Relatório de estágio da intervenção pedagógica na EB1/PE da Assomada e no Infantário Universo dos Traquinas

O mundo da educação é um vasto universo, concomitantemente povoado por experiências práticas e pressupostos teóricos que sustentam o percurso profissional de todos os que o compõem. Como tal, a conjugação destas duas realidades são imperiosas para que a prática docente culmine no sucesso das aprendizagens das crianças e no êxito profissional. Assim sendo, o presente relatório tem como finalidade principal explanar e refletir sobre um conjunto de atividades no âmbito do meu estágio final decorrente do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, realizado nas valências de Educação de infância e 1º Ciclo do Ensino Básico, com um grupo de crianças de cinco e sete anos, respetivamente. No documento é possível testemunhar a minha intervenção pedagógica nos contextos supracitados, sustentada pelos fundamentos teóricos elencados ao longo do trabalho. Tais pressupostos foram a pedra basilar de todo o meu percurso e é nos mesmos que revejo e defendo toda a minha prática. Uma vez que o estágio resultou da interligação da teoria e a prática, utilizei como metodologia transversal a investigação-ação baseada numa investigação qualitativa e em instrumentos de ação como a observação participante a partir da qual defini o meu processo investigativo em torno da questão: De que forma o trabalho cooperativo pode otimizar as aprendizagens e minimizar as características individualistas dos alunos do 2º B e crianças da Sala ‘Júpiter’ ?. Deste modo, desenvolvi uma série de atividades baseadas na aprendizagem cooperativa, e na metodologia de trabalho de projeto com o intuito de promover aprendizagens significativas. Tendo como referenciais estratégicos a diferenciação pedagógica, a participação e comunicação, que permitiram aos grupos o desenvolvimento de aprendizagens democráticas e ativas que culminaram na construção de uma educação globalizante.

Relatório de estágio sobre a intervenção pedagógica realizada na Escola Básica do 1º Ciclo com Pré-Escolar Nazaré

Este relatório tem como principal objetivo apresentar a intervenção pedagógica realizada, em situação de estágio, a Educação Pré-Escolar e o Ensino do 1.º Ciclo do Ensino Básico. A sua estrutura assenta em duas partes distintas. A primeira parte consiste numa apresentação teórica de temas intimamente relacionados com a prática docente, tal como as perspetivas sobre a escola e o “ser professor”. Incido ainda sobre os fundamentos teóricos referentes às opções metodológicas que deram corpo à intervenção pedagógica, sendo estes propulsores da ação educativa. A segunda e última parte remetem o leitor para a intervenção educativa em ambos os contextos. Ao longo desta Parte II faço uma descrição das atividades, tendo esta um suporte teórico e reflexivo. Concluo o relatório com algumas considerações finais, que sintetizam a minha ação reflexiva ao longo deste trabalho.

Os experimentos científicos influenciando a aprendizagem na alfabetização

Esta pesquisa de mestrado em educação se insere na linha de inovação pedagógica que tem como tema central, os experimentos científicos influenciando a aprendizagem nas séries iniciais. Teve como proposta investigar se existe inovação nos ambientes alfabetizadores onde acontecem os experimentos científicos. Nesta investigação, foi utilizada a metodologia etnográfica para explanação e coleta de dados, descrevendo ações, fatos e realidades vivenciadas entre os sujeitos. Este trabalho está fundamentado numa abordagem qualitativa e objetivou apresentar a realidade concreta apresentada do contexto da pesquisa a partir da observação participante por permitir um contato direto com o fenômeno observado, análise de documentos, realização de entrevistas, diário de campo, numa sala de 5º ano, da escola municipal Maria de Lourdes Duarte, situado no município de Juazeiro Bahia, Brasil. A análise teve como ponto de partida a realidade apresentada pela postura da professora, a partir dos conceitos trabalhados em sala e seus reflexos na construção de uma consciência crítica dos educandos. O caráter diferenciado da metodologia apresentada pela professora contribuía para atitudes questionadoras e reflexivas, favorecendo momentos de discussões, interações e troca de informações e conhecimento, despertando ações diferenciadas do modo tradicional visto na maioria das escolas. A pesquisa respaldou-se, principalmente, nos estudos de Bizzo (1998,2002), Ausubel (1981), Kuhn (1989), Lapassade (1993,2005) e muitos outros. Embasada nos conceitos de inovação pedagógica buscamos as contribuições de Carlos Nogueira Fino, Farias e Sebarroja, dentre outros, que contribuíram significativamente para fundamentação teórica desta pesquisa. Em síntese, esta investigação pretendeu desvendar as sutilezas do processo de ensino e de aprendizagem nas séries iniciais, na perspectiva de uma prática pedagógica inovadora.

Práticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

É como se tivesse a roça e faltasse a enxada: formação em serviço de professores de História no ensino sergipano

This thesis has the aim to comprehend the development of the superior graduation in life service and daily scholar of the history teachers in-land of Sergipe. The History Course graduation was realized through the second part of (Projeto de Qualificação Docente-PQD), the so-called, Teaching Qualification Project of the Federal University of Sergipe, first settled in 1998. Eight teachers were chosen for this research with more than (15) fifteen years of teaching in the Fundamental and Medium levels at public schools of our state (Sergipe). This empiric research priviledged oral testimony from them, which (ones) reveled about the memory tragetory of life. Since childhood until the History Course graduation, besides the evidence as Principal of schools as well as the following classes. All of them were interviewed from in-land and they are from very poor families with lack of social economical conditions. Those evidencies point out economic limitations in their different towns, that contributed to the continuous obstacle in the following studies, moreover in the common market. Therefore they still teach in order to believe in who´s at the botton of this business. Their testimony about this history graduation through PQD , gave them new Professional horizons, modifying their pedagogic practice, choosing what is worth into the social space beyond life expectancy. Through the analyses from all the documents and evidence in loco, it was evident that this graduation is not sufficient to change all the acting of teaching. Consequently, the lack of scholar situation still happens because this qualification doesn´t consider the knowledge of the teachers into their contexts. This research could also observe that besides the changing purposes in the suggested common-job by the globalization, the public politics education, is still underdeveloped in-land of Sergipe. According to the educational laws which obliges all tearches should be graduated, it could be observed that nothing changed into their acting. The old curricula don´t give them new possibility in their acting. At last their salaries, poor conditions in their common-job as well as the difficult ways to get to their pos graduation course still contributes to the underdeveloped acting before they´d graduated from the period before of their graduation

Tenho um problema: não gosto de ler! A formação do leitor literário construção compartilhada do prazer de ler

Esta tesis de maestría es el resultado de una investigación de carácter cualitativo y etnometodológico, realizada entre agosto de 2003 y junio de 2004, en una escuela primaria estatal, ubicada en Natal RN (Brasil). Su objetivo fue investigar la recepción de la lectura de literatura por parte de una maestra a la que, según reveló, no le gustaba leer y no se consideraba lectora de literatura. Se buscó investigar la mediación que le posibilitara llegar a ser lectora, comprender cuáles son los aspectos que influyen en la relación entre el lector en formación y la lectura de literatura, y verificar cómo repercute ese proceso de formación en la práctica docente de la maestra estudiada. Los procedimientos de investigación fueron aplicados con flexibilidad, tomando en cuenta el proceso de formación lectora de la docente. Los principales instrumentos utilizados fueron dos entrevistas semi-estructuradas, realizadas con la maestra, y notas de campo, que adquirieron el formato de un diario de investigación. En la primera etapa, fueron realizadas treinta sesiones de lectura, para posibilitar el acercamiento de la maestra a diferentes textos literarios. En la segunda etapa, fueron realizados tres encuentros de planificación con la maestra y cinco clases de lectura con sus alumnos. El análisis focaliza la recepción de la lectura literaria por parte de la maestra, abordando diferentes aspectos: su historia en relación con la lectura; la identificación, el contrato ficcional y la relación texto-vida; las previsiones y sus verificaciones; la mediación y el andamiaje brindados para introducir a la maestra en la cultura de la lectura. Se focaliza también la relación entre sus roles de lectora y de mediadora de lectores. Los fundamentos teóricos se basan, principalmente, en Coulon (1995a, 1995b), Vigotsky (1989, 1991, 2003), Graves y Graves (1995), Smith (1991), Jauss (2002), Iser (1996, 1999) y Amarilha (1996, 2001). Como resultados de este trabajo, se destacan el interés de la maestra, la manera en que ella se involucró con las historias leídas mediante procesos de identificación con algunos personajes y la relación que estableció entre los textos y su historia; esos procesos indican avances significativos en su vínculo con la lectura de literatura. La mediación ocupó un papel central en la consecución de aquellos avances. Vale destacar que la relación texto-vida fue establecida por la maestra con cierta ingenuidad, lo que le impidió vivenciar lo ficcional como una actividad lúdica. Se considera necesario un contacto más intenso y regular con textos de ficción, para que la docente pueda distanciarse de su vida cotidiana y adquirir la autonomía y la conciencia transformadora que le permitirán ir y volver de la realidad a la ficción, enriqueciéndose, sin confundirlas. Ese contacto no depende sólo de una actitud individual y personal de la maestra, sino del contexto institucional y social en el cual está inmersa. En ese sentido, la segunda etapa del trabajo de campo demostró que el pasaje de la formación lectora inicial a una acción pedagógica adecuada es complejo; los procesos no son lineales y, todavía, queda un largo camino por recorrer

