Educação e formação de professores surdos: contextos, inser����es, dilemas e desafios

Os estudos sobre diversidade tem despertado interesse de pesquisadores em estudos organizacionais, partindo do princ��pio que a inclus��o de pessoas com caracter��sticas diversas nas organiza����es torna a sociedade mais justa e os meios laborais mais produtivos. No que se refere �� inclus��o de deficientes, percebe-se em pesquisas que a principal dificuldade do processo �� a baixa escolaridade das pessoas. Tamb��m h�� grande movimenta����o nas institui����es de ensino em busca de melhores estrat��gias para atender suas necessidades. A educação das pessoas surdas tem sido um grande desafio, visto a diferen��a lingu��stica entre surdos e ouvintes. No cen��rio de atua����o profissional encontramos duas realidades: a dos professores surdos e a dos professores ouvintes. A an��lise da produ����o acad��mica sobre a educação de surdos aponta grande quantidade de trabalhos desenvolvidos por professores ouvintes, enquanto as narrativas de profissionais surdos testemunham que, embora possuam formação docente, s��o solicitados apenas na qualidade de colaboradores em pesquisas, tradutores e auxiliares no processo de cria����o de vocabul��rios para a constru����o de contextos de fala da l��ngua de sinais (REIS, 2006). Para que se possa entender as causas da dificuldade de inclus��o de professores surdos para atua����o profissional h�� necessidade de se questionar: ���Qual �� o preparo e como se realiza o trabalho educacional de professores surdos e ouvintes para atua����o com alunos surdos nas escolas estaduais e municipais de SP?" A pesquisa �� de natureza qualitativa e do tipo explorat��ria descritiva. Foram realizadas, al��m de observa����o participante, entrevistas semiestruturadas com a participa����o de professores surdos e n��o surdos, coordenadores e diretores de escola. Os dados foram analisados pelo m��todo de an��lise de conte��do e sob as t��cnicas de reflexividade, que tem como parte significativa da ci��ncia a liberdade e a necessidade de rever conceitos e propor novos conceitos (SPINK, 2004). Espera-se que os resultados gerem novos conhecimentos, que subsidiem a����es afirmativas que oportunizam a atua����o conjunta e igualit��ria de professores surdos e ouvintes

Teorias e pr��ticas na educação infantil: a constru����o do fazer docente

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Formação cont��nua de professores em Educação Sexual: percep����es de professores sobre as ac����es de formação e factores que t��m influenciado a sua pr��tica pedag��gica: um contributo para a efectiva implementa����o da Educação Sexual nos Ensinos B��sico - 2�� e 3�� Ciclos - e Secund��rios

Agostinho Ribeiro

Um olhar para uma nova perspectiva na educação/formação de adultos: an��lise das pr��ticas e necessidades de formação de professores - 1�� Ciclo do Ensino B��sico Recorrente na Regi��o Aut��noma da Madeira

Universidade da Madeira

Autoconhecimento e pr��ticas corporais: para uma educação transpessoal integradora do saber ao ser no processo de formação inicial dos alunos de educação f��sica

