Habitus e pr��tica docente nas escolas do ensino fundamental I em Parnamirim-RN

The notion of habitus, developed by Pierre Bourdieu, and laying it down with the teaching practice and vice versa comprise the analysis undertaken here. Naturally, concepts such as field, capital and symbolic power, also prepared by him throughout their sociological research, represent important tools in this research work about the components that make up the Faculty practice. Thus, we focus on the actions that characterize this practice and which has the habitus its triggering mechanism, i.e. a device that not only produces the actions, but also changes from them. Based on this perspective, therefore, we are using as methodological feature the collective subject discourse (DSC) and your software (Qualiquantsoft), which aim to understand how certain collective thinking regarding the issues that afflict him. In addition, we undertook during the fieldwork, participant observation techniques as a tool to capture some nuances that permeate the school environment. Our proposal was to observe in what circumstances the objective conditions experienced by teachers in elementary schools I in Parnamirim-RN, tend to conflict with the provisions incorporated by them in their daily life. To put it another way, it means that it is not always the practice can reconcile Professorial what had previously been prescribed and thus widely accepted, with the way to perceive, evaluate and act for each. Although usually pass unnoticed, this disharmony is more common than you think. Proof of this are the looks directed those who fortuitously doubters fail to adapt immediately to regulations imposed by the education system (SE).

A compet��ncia leitora de alunos do ensino fundamental: uma proposta de interven����o

Reading is a activity of paramount importance in the life of every human being, since this practice is essential condition for the exercise of citizenship. Therefore, it is through reading that the student has access to the knowledge that part of the world around him. However, given the complexity involved in the process of learning to read, teach students to read is not an easy task because often they do not acquire the skills necessary to understand the texts. According to this view, the present study focuses on an educational intervention who aim at contribut to the development of reading competence of students in 6th grade "U" of the State School Senador Jos�� Bernardo, in S��o Jo��o do Sabugi - RN. The activities which were of that intervention process were conducted in Portuguese Language classroom and developed through didactic sequences drawn from reading strategies, based on the genres tale and news, since students had serious problems with regard to reading comprehension. Given the importance of meeting the aforementioned difficulty, we seek to develop a proposal for interactive reading activities through genres as a language of social practices, whose goal aimed read to understand and make sense of texts. This intervention proposal falls under the Applied Linguistics and to perform it, were taken as a basis some theories focused on the notion of language as sociointerativa practice, such as studies of Bakhtin (2006, 2011), Bronckart (2012) and targeted contributions to the teaching of reading activity, including, Sol�� (1998), Oliveira (2010), Kleiman (2013), Leffa (1996, 1999), Silveira (2005). Discussions about genres followed the studies of Bakhtin (2011), Marcuschi (2008), as well as other theoretical; the didactic sequences were constructed from Bronckart (2012), Dolz; Noverraz; Schneuwly (2013) and, with regard to the teaching of Portuguese Language, the guidelines were adopted contained in PCN / LP (1998), as well as in Antunes (2003, 2009) and other authors. The results showed that students in the 6th grade increased their understanding capacity of the read texts, by implementing the didactic and pedagogical actions, thereby acquiring the reading competence they needed to keep learning.

Gastos p��blicos em educa����o municipal: uma análise da efici��ncia-custo na gest��o dos recursos no ensino fundamental no estado do Rio Grande do Norte

This study evaluates the cost effectiveness of municipalities in the state of Rio Grande do Norte in the execution of spending in basic education carried out in 2011, as well as analyze the determinants of the inefficiency of the same. For this, we used two methodological approaches (i) stochastic frontier cost, and (ii) analyze data envelopment (DEA), which allows to identify the efficient frontier of the municipalities analyzed non-parametrically. Results show that municipalities under review achieved low efficiency rates in the stochastic frontier cost, while the DEA method they achieved higher rates where nineteen among them reached full efficiency. The results suggest that a significant portion of the Potiguar municipalities should review its administrative practices, especially the means of allocation of resources. In regard to determining the efficiency observed distinct results by the two methods.

