Concepões e práticas pedagógicas de professoras da educação infantil na inclusão de alunos com deficiência

This research focuses on inclusive in childhood education. Its purpose was to investigate and analyze the conceptions and expectations of teachers of childhood education, childhood education center form Natal/RN, on the inclusion students with disabilities, school and pedagogical practices developed and implications for students learning. Theoric base of the cultural historic perspective, the search took by qualitative analysis of numbers form the case study method. It was used methodological procedures: documentary analysis, participant observation, field journal and semi structures interview.Three teachers participated in the survey of that school had student with disabilities in their classrooms. These teachers were called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of education. The data obtained from the observation indicated the regular school of childhood education provides educational practices that promote the participation and participation and development of students with disabilities, live situation that may create barriers to learning and to the development of these children. The analysing data of interview from Bardin content analysis (1994) was based in Cunha s studies (2001) Brun (2006, 2008), Mantoam (2006, 2008), Palacios, Paniagua (2007), among others. The dada showed that correlation and divergence of perceptions and expectations about the issues surrounding inclusion in childhood education. The results shaved that teaching strategies, affective ties, sensitivity and own routine of childhood education are factors that can promote inclusive proposal, but also needs a greater fulfillment individual differences of each child in order to their potentiality. The study also shaved that the negative of pedagogic support to teacher, the ignorance of them as guidelines and strategies that include the student s diversity, the importance having positive conceptions about the learning and development of student with severe learning disabilities and the need for a pedagogic training and of a collective work at school which everybody collaborates : parents, direction, coordination getting inclusive school. Believe that this study pointed relevant issues to be focus new research, since the theme is still lacking in study, therefore emphasize, the importance of conducting research that continuous this job

Em que contextos aprenderam a ensinar os professores que propiciam aprendizagens pertinente à alfabetização?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

O Programa Pró-Letramento e a formação de alfabetizadores: repercussões nas concepções e práticas de professores cursistas

This paper intents to investigate the repercussions of the Pró-Letramento - Alphabetization and Language Course Program in the practices and conceptions of alphabetization of learning teachers, according to their own perspectives. The program, part of the National Formation Network of the Education Ministry, in partnership with public universities since 2006, is destined to aid the formation of teachers acting in the first three years of public basic education, with the goal of qualifying them to work with alphabetization and improve quality of learning processes and results. This investigation adopted the qualitative research paradigm as well as the Case Study methodology, being our empirical field a Belém do Brejo do Cruz/PB public school. The subjects are five Program graduation female teachers, including the tutor-trainer and four graduated teachers that already teach in the first three years of basic education. The data, gathered with documental analysis, individual and collective semi-structured interview, and non-participant observation, were analyzed according with Speech Analysis principals. Based on those principals, we intersected teachers enunciations, observation sessions registries and the Program s propositions and built interpretations based on theorization taken as fundaments of the investigation, among which we highlight: studies on a criticalreflexive perspective of a teacher s formation; continued formation as a permanent development process; the principals of historical-cultural approach on alphabetization processes and development with the centrality of language; alphabetization in a interactionist approach. The analysis focused on the Program s repercussions: 1) in the teachers conceptions about: 1.1) learning; 1.2) Alphabetization and literacy; and in the practices and conceptions related to: 1.3) alphabetization in a literacy perspective and 1.4) appropriation of the writing system. The corpus analysis evidenced relations of continuity and discontinuity, approach and distancing between the teachers conceptions and the Program s propositions, as well as conceptions/significance of their speeches and related or observed practices. Observing teachers elaborations evidences the repercussion of the Program s formation, whilst also showing gaps and mismatches in their appropriation process in concepts/assumptions as well as teaching propositions. These mismatches involve interaction relationships between teachers and students, with their possibilities and limitations surrounding the Program s knowledge objects complexity, also linking to the social, economical, political, and cultural conditions that involve both the implementation of the Program in each context and the conditions in which alphabetization in public schools are developed, demanding permanent and accompanied formation processes, investments to improve work conditions and valuing teaching

Trilhas da inclusão escolar percorridas por uma aluna com paralisia cerebral na EJA: concepções e práticas