This thesis deals with the self-knowledge importance and corporal practices and the contribution of the Transpersonal Education for the initial formation process of students of Physical Education. In this context, students are stimulated to come in contact with the bases of learning to know, to make, to live together and to be for the promotion of integral education. We give priority to holistic conception of educating based in Emergent Paradigm. In this conception, student in initial formation is led to get back the view of integral being, life and love as education basis. We had as starting point, the essential dimensions to the learning geared toward the embodiment integration, autopoiesis and trans-disciplinarity. This work presents tracks for the teacher formation of Physical Education. It deals with the unfolding of teaching experiences in 2006, in Graduation Course in Physical Education of Universidade Federal do Rio Grande do Norte, in subject of Corporal Conscience, offered to undergraduate students which can be characterized as an action-research. This process was chosen as knowledge and intervention method because it allowed knowing and acting at the same time, studying the conditions and results of accomplished experience. In shared meetings with reflected experiences, we appeal to the experiences of situations that had mobilized the corporal, emotional, mental and spiritual dimensions of participants. The data collected through observations, accounts, questionnaires and interviews of learning processes had been starting points for the beginning of dialogue along with students of Graduation Course in Physical Education. The findings had been interpreted through of hermeneutics and discourse analysis. In this research, participants are considered as protagonist and boosters of educative process. The theoretical basis was supported by Transpersonal Education which contributed for a peace culture and respectful relationship. In its initial formation process, this research protagonists had evidenced of the importance of transpersonal education, geared toward action and changing, new ways of being and living together, facing the daily conflicts from a human and rational perspective. The research emphasized the importance of a new look on the teacher formation of Physical Education to face the limits of fragmented formation. Thus, we recognize that through the teacher education process, the transpersonal education provided wide significant changes reported during research, extending and re-meaning different learning levels such as: cognitive, emotional, attitudinal, and behavioral geared toward the personal and transpersonal development, reiterating the relevance of self-knowledge for development and establishment of pedagogical practice which prioritizes the life direction. The necessity of integrating knowledge to being in the initial process of teaching formation was emphasized in all the transpersonal meetings

O Prob��sica e a formação de professores no P��lo de Parnamirim: pol��tica de formação profissional no Rio Grande do Norte?

This work studies the thematic of the politics of formation of teachers in the Program of Professional Qualification for Basic Education (PROB��SICA) developed in the City of Parnamirim, Rio Grande do Norte. It has as its main objective to identify and to analyze the contribution of this politics of initial formation for the professional formation of teachers. To install the work, we will use the procedures of bibliographical research, documentary analysis, comment, structuralized interview, questionnaire-script and virtual research. In the analysis of the data, we trace a general view on PROB��SICA while initial formation along with the continued formation, pedagogical research, collaborative research and the exercise of the teaching profession, identifying the possibilities and limits of the Program in the direction to reach the objective considered in this work. From the inquiry, we construct the institutional land scope of the program in question, also focusing, the organizational aspects of its functioning. We have to take care about the results, we evidence that PROB��SICA is making the possible to access of the teachers in the educational service to the University, what the main aspect that consists, trying to prove eminent weak points in its systematic due to give to the organizational structure of this educational politics that does not count with curricular, institutional and financial the necessary conditions for the success of the professional formation of the teachers. The research will try to understand that the operationalization of the politics of formation in Parnamirim will be belong with it the main idea of the Educational Reformation in years of 1990, articulated to the neoliberal interests, that the responsibility for the problems of the public system of education attributed to the teachers, and that are not answered completely through the purpose of the professional formation, and ti seems that it does not define one global national politics that deals with seriousness to the questions the initial formation, permanent formation, pedagogical research, , career and conditions of work for the teachers

Professores em contexto formativo: um estudo do processo de mudan��as de concep����es sobre o ensino da matem��tica