Professoras e projetos: concepções e práticas no ensino fundamental

The discussion we have established in this study is about how the practice is developing educational projects based on work with because the methodological choice of the teacher. The study of an ethnographic qualitative approach was conducted with a group of six teachers in two public schools in School Administrative Zone north of the city of Natal / RN. Data were constructed from semi-structured, reinforced by the direct observation of the practice of teaching of teachers. The goals outlined were to identify the reasons why the option for the project, listing the benchmarks that subsidized their construction, the observation of everyday experience in educational planning and development of projects developed. In the light of information we can notice a complex and even contradictory, which is confusing the concepts and practices are weakened. The analysis revealed inconsistencies between theory and practice in working with projects, the fruit of little theoretical development of teachers. The adoption of the project as a methodological option has meant a change in direction of the effective action didactic. Reflects on this situation, it was concluded that there is a need to broaden the understanding of the significance of this type of work, covering the different dimensions that involve the practice of research, research and training of teachers. Even preventing the intentions and initiatives of the teachers, it must be emphasized is the process of learning within an approach that focuses the process of learning in multiple dimensions, inter-relational, both the capabilities of students in the areas of knowledge.

Itinerário educacional de uma aluna cega e a busca pela imagem adaptada

The scope of this study directs an investigation in search of how the blind person learns knowledge at school mediated by the image in context of an inclusive education and how it can be (or is) triggered by the adaptation of images to the tactile seizure of the blind person and his correlative process of reading. To achieve this intent we choose a qualitative approach of research and opted for the modality of case study, based on the empirical field of a public school in the city of Cruzeta, RN and as a the main subject a congenitally blind female student enrolled in high school there, focusing, often, on the discipline of geography in its words mapping. Our procedures for construction of data are directly involved to the documentary analysis of open reflective interview and observation. The base guiding theory of our assessments is located in the current understanding about the human psychological development of its educational process inside an inclusive perspective, of contemporary conceptions about the visual disability as well of image as a cultural product. Accordingly, the human person is a concrete subject, whose development is deeply marked by the culture, historically built by human society. This subject regardless of his specific features, grasping the world in an interactive and immediate way, internalising and producing culture. In this thinking, we believe that the blind person perceives in multiple senses the stimuli of his environment and acts in the world toward his integration into the social environment. The image as a product of culture, historically and socially determined, appears as a sign conventionally used as an icon that in itself concentrates knowledge of which the student who does not realize visually himself and his surroundings cannot be excluded. In this direction, the inclusive educational process must build conditions of access to knowledge for all students without distinction, including access to the interpretation of the images originally intended for the seizure strictly visual to other perceptive models. Based in this theory and adopting principles of content analysis, we circulated inside the interpretation of the data constructed from the analysis of documents, from the subject speeches, from records of the observation made in the classroom and other notes of the field daily. In the search for pictures on the school contents, adapted to the tactile seizure of blind student, was seen little and not systematic in practice and teaching at the school. It showed us the itinerary of the student life marked by a succession of supports, most of the time inappropriate and pioneers in cooling the construction of her autonomy. It also showed us the tensions and contradictions of a school environment, supposedly inclusive, that stumbles in search of its intent, in the attitudinal and cumulative barriers brought, because of its aggravating maintenance. These findings arose of crossing data around of a categorization that gives importance to 1) Concepts regarding the school inclusion, 2) Elements of the school organization, educational proposal and teaching practice, 3) Meaning of the visual image as the object of knowledge, 4) Perception in multiple senses and 5) Development and learning of the blind person before impositions of the social environment. In light of these findings we infer that it must be guaranteed to the disabled person removal of the attitudinal barriers that are against his full development and the construction of his autonomy. In that sense, should be given opportunity to the student with visual disability, similarly to all students, not only access to school, but also the dynamics of a school life efficient, that means the seizure of knowledge in all its modalities, including the imagery. To that end, there is a need of the continued training of teachers, construction of a support network in response to all needs of students, and the opportunity to development of reading skills beyond a perspective eminently focused in the sight

O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caicó / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