On this qualitative study, it has been discussed the school inclusion paths done by a student with cerebral palsy, who we call Liz, and who was also the reference and indirect subject for this study. For the representation of landscapes found, it follows throughout historical, political and pedagogical paths, getting through the case study method references on the current Brazilian educational context, analyzing, which concepts are attributed to the inclusion and which practices are developed by educational managers and teachers in a regular school of the City of Natal/RN. The theory which based this research is supported on Vygotsky's central ideas (1991, 1997, 2004) and his followers. Furthermore, it was essential to bring to this investigative journey a literature which could dialogue with the most relevant aspects of the cultural-historical approach, emphasizing the assumptions of a progressive education tendency, which promotes the subject involvement of his/her work in the world and for the world. This way, it was necessary to seek for theoretical support on assistive technology and on alternative communication, in order to show the importance of establishing other communications, which is, to break away from the conventional pattern established by the school. On this journey it was used procedures for the data construction, such as: observation, conducting semistructured interviews and questionnaires; and document analysis that supported and legitimized the inclusion, besides the permanent field diaries record. On the access paths to this landscape it entered in the Youth and Adults Education (Educação de Jovens e Adultos - EJA), seeking to establish a dialogue among Youth and Adult Education and Special Education. It was verified that, still, there are large gaps in these policies articulation. Among the results obtained it was raised discussions on new scenery, in which Youth and Adults Education (EJA) emerges as prominent mode of the established relationships throughout the school inclusion process. There were target reflections on: the planning and evaluation systematic, the pedagogical articulation among the Youth and Adults Education (EJA) teachers and the multifunctional resource room teacher's actions and the continuous training importance of the educators involved. It was considered, therefore, that the necessary mediations for school inclusion may be sustained if the walkers are involved in a permanent contact with the nature of a proposal from the Special Education inclusive perspective

Educar para o lar, educar para a vida :cultura escolar e modernidade educacional na Escola Doméstica de Natal (1914-1945)

La recherche propose un nouveau regard sur l Institution Scolaire École Doméstica de Natal, en essayant de tenir compte de la multiplicité des auteurs et des pratiques développées à l école qui définissaient le mieux et expliquaient les phénomènes de cette réalité éducative et des rapports avec le temps et le lieu où elle s insérait. Pour ce faire, les concepts de mémoire et culture scolaire ont été fondamentaux pour la compréhension de ces pratiques, parce qu ils ont contribué à notre lecture historique-culturelle de l ensemble d aspects institutionnalisés à l école, comme son curriculum, ses finalités, ses façons d enseigner et d apprendre, ses règles de conduite, ses normes, enfin, ce qui caractérisait son organisation et ses pratiques quotidiennes. C était l École Doméstica de Natal l institution pionnière dans le modèle d éducation féminine au Brésil, nous le reconnaissons en priorité et nous visons à le circonscrire à son indélébile contribution à l Histoire de l Éducation de Rio Grande do Norte. Conçue par un modèle d organisation scolaire européen pour l éducation féminine, l École Doméstica de Natal a été inaugurée en 1914, en ayant comme créateur l intelectuel de Rio Grande do Norte Henrique Castriciano de Souza. Sa singularité, s opposant aux écoles féminines existantes au Rio Grande do Norte et au Brésil en ce temps-là, était dû au modèle scolaire adopté, qui appuyait sur la formation d une femme préparée à répondre aux aspirations modernes surgissant avec l avènement de la République. Ce contexte exigeait de l école la formation d un modèle de femme dans les aspects moral, physique, culturel et intelectuel modelés sur les idéaux de l ordre et du progrès. Ce serait une nouvelle méthode d éducation scolaire qui pourrait favoriser la modernisation des anciennes méthodes d enseignement, provoquant le surgissement de modèles qui impliqueraient une nouvelle organisation pédagogique aux écoles de l`État et conduiraient la ville à de nouveaux et hauts paliers de culture et civilité. Avec cela, l école contribuerait à ce que la femme joue un rôle dans la société d une manière plus active, sociale et mieux adaptée. Les mots ordre, nouveau, civilité, moderne et progrès se répandaient et s entrecroisaient avec des valeurs archaïques toujours permanentes et enracinées dans la vision de vie et l idée de monde d alors. Ainsi, on voyait que l École Doméstica était une institution modèle, spécifique dans sa fonction, qui apporterait à la ville et, particulièrement au Rio Grande do Norte, des idées de civilité, ordre et progrès

A concepção de paisagem de professores de geografia em escolas do município de Parnamirim (RN)