El objetivo en esta tesis consisti�� en estudiar el proceso de los cambios de los conceptos de profesores de la educaci��n infantil y de los a��os in��ciales de la educaci��n b��sica referente a la ense��anza de la matem��tica. La investigaci��n se desenvolvi�� en la escuela Presidente Kennedy, en la ciudad de Natal, en Rio Grande do Norte, teniendo como participante 05 (cinco) profesores del curso normal superior a trav��s de la educaci��n superior del instituto relacionado. El trabajo asocia el programa a ��l Programa de P��s-Gradua����o em Educação da Universidade Federal do Rio Grande do Norte, en la base de pesquisa Formação e Profissionaliza����o Docente coordinada de los doctores Bet��nia Leite Ramalho e Isauro Beltran N����ez. El referencial te��rico-metodol��gico en quien si apoya el trabajo se inserta en la se��al conceptual usada por Giordan y de Vecchi (1996), de Carrillo y Contreras (1994), Ramalho; N����ez y Gauthier (2003), Ponte (1998), Guimar��es (1988), Ernest (1989). En esta investigaci��n, los conceptos de los profesores hab��an sido estudiados en el contexto educativo de la formaci��n del nivel superior, us��ndola reflexiva cr��tico pr��ctico como estrategia formativa. Estos conceptos se entienden como estructuras subyacentes al pensamiento del profesor. Dado la naturaleza del objeto del estudio, la informaci��n, para las intenciones de esta investigaci��n, hab��an sido cosechados a trav��s de los instrumentos siguientes: cuestionario, plan de la lecci��n, entrevista diaria y del campo. El cuestionario fue constituido de preguntas abiertas y de las entrevistas de la mitad-structuralized. La organizaci��n de los datos permiti�� a La inferencia de los conceptos, usando la t��cnica de la triangulaci��n de datos. La investigaci��n divulg�� que los conceptos de los profesores, a trav��s del proceso formativo, se hab��an desarrollado de una plataforma para otra, y��ndose puesto que los modelos did��cticos tradicionales para otros modelos dirigidos a una tendencia did��ctica de espontane��sta/investigativa. La reflexi��n cr��tica era considerada como elemento catal��tico de los cambios de los conceptos de los profesores en la educaci��n de las matem��ticas, sin embargo d��jenos verifican que estos cambios son dif��ciles de ocurrir para la naturaleza compleja de estos conceptos. Como facilitadores de los factores de estos cambios, encontramos y el investigativo el trabajo, la din��mica y la naturaleza de las actividades se convirti�� en el colaborativo de proceso formativo, entre otros. Como obst��culos a los cambios, identificamos el contexto del trabajo de los profesores, de la cultura de los individualistas pr��cticos de sus profesores de los colegas, del concepto linear, est��tico y de los mec��nicos de los procesos para ense��ar, el conocimiento profesional constru��do durante la formaci��n inicial, alineaci��n con los modelos did��cticos de sus viejos profesores, entre otros

A formação / a����o multiplicadora da pr��tica infantil: um estudo das pr��ticas formativas do PIDEPE RN.

This study examined the training of teachers in service developed by the Integrated Program for the Development of Early Childhood Education in Rio Grande do Norte - PIDEPE / RN - UFRN, whose central focus of action is the action of the multiplying practice within Natal. The methodology used is a reflection on the training strategies of the practice of early childhood education in order to build a knowledge that can be generalized to other formative experiences of teachers. The instruments used for data collection were the desk research and literature from the perspective of qualitative research. The study focused on the instrument were related to the structure and organization of the stage and the process of action multiplying of the infantile practice. We concluded that the process of training needs to be carefully reviewed. It is necessary to rethink the definition of objectives, criteria and tools for continuous evaluation that they wish to maintain and / or setting up on stage. Look not only for the formative role of education but also indicators of professionalization of teaching.

