an understanding of the scientific fundaments of Physical Education. The corpus of this analysis was composed by 148 articles that were published in Revista Brasileira de Ciências do Esporte digitalized in the period between 1979 and 2003 and selected according to theme: body, biology, physical activity, effort physiology and health. The analysis of the content and the referential interpretation allowed the combination of philosophical reflection with attention to the empiric field as a comprehensive dimension. Based on the corpus of the analysis it is possible to configure meta-arguments about the concepts of body, health and education in the scientific production of Physical Education. As a metaresearch. Our study did not intend to judge the analyzed production, but look for theoretical elements that may generate a reflection about the scientific rationality in Physical Education and developments in the pedagogical field and in body practices. Such a reflection might be recognized as a theory of the living body, susceptible to modifications and interrogations that are proper of knowledge and practices of Physical Education. It is a theory rejects the idea of the complete truth and holds the comprehension that the truth is built historically through relations among different kinds of knowledge and Physical Education practices

Para uma andragogia do esporte:discutindo as diretrizes e a formação profissional para a Educação Física de Jovens e Adultos

For the development of this research the following general objective has been formulated, indicator of the process of inquiry: To discuss the relation between the attitudinal and the sportive contents presented in the proposal of Curricular Lines for the Physical Education of Young and Adults in Brazil. According to the corporeity and the ludicity, questioning the formation of the professional of Physical Education and delineating the perspective for a sport andragogy that values the Being and the Life. From this general objective, the following objectives, which had given greater specificity to the investigative process, were defined: 1. To create the theoretical context from the corporeity/ludicity axis, articulating transversally sportive knowledge, aiming to contribute for a sport Andragogy; 2. To analyze the objectives proposed for the Physical Education of Young and Adults according to an elaborated theoretical reference and to the testimonies of the egresses of 2005 of the Physical Education course of the UFRN. 3. To interpret the relation between attitudinal and educative content from the academic reality lived by the egresses of the Physical Education course of the UFRN. 4. To understand the most urgent necessities of sustained formation of the egresses of 2005 for satisfactory performance with the Physical Education of Young and Adults. 5. To propose perspectives for the construction of a sport Andragogy from the corporeity/ludicity axis. In attendance to the nature of this research and as form of guiding ourselves in this epistemological adventure, the following ones had been basically and theoretically estimated. 1. Corporeity is a radiant focus, prime and main of educational criteria; 2. The task of the education must be carried through with men and not for men; 3. Man must only play with the beauty and with the beauty he only must play. ; 4. The sportive education must be based on esthetic and fair play. The adopted research approach is of a qualitative nature, using the interview procedure with a group consisting of twelve egresses of the Physical Education Course of the UFRN of the year of 2005.2 After the discussion of the results on the attitudinal objectives and content for the Physical Education for Adults and Young, the study shows nine themes presented by the investigated group as priorities for their sustained formation, aiming at the performance of the professional of Physical Education with the EJA: inclusive experiences; leisure and quality of life; relationships; body and personal care; social values; self esteem; sportive phenomenon; EJA training; attitudinal contents. As a contribution to the construction of knowledge for a Andragogy of Sports, the study presents a metaphorical structure called Galaxy of Knowledge righteous Glamor of integrating nine elements inspired by the Ode to the Sport of Pierre de Coubertin: life, beauty, justice, daring, honesty, joy; Fertility; progress; peace. At the heart of the structure of knowledge is righteous install a system that articulates five principles ludopoiético epistemological function of connecting with the righteous knowledge of the sport that must integrate the content attitudinal proposed for Fitness for Youth and Adults in order to facilitate the realization of their objectives proposed for this method of teaching

Serviço social na educação: saberes e competências necessárias no fazer profissional

The Theory analyzes what should know and what competes, formally, to the Professional of Social Service to act in the School Education. He/she investigates, starting from studies on the theme, and close to Council Federal and Regional of Social Service, and of the Brazilian Association of Studies and Researches in Social Service, that you know and competences are necessary for the social worker performance in that specific area. Through a research of nature empiric, bibliographical and documental, the analysis focus outlines the glance and the understanding of the professionals' category that represent the defense organs, fiscalization and formation of the profession. The importance of the scientific study is justified for the social worker necessary contribution acting in the School Education, whose political and pedagogic context presents multiple demands, you know and relationships, and when it is lived a social and education picture at the present time with order words in formation, as inclusion, empowerment, competence, that they demand other specialists in the school scenery to work with the varied expressions of the social subject. Since the years 1930 the social worker acts in the area of the Education, with an originating from knowledge the human and social areas that you/he/she makes possible him/it to contribute, undisciplinement, close to the pedagogic team of the School Education. The clarity of the you know and of the necessary competences to intervene in that field of specific work makes possible the legitimation of the identity, of the social worker professionalization and the formalization of his/her practice. The Theory ends that the profissionality and the social worker professionalism is built and it is recognized in the area of the Education starting from the knowledge of the you know and pertinent competences to intervene in that context, beginning that knowledge on the part of the category of the Social Service and of the formation organs and representation of the profession so that the school community - administration and pedagogic coordination, teachers and students - he understands and recognize the social worker necessary intervention in that field. The formalization of those you know and competences are built starting from actions and thought mobilizations and operation in the group of the category, and not for isolated actions and individualized. It is revealed, in the opinion of the ones that represent Regional Council of Social Service, a wide vision of the social worker in that space exercising, among other, functions that don't compete to the professional's profile or restricted to actions and techniques historically exercised in their work fields. A new profile of the professional of the Social Service that it acts in the School Education is possible when his/her action is visualized centered not just in the work with the family, but, doing of the school a proposition space and execution of programs, projects, studies and social researches. He intends, an action politics and of popularization on them know and the social worker competences in the School Education

O púlpito como cátedra: retórica e educação nos sermões do Pe. Antônio Vieira (1608-1697)

This work aims to analyze the relationship among culture, education and rhetoric on the sermons of the Priest Antonio Vieira (1608-1697). It discusses the presence of oratory on the Western teaching since its Greek origins until the formation of the Ratio Studiorum in 17th-century. Brazilian society is defined as baroque and the rhetoric arises as element essential in the elaboration of the social imaginary speeches and, occupying as an essencial element in the elaboration of discursese and social imaginaries, occupying the centre of controversies, about questions like reason and the faith, ethics and the politics, the nature of the Indian and African peoples, even over the own construction of the modern subject. In this context the vieira´s preaching discharges the functions of kerigma (preaching), didachê (education) and politics (action). The research consisted in a finicky reading over five of these sermons that were returned in the presence of different audiences. The pulpit was the cathedra where Vieira used his sermons as a manner of social mobilization that aimed not only teaching a determined knowledge of reality, but altering cruel situations like Indian and poor people slavery in his epoch. Education by Vieira consist in a tension between utopian hopes and urgencies of practice. The rhetorical tradition affirms the interdependence of technical ethics and politics aspects. To know is not enough is necessary to convince and to move, realizating passage from theorical to practical liverly. It presupposes still the preoccupation with the solidity of argumentation and of reasoning, a wide cultural formation, the requirement of a civic ethics and, mainly, the adequacy between content and the specifics of audience