This work is an exploratory study based on the principles of qualitative research aiming at the conception of landscape by Geography teachers in the city of Parnamirim (RN), as well as the pedagogical implications originated from such conceptions on the formation of students. In order to start our investigative process, we used, as theoretical and methodological reference, some principles of historical and dialectical materialism by Triviños (2007) and historical cultural approach of education by Freire (1987; 1996) e Vygotsky (1993; 2001; 2007), as well as the meaning of conception by Morin (1996) and Ferreira (2007) and the critical approach of geography by Moraes (2005), Santos (1988; 2004; 2006) and Silva (1989; 2010). Also, we used oral history as a research technique such as Moraes (2004), Bertaux (2010), Ferraroti (2010) and Nóvoa (2010) and semi-structured interviews as data collection tools. Our empirical reference is made of four teachers working in four different public schools in the city mentioned above, providing the needed data to start our research. The objective of such interviews is not the verification of the teachers‟ practice in class or outside them, but it highlights the transitoriness of the evidences mentioned in the research. Thus, we conclude that the conception of landscape mostly accepted by the teachers, once it is a process built along their lives and surrounded by their pedagogical practice, prioritizes the visual and morphological aspects and the sentimental livings related to the conception which is situated in a descriptive level of conception. Effectively, the pedagogical implications of these conceptions at school point to a materialization of geography teaching centered on the non-critical reproduction of school subjects which very little instigate the learners to process, via dialogicity, the re-significations of their essential and multiple attributes despite the several attempts and possibilities of some theoretical and methodological renovations on the application of geographical knowledge about landscape, expressed on the report of the interviewees

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

Análise quali-quantitativa da arborização na praça XV de novembro em Ribeirão Preto - SP, Brasil

A Praça XV de Novembro, implantada em meados do século XIX, tem grande valor histórico-cultural, além de se constituir em uma das principais áreas verdes do centro da cidade de Ribeirão Preto. Visando ao conhecimento detalhado da vegetação para fins de orientação do manejo e conservação dessa área, foi feito um levantamento quali-quantitativo e fitossociológico das árvores e palmeiras da praça. Foram medidas altura e Diâmetro à Altura do Peito (DAP) e identificados todos os indivíduos de porte arbóreo (árvores e palmeiras) presentes na Praça, em nível de espécie. A praça ocupa uma área de 15.456,00 m², onde foram amostradas 42 espécies distribuídas por 19 famílias, num total de 161 indivíduos. Apesar de o local apresentar arborização com alto índice de diversidade de espécies (Shannon-Weaver de 3,14), os exemplares necessitam de maior atenção quanto a problemas ligados à fitossanidade e podas adequadas, fazendo que resulte em espaço seguro para os frequentadores e em boa qualidade paisagística.

A tripla perspectiva: a vinda, a permanência e a volta de estudantes angolanos no Brasil

Este artigo é uma reflexão sobre o papel que as universidades paulistas e paranaenses desempenham no processo de formação acadêmica dos estudantes dos Países Africanos de Língua Oficial Portuguesa (Palop), em particular os angolanos. Essa formação na instituição de ensino superior propicia novos diálogos e novas sínteses identitárias possibilitadas por outras práticas culturais apreendidas no contato com alunos, docentes, funcionários, instituições acadêmicas e de pesquisa que ignoram a realidade vivenciada por eles em Angola. Constituiremos, assim, o cenário histórico-cultural; o percurso acadêmico e identitário do estudante angolano; o contexto estudantil angolano; a história recente desse país; o lugar do intelectual e do professor universitário; o papel e o uso da língua portuguesa no Brasil e em Angola no ambiente estudantil, familiar e na rua. Buscamos entender o imaginário do jovem estudante intercambista angolano que convive com os conflitos do estigma do migrante temporário e do estereótipo do refugiado de guerra.

A matemática sob a ótica do Tarô: Uma experiência com a educação de jovens e adultos

La recherche de la formation des citoyens critiques et participatifs, dans le travail pédagogique avec les jeunes et les adultes, a besoin d un entraînement pédagogique qui va au delà de l attitude traditionnelle d'apprendre avec des méthodes mécaniques et arbitraires qui, en insistant excessivement sur l image du professeur, donnent priorité à l'enseignement, au détriment de l apprentissage. Dans ce sens, la présente étude, cherchant la possibilité de réalisation d'un travail alternatif pour l'enseignement des Mathématiques, dans une perspective transdisciplinaire, dans le sens de développer l apprentissage significatif des étudiants jeunes et adultes du Projet Croire, présente les résultats d'une recherche-intervention qui a utilisé les lettres du tarot comme ressource didactique en salle de classe. On prétend, avec cela, montrer cet instrument comme facilité d apprentissage de contenus des Mathématiques comme systèmes de numération, nombres entiers et géométrie, en amenant les Mathématiques dans une perspective historique et culturelle et donnant un traitement global à l'acte complexe d'apprendre. Dans ce travail, le jeune étudiant et l étudiant adulte est pris comme individu concret, prenant en considération les aspects cognitifs et les aspects d attitude de son apprentissage, ce qui est favorisé par la nature des lettres du tarot et par la compréhension adoptée, des mathématiques comme système symbolique