Proposta pedag��gica e pr��tica docente na educação infantil

El objetivo que nortea este estudio fue el de pesquisar las relaciones entre la propuesta pedag��gica de una instituci��n p��blica de educaci��n infantil y las practicas docentes. Para el alcance de este objetivo asumimos el abordaje cualitativo de investigaci��n y optamos por la metodolog��a de estudio de caso, siendo emp��rico una escuela p��blica de la municipalidad de Caic��. Fueron adoptados como procedimientos, la an��lisis documental, la entrevista semi-estructurada y la observaci��n no-participante. Los fundamentos te��ricos que sirvieron de marco a nuestras interpretaciones se encuentran en las concepciones contempor��neas acerca del ni��o, de la ni��ez y de su educaci��n, como sobre los procesos de aprendizaje, desarrollo y curr��culo para educaci��n infantil, como tambi��n la legislatura en vigor, los documentos oficiales y propuestas curriculares de referencia en la actualidad. A partir de ese marco, el ni��o est�� concebido como sujeto concreto, marcado por contingencias biol��gicas propias de la especie humana y, al mismo tiempo, contingencias hist��rico-culturales. Capaz de aprender y desarrollarse en condiciones de interacci��n y mediaci��n por medio de la apropiaci��n y producci��n de cultura. La ni��ez est�� comprometida como tiempo y condici��n de ser ni��o, marcada por especificidades frente a otras fases evolutivas. Esas concepciones hist��ricas imponen una educaci��n infantil con funci��n de educar-cuidar, mediadora de cultura para los ni��os, implicando intencionalidad y sistematicidad de las intervenciones institucionales. De este modo emerge la necesidad como principio cient��fico y exigencia legal de la elaboraci��n y implementaci��n de propuestas pedag��gicas/curriculares, comprendidas como construcciones colectivas que involucran tanto los principios como proposiciones did��cticas que instrumentalizan las pr��cticas de los educadores de ni��os, con el objetivo de garantizar la calidad del atendimiento. De esos fundamentos y basado en los principios de an��lisis de contenido, procedemos a la interpretaci��n de datos construidos a partir de la an��lisis del documento-propuesta, del habla de los sujetos y de los registros de observaciones realizadas en dos salas de clase. La recomposici��n de la historia de la propuesta de la instituci��n revel��, en principio, que su elaboraci��n se hace sin una participaci��n efectiva y equitativa de todos los profesionales. Sobre las relaciones entre el contenido en el documento y la pr��ctica de los profesores, esa nos llev�� a la definici��n de Categor��as frente a lo que se revel�� m��s significativo en el conjunto de datos: 1) Concepciones que fundamentan la propuesta pedag��gica y la pr��ctica docente y 2) Elementos de organizaci��n did��ctica; y subcategor��as: 1.1) Ni��o; 1.2) Funci��n de la Educaci��n Infantil; 1.3) Aprendizaje y desarrollo; 2.1) Contenidos y actividades; 2.2) Relaci��n Escuela-familia. Del entrecruzamiento de los datos alrededor de esa categorizaci��n, emergieron relaciones de encuentros y, de manera m��s significativa, de desencuentros. Esas constataciones nos llevan a las condiciones de formaci��n y actuaci��n de los educadores infantiles e indican la necesidad que esas sean viabilizadas, en los contextos de las instituciones formas de participaci��n efectiva de los profesionales responsables, sobretodo los profesores, en la elaboraci��n e implementaci��n de propuestas pedag��gicas para instituciones de educaci��n infantil. Pr��cticas que pueden convertirse en modos de actualizaci��n permanente y de efectivaci��n de las propuestas, como tambi��n de formaci��n continuada de los profesores. Por consecuencia, de posibilidades de mejor��a de la calidad de la educaci��n de los ni��os

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

Espa��os transversais em educação matem��tica :uma contribui����o para a formação de professores na perspectiva etnomatem��tica

This PH.D. thesis is an attempt to show the beginning, evolution and unfolding of the making of a pedagogical work proposal based on culturally-built knowings in the heart of a traditional community, having as one of its starting points the knowings and doings experienced by dish-making women from Maruanum living in the city of Macap��, State of Amap��, Brazil. This proposal is strongly associated with the need we have to think about the nature of (ethnological)-mathematical knowledge generated by particular communities and about the way such knowledge can be discussed, worked out, and validated in learning environments, regardless of the level of instruction and the constraints imposed by government programs and educational institutions. Among its theoretical foundations are studies on instrumental activities that are typical of the Maruanum ceramics and investigative studies from the point of view of ethnomathematics. Methodological development took place with the application of activities, where traditional and instrumental knowledge observed in the production of ceramics had been adapted for and brought into the school environment , participative observation, as well as data collecting and organization techniques, such as interviews, statements, and audio an visual recordings. Analysis of the data collected focused on the relationship between the data-generating potential and the purpose of this study. Our aim is to make and estimate of the potential contributions from local situations and/or problems it would possibly bring to the formative learning of people involved in the educational processes of these communities, with a view to a spatial and temporal transformation of reality