Itinerários e marcas na formação do sujeito formador: reflexões acerca de um caminho na educação matemática

This Study inserts in Mathematical Education & Education that search to investigate the (self) formation of formers that gets graduation e pass to graduate others that get graduation and are formers in Mathematical Education. This Is a qualitative search in a perspective from search-formation.The work is formed of four topics. First topic talks about : The self-formation of formers. Second topic: at way of suppositions theorical-methodological from search. Third topic tells over: The life of a former life. Fouth topic A Station called Ubiratan D´Ambrosio created in his reverence and for build all the Knowledge´s Corpus developed by his studies and searches. It´s in sense of come and go from knowledge created at action by mankind to get finality of Transcendency and Survive. Look for to investigate aspects of academical, professional and personal life where are translated in language, thinking and practices oriented for one know-how holistical and transdiciplined in a reflexion, search and the critical it constitute to be a Professor, Teacher, Searcher and Etnomathematic that confered him the merit in 2005 the Prize Félix Klein, that declared Valente (2007), maximum distinction that can receive someone from Mathematical Education. The results point that the narratives of life´s stories are prominences to one re-direction of teach practical in formation´s courses of Mathematical teachers, opening spaces for what the teachers and particularly of Mathematical thinking and take position about your process of formation to be Formers. The Study also given possibilities to propose fourteen stoppages in Station that are beginnings with direction that emerge from studies and searches about the trajectory of life of Professor Ubiratan D´Ambrosio in perspective of re-signify the formative process in education and Mathematical Education

A política de formação continuada de professores do ensino médio no RN: limites e possibilidades

El trabajo titulado La Política de Formación Continua de Profesores de Enseñanza Media en RN: límites y posibilidades tiene como objetivo analizar la política de formación continua de profesores de Enseñanza Media implantada en Río Grande del Norte. Parte del supuesto de que las directrices de formación continuada se articulan conforme a los organismos internacionales que desde la década de 1990 extendieron por América Latina un modelo homogéneo de formación, que tiene como principales características la de constituir un servicio a través de la modalidad a distancia y teniendo a la escuela como principal locus. En Brasil, estas características se apoyan en la Ley de Directrices y Bases de Educación Nacional nº. 9.394/96. Este trabajo es parte de un estudio que se desarrolla desde 2004 por la base de investigación Políticas y Gestión de Educación llamada Factores que influyen en la productividad de la Escuela Media: un estudio en Río Grande del Norte. El estudio en cuestión se centra en la dimensión pedagógica de la referida investigación y analiza la política de formación continua del personal docente, y considera como dimensiones de análisis la formación continua promovida en el ámbito escolar, ofrecida por la SECD/RN en el marco de la autoformación. Para la realización del estudio se hizo una búsqueda bibliográfica y documental que permitió la comprensión del objeto de estudio. La investigación empírica se realizó mediante la aplicación de cuestionarios, con preguntas abiertas y cerradas, a los maestros de Enseñanza Media de RN, y a través de entrevistas, semi-estructuradas de naturaleza complementaria, a las coordinadoras estatales de programas dirigidos a la Enseñanza Media. El análisis de los datos obtenidos muestra que no hay en SECD/RN una programación específica para la formación continua de los docentes de ese nivel educativo. Los programas implantados son de carácter nacional, de índole focalizada y no prestan atención a la mayoría de los docentes. La formación continua desarrollada en el âmbito escolar es prácticamente inexistente, y se limita a reuniones y algunos seminarios, sin mucha repercusión en la práctica docente. En cuanto a la autoformación son pocos los profesores que tratan de mejorar su práctica pedagógica con cursos de capacitación. Por lo tanto, se percibe una laguna en la formación de esos profesores y la necesidad de implementar acciones generales de formación continua que favorezcan una mayor y mejor articulación entre la formación inicial y continua, entre la teoría y la práctica, desde una perspectiva transformadora, en el sentido de superar modelos tradicionales de formación que no han tenido repercusión en la práctica docente