Inscrição discursiva da subjetividade homoafetiva na G Magazine

This thesis, which is entitled Registration discourse of subjectivity homo affective in G Magazine, is proposed to describe / interpret modes of subjectivity that is set in the discourse of homo affective confessions, recorded in letters addressed to G Magazine. The study is based on the theories of Discourse Analysis French, with a focus in the discussions Foucaultian remarkably discursive practices that produce meanings about the processes of subjectivity and sexuality. Methodologically, the research is of appreciative/qualitative character and falls in the field of Applied Linguistics (LA), at a press that the historical and cultural reality of the subject, establishing dialogues with many other fields of knowledge, which deal of the subject matter of speech and sexuality. Data analysis indicates that the magazine G Magazine works as a discursive space, where individuals on condition that homosexual, take it as the place that it gives security to talk to you, it's worrying, because the nature of the journal it suggests a belonging to the same discursive formation - that of homo affective . Thus, some of which are felt constructed for the investigation of the letters selected for this study showed that the forms of subjectivity of such homo affective are emerging in the game of the bans, the other is that as a subject of sexuality and to materialize in operation the confession. These homo affective, in a gesture of incessant registration of alternatives to be subject to its own truth of their sexuality, to seek his party in the case, the psychologist, a referral, a "light" that can guide them in an attempt to get rid of the forms of to subject. Installs itself in this way, as a point of resistance: the attempt to dissociate itself be of some states of submission, opening itself to other ways of being subject

Uma análise crítica dos ideários pedagógicos contemporâneos à luz da teoria de A. N. Leontiev

O presente artigo objetiva demonstrar o alcance das pedagogias do aprender a aprender (DUARTE, 2001), uma vez que elas fundamentam as propostas educacionais no âmbito nacional e no internacional, na atualidade; bem como apresentar suas principais premissas, que mantêm sua filiação ao pragmatismo e ao irracionalismo e, no limite, submetem o desenvolvimento humano à ordem do capital. Tais proposições se contrapõem ao objetivo humanizador da educação escolar pressuposto na produção teórica do psicólogo soviético Alexis Leontiev. Como resultados, temos que, dessas produções, é possível extrair subsídios para o enfrentamento do processo de esvaziamento do ensino escolar e do papel do professor engendrado pelas referidas pedagogias. Além disso, pretendese evidenciar a impossibilidade de aproximações entre as produções da psicologia histórico-cultural com outras correntes pedagógicas que estão a serviço da legitimação e do revigoramento da sociedade capitalista.

A escola enquanto espaço privilegiado de construção de "meninos de verdade" :concepções e valores atribuidos a essa instituição por crianças pobres

The intention of this study was to identify the school conception (conceptions) in the discourse of poor children. There were inquired two groups of subjects: the first was composed of children that inserted precociously themselves into the work market and must to go to school because they take part in one of the governmental programs, called, minimum income programs. The second will be composed of children that live in the poorest district in Natal/RN city. And don´t have obligatoriness to go to school. Thus, thematics like precocious work, minimum income program, capitalism, neoliberalism was aproached in our discussion. We also intended to make a illustrate with Pinochio Adventures fable, because its conception school is similar like real official discourse school from everybody. In cited narrative, the character Gepeto didn t know what s a truth child but knows that exist a place in city where his maledoll Pinochio would be one the school. Thus, this institution was destine by the justice and politics from Gepetos s city how children right. Pinochio, in the book s end, to be transformed himself in a truth child because learned in school responsible and goodness behaviors. To uphold our inquiry we used the Content Analysis and socio-historical perspectives. The result showed that the children know that exist differents schools: yours and other, to rich class. Their school is admited like good, it is a study place, it isn´t disorders place; and also make propotional to social ascencion. The children s discourses is similar to capitalism s discourse

Os jogos com regras na educação matemática inclusiva

This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended

Trabalho e formação dos educadores de creche em Botucatu: reflexões críticas

Considerando a recente preocupação de estabelecer programas de formação em serviço para educadores de creche, estudamos oito creches municipais de Botucatu (SP). O objetivo foi conhecer as condições de trabalho e de formação dos educadores com base em dados que permitissem avaliar os procedimentos de educação inicial e continuada a que foram submetidos, as concepções subjacentes à sua prática profissional, suas expectativas sobre os programas de formação em serviço, assim como as efetivas necessidades a que esses programas precisam responder em vista dos parâmetros de qualidade estabelecidos para a educação infantil. A partir dos resultados obtidos, traçamos um panorama e esboçamos sugestões que possam subsidiar uma proposta de formação inicial e continuada para esses educadores, valendo-nos de algumas contribuições da teoria histórico-cultural enriquecidas com reflexões críticas e recentes na área, e do contraponto com as propostas defendidas por documentos oficiais em vigor propalados nacionalmente.