Intercompreens��o de línguas rom��nicas: uma proposta para a leitura liter��ria pluril��ngue no ensino fundamental

The developed research aimed to investigate how students behave on elementary school in a plurilingual context, based on Intercomprehension of Romanic Languages with literary texts in the classroom. The theoretical framework prioritizes authors who consider reading literary text as an essential tool to the formation of reading and writing skills for students, such as: Amarilha (1997; 2003; 2007), Resende (1993), Kleiman, (1999), Villardi (1997), Aguiar (1991), Perrone-Mois��s (2000), Lajolo (1993), Zilberman (1991), Cosson (2006), Andrade, Melo-Pfeifer, Santos, (2009), S��; De Carlo; Antoine (2011), Alas Martins (2014), Doy�� (2005), Souza, (2013), and others, according to the intercomprehension approach and plurilingualism. We use questionnaires as a methodological resources for this research, and we applied some activities that was developed based on intercomprehension from literary texts which represent three types of Romanic languages (Spanish, French and Italian), in addition to the participant observation in classes with students of the 8th grade from an elementary public school in the city of Natal (RN). The students could read and (inter) understand some texts of classic literature in those Latin languages and also in Portuguese, whose titles include ���D. Quixote de la mancha��� by Miguel de Cervantes; ���O pequeno pr��ncipe��� by Antoine de Saint-Exup��ry; and ���Pin��quio��� by Carlo Collodi. The data analysis shows that students understood the lessons with plurilingual texts as something which goes beyond the structure of language teaching, awakening themselves to the knowledge of new languages and cultures, and linguistic diversity as motivation at the time of understanding and literature as transforming element to Citizen formation of students.

Olimp��ada de Língua Portuguesa: ressignifica����o de pr��ticas de leitura e escrita

The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCH��NOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (L��DKE; ANDR��, 1986; ANDR��, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students��� texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.

Análise do discurso sobre o "bom" professor de Hist��ria no Brasil contempor��neo: uma quest��o de cidadania...

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

Amplia����o vocabular: gloss��rio de textos do livro did��tico de língua portuguesa "Vontade de saber portugu��s" do 9�� ano

This research aimed to verify the vocabulary difficulties faced by 9th year students while understanding the didactic book of Portuguese Language (DBPL) ���Vontade de Saber Portugu��s���, used at the Municipal School Sebasti��o Rangel. We noticed the students had some doubts concerning the unknown vocabulary in the texts and, therefore, in text comprehension. The hypothesis is that one ���difficult��� word and the lexicon used by DBPL author can disturb student comprehension. We adopted some action which could simplify the little vocabulary understanding and contributed to extend it. For that reason, the job was theoretically based on Biderman (1999), Barbosa (1989), Dias (2004), Krieger (2012), Coelho (1993) and on National Curriculum Parameters of Portuguese Language, aiming to ally theory and practice. The application methodology of the proposal was done in order to the students understand that the word needs to be adapted to its context. At the begging of the job, the students read the texts and took notes of the ���difficult��� words, selecting, corpus. We analyzed the doubts, registering them. Then, we showed to the students the classification of abbreviated words after each entry. The students separated the words for grammar classes ��� lexical words��� (KRIEGER, 2012). Such words have a very significant meaning to the comprehension of the read texts, being interesting to take a look in online dictionaries. In the creative glossary, done by the students, the words were spread in alphabetical order. They transcript the part where was the word and copied again, substituting the word to a clearer word. Finally, we asked the students a writing production using five words from the glossary; we showed them that the meaning of the words is not found only in the dictionary, but they can be used in different contexts. In the analyzes, was discovered that there is one necessity of a pedagogic didactic work more effective with elementary school lexicon. Thus, this proposal is not a closed receipt, but the infield location allowed a reflexive pedagogic practice about lexicon education.

Pol��tica p��blica e educa����o digital no ensino fundamental em Natal/RN: análise de efic��cia da atua����o dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r��rum�� by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

Pol��tica p��blica e educa����o digital no ensino fundamental em Natal/RN: análise de efic��cia da atua����o dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r��rum�� by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