A díade saberes e práticas docentes : um estudo de suas inter-relações

This study The Dyad of knowledge and teaching practices: an inter-relational study deals with the relationship between conceptual knowledge on behalf of the teachers and their teaching practices. The research aims to investigate the relations amongst conceptual meanings related to the professor and the practices of three (03) Fundamental Cycle public schools teachers in Natal-Brazil. Thus, a collaborative research of qualitative nature was performed by us. It was based on collaboration and critical reflection, as well as the socialhistorical theoretical methodological principles of Ferreira (2009). This was acknowledged as an analytical support for the reflections that were realized on concepts related to teachers and teaching considering the archeology on these concepts. The methodological procedures and tools we used consisted of Formative Autobiographies, Reflexive Study, Collaborative Observation, as well as some Reflexive Sessions. The analysis framework was based on information obtained by these methodological procedures as well as the critical collaborative and reflexive procedures. The studies permitted us to widen our knowledge related to the conceptual meaning of teaching and teachers. But it was not always possible for us to (re)elaborate these meanings in the conceptual phase. This was only possible to understand once our Formative Autobiographies were analyzed. They reveal that the concept elaboration process is not a part of our own formative path. The time that was dedicated to that proved to not be enough. The concept elaboration process demands time, effort as well as life-long learning skills. This is not always possible to achieve in this part of the study, on the other hand, this was possible to acknowledge that in the different stages of our conceptual elaboration. The teaching practices that we analyzed were predominantly heterogeneous and were fundamented on meanings of concepts related to teachers and teaching, that were internalized beforehand, (re)elaborated according to the conflicted and contradictory situations. The reflexive and collaborative process that we experimented during the Reflexive Sessions pointed out the predominance of technical and practical reflection process. In some moments it was possible for us to critically reflect on teaching practices due to the collaborative mode that we experienced. The importance of collaboration for teaching formation and professional development of behalf of teachers in general is pointed out by this research. Also regarding this research it was possible to see that there was personal and professional growth, experiencing learning together to collaborative reflect, as well as to counter-argument, reformulate concepts and conceptions aiming to transform our teaching practice

Um estudo sobre o estágio supervisionado na formação inicial de professores de matemática na Bahia

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

A história escolar e a teoria da atividade: relações e possibilidades formativas no ensinar e aprender

This study investigates the manner in which the Activity Theory by Alexei Nikolaevich Leontiev contributed to the performance of a teacher who teaches History at the 8th year of elementary school, Escola Estadual Coronel Fernandes, in Luís Gomes - RN city. Her goal is to analyze the contributions of this theory in her teaching practice. It was opted by collaborative approach as formative strategy and was used as procedures for training of knowing the courses of study and thoughtful reflection sessions. It was used as techniques in the development of these cycles, the semistructured interview and the reflection sessions, the autoscopy and observation in real life. Regarding the theoretical foundation, held in these cycles, the teacher demonstrated to have appropriated some contributions from Activity Theory, besides relating them to her practice and understanding her importance to the improvement of teaching and learning of History. Concerning to the reflection sessions, the analysis showed that the participant has used of constructions of this theory and improved their practice, developing lessons of History so as to encourage student participation in oral and promote his integral development. The educational process, carried out on the practice of teacher, has shown an increase in her conscious learning that contributed to the improvement in their professional development. Before these findings, as needs for new thinking, this research recommends, especially the organization of teaching activities, based on this theory, which allows the teacher to improve the teaching and learning process contributing to student's full education

Quadrinhos nas aulas de ciências: narrando uma história de formação continuada

Located at the intersection of Science Education, Teacher Training and use of didactic Comics (HQ), the text aims to discuss the problem which thus sets: - What is the contribution of the incorporation of comics in the continuing education of teachers Natural Sciences of the early years of elementary school? - May be the comics for enabling science teaching? - How to contribute to a reflexive training of teachers of the early years? - In order to answer these questions, there was a collaborative action research in a school located in the city of Natal / RN, with three teachers who teach natural science in the early years of elementary school. The study involved the conduct of 13 meetings of in-service, under the focus on reflective practice, with the purpose of discussing topics underlying the teaching of science and the use of comics as a methodological strategy. All meetings were recorded on audio and transcripts. The teachers finally recorded the meetings by writing a portfolio. The teachers made use of 10 sessions with reading comics in science classes, which were video recorded and later watched by the educators in autoscopy sessions followed by individual interviews. From the collected data, several aspects that have emerged can be grouped into three categories: The difficult concept of science, teachers' work and the obstacles and possibilities of comics as a teaching strategy. In this sense, are woven assessments taking as its founding, look for the reflective and dialogic practices exercised in the classroom. In the analysis of the data, we can see the conceptual difficulties, methodological and pistemological questions of teachers for teaching science, but also the limitations of comic books for teaching. Learning more relevant appointed by the teachers is related to the importance of collective work to mitigate the training needs of teaching. Finally, signals that the HQ has a great potential for use in science classes, provided that the teacher conduct a careful planning for this, but that the meetings of continuing education promote moments of reflection on teaching practices that are capable of giving rise to new attitudes before the difficulties they depict