Norma e varia����o na aula de língua portuguesa

Nesta disserta����o estudou-se a rela����o entre a Norma e a Varia����o no Ensino do Portugu��s. No Cap��tulo I realiza-se uma revis��o cr��tica da bibliografia relativa aos conceitos e aos pressupostos te��ricos relativos ao tema. No Cap��tulo II procede-se �� análise das diversas dimens��es e dos n��veis de regula����o do ensino do Portugu��s, avaliando primeiro o papel dos programas, as suas linhas orientadoras e a fun����o dos manuais escolares que os apoiam, para em seguida se proceder �� análise desses materiais com vista �� identifica����o de uma dimens��o normativa do ensino do Portugu��s e do modo como este atende �� varia����o lingu��stica. Com a análise dos manuais, no Cap��tulo III, pretendeu-se identificar, quantificar e avaliar, por um lado, o peso de mat��rias e conte��dos que j�� n��o prov��m da gram��tica tradicional, mas de diferentes ��reas da Lingu��stica e, por outro lado, verificar a exist��ncia de refer��ncias expl��citas ou impl��citas quer �� norma quer �� varia����o lingu��stica. Tal análise permitiu comprovar e concluir que, atendendo ��s directrizes program��ticas e �� orienta����o geral do ensino da língua materna, o ensino da Língua Portuguesa, fornecendo embora uma perspectiva mais abrangente do fen��meno lingu��stico, no conjunto dos ciclos e anos aqui analisados, se caracteriza pela fraca progress��o no que diz respeito �� explicita����o do Funcionamento da Língua e ao desenvolvimento de efectivas compet��ncias (meta)lingu��sticas. /ABSTRACT: This dissertation is about the relationship between the linguistic norm and the Variation in the teaching of the Portuguese Language. ln chapter I there is a criticai review on the literature of the theoretical concepts and assumptions relating to this subject. ln chapter II you can find an analysis on the several dimensions and levels of regulation in the teaching of the portuguese language by first evaluating the role of the school programs, their guidelines and the role of the school textbooks which support them and to then analyse these material so as to identify the normative dimension in the Portuguese Language teaching and the way it meets the linguistic variation. The analysis of school textbooks in chapter III sought to identify, quantify and evaluate, on the one hand, the weight of themes and contents which don���t come from the traditional grammar but from different areas of linguistics and, on the other hand, to check the existence of explicit as well as implicit references not only to the linguistic norm but also to the linguistic variation. Considering the program guidelines and the general orientation of the mother-tongue teaching, this analysis has demonstrated and concluded that the Portuguese Language teaching, although within a boarder perspective of the linguistic phenomenon and all the cycles and years which were here analysed, can be characterized by its slow progression concerning the explicitness of the workings of the Language and the development of effective (meta)linguistic skills.

Análise do consumo de ��lcool e outras drogas em escolares do ensino fundamental no munic��pio de Ant��nio Prado-RS

A busca de respostas para a problem��tica do uso de ��lcool e drogas (AD) �� de interesse da sa��de p��blica ao n��vel mundial. Este projeto tem como objetivo avaliar o consumo de ��lcool e outras drogas em alunos de 7��, 8�� e 9�� ano na Escola Estadual Santana. Al��m disso, ressalta-se a import��ncia de revisar o perfil dos usu��rios que em sua maioria, s��o jovens do sexo masculino, com baixo n��vel socioecon��mico e, ainda a presen��a de in��meras comorbidades como depress��o e ansiedade, al��m de complica����es cl��nicas diversas acarretando um crescente aumento de interna����es hospitalares. N��o obstante, o uso de drogas tem rela����o direta e indireta com uma s��rie de agravos �� sa��de dos adolescentes e jovens, dentre os quais, destacam-se os acidentes de tr��nsito, as agress��es, depress��es cl��nicas e dist��rbios de conduta, ao lado de comportamento de risco no ��mbito sexual. Com as respostas, ser�� realizado a compara����o do perfil de usu��rios com as estat��sticas nacionais e com base nisso tra��ado estrat��gias preventivas para a comunidade jovem.

A língua inglesa no ensino fundamentl I p��blico: di��logos com Bakhtin por uma forma����o pluril��ngue

This article aims at discussing the contributions of the Bakhtinian Circle theories to foreign language teaching and learning (HALL et al., 2005), as far as the first years of formal education in Brazil are concerned. Up to the present moment, foreign languages, including English, are not officially part of the National Curriculum of the first five schooling years. Due to the importance of English in a globalized world and despite all the controversial socio-educational impacts of such an influence, there has been an increase in the interest in this discipline at the beginning years of Brazilian public education (ROCHA, 2006), which has been happening at an irregular pace and without official parameters. Therefore, the relevance of this work lies on the possible guidelines it may offer to support a more effective, situated and meaningful teaching-learning process in that context. Standing for a pluralistic approach to language education, we take the bakhtinian speech genres as organizers of the educational process. We strongly believe that through a dialogic, pluralistic and trans/intercultural teaching (MAHER, 2007), whose main objective is the development of multi (COPE e KALANTZIS, 2000) and critical (COMBER, 2006) literacies, the hybridization of genres and cultures, as well as the creation of third spaces (KOSTOGRIZ, 2005; KUMARAVADIVELU, 2008) can happen. From this perspective, foreign language teaching and learning play a transformative role in society and English is seen as a boundary object (STAR e GRIESEMER, 1989), in and by which diversity, pluralism and polyphony can naturally find their way.

Estudo da postura corporal e aspectos nutricionais em escolares do ensino fundamental da rede publica

Universidade Estadual de Campinas. Faculdade de Educa����o F��sica

Valida����o da Body Appreciation Scale (BAS), Life Satisfaction Index for the Third Age (LSITA) e do Aging Perception Questionnaire (APQ) para a língua portuguesa no Brasil : um estudo em idosos brasileiros

Universidade Estadual de Campinas . Faculdade de Educa����o F��sica