A Contribuição da Escola na Empresa para a Formação de Jovens Profissionais: Um estudo de caso

A finalidade deste trabalho é discorrer sobre a contribuição da Escola de Educação Profissional na formação de jovens profissionais, considerando as especificidades desta escola que, por estar inserida na indústria automobilística, procura apresentar os processos de ensino-aprendizagem no desenvolvimento das competências técnicas e comportamentais para atender às necessidades de formação profissional no Brasil. Além disso, identificar a partir da percepção dos recém-egressos se essa formação está focada somente nas necessidades da empresa ou oferece oportunidades em outros segmentos do mercado de trabalho.(AU)

A docência na educação infantil: representações sociais dos professores cursistas do proinfantil do Estado do Rio Grande do Norte sobre o trabalho docente

The overall objective of this research is to identify and analyze social representations of (the) teachers(the) Ranciere the Initial Training Program for Teachers in Office in Early Childhood Education - PROINFANTIL - UFRN/MEC on the teaching work, seeking to identify their constituent elements and understand the dynamics of your organization. We assume that these teachers work fundamentally, in the institutions of Early Childhood Education, with knowledge of common sense and related cultural inherent to be/do professor in the design of education guardian/giving handouts to ensure the physical integrity of children, causing a rift between the caring and educating. From this general objective, we elected as specific objectives: identify the social, economic and cultural backgrounds of these (the) teachers (sa); identify what is teaching work for them (the) as well as identify which the psychosocial implications driven by RS on teaching work that point to tensions between the training and the exercise teacher as activity profissional.Como theoretical foundation we opted for Social Representations Theory of Moscovici (2003), Jodelet (2001); Specificities of the teaching Work in Early Childhood Education: Kramer (2002; 2006); OliveiraFormosinho (2007); Zilma de Oliveira (2007), Teacher Training: Ramalho, Nunez and Galthier (2003) and Tardif and Lessard (2008), content Analysis: Bardin (2004). As methodological procedure, we chose the Central Nucleus theory, developed by Jean Claude Abric (2000). Contributed to the scope of this objective the 171 teachers (the) that concluded the Proinfantil NBs to participate of TALP with justifications. The corpus arising from evocations around the words suggested by Carlos Chagas Foundation: give classrooms, teacher, pupil and added the word Child Education, were subjected to a treatment with the aid of the EVOC software (2000), identifying the central nucleus. The results indicate the words more evoked and significant: Planning, child care, educating, and play. Indicating that for these (the) teachers (the) the teaching work in Early Childhood Education must have a systematic pedagogical to educate children. These words correspond to the specificity of being/doing teaching in Early Childhood Education. However, the data shows that it is a job with different characteristics of the teaching work in other stages of education

As necessidades formativas de professores para o trabalho com a educação integral

In Brazil, since the 1990, the country has been operating an extensive transformation in the education system. This situation is justified, among other reasons, the search for answers to the new demands that modern society gives to school, to new technologies and information and communication systems. To better put the Brazilian school that context, the federal government, through the Ministerial Decree No. 17/2007, created the More Education Program as a measure to combat low levels of development of basic education in the capital cities and metropolitan areas, aiming at the implementation of comprehensive education in schools. After the first year since the implementation of the program, there are advances in the permanence of students within the school. But as for the teachers, there is a gap on ownership and consequent acceptance. Considering the reality of the state system of schools of Basic Education in Natal - RN, this study investigates the training needs of teachers in institutions working with More Education Program, envisioning the educational relationship with Macrocampos contained in this national project. Answering this question allows us to absorb the concept of such needs in teachers, as well as to check priority in relation to the continuing education of teachers for this new pedagogical reality.

Ensinar e aprender História na relação dialética entre interpretação e consciência histórica crítica

Teaching and learning History in dialectical relationship between interpretation and critical historical awareness has investigated the triggering of a theoretical-practical training process developed with a history teacher, her mediation in the teaching and learning of the discipline process, related to the appropriation of history text interpretation and the development of critical historical consciousness by public school 8 th-grade students of elementary level. It aims to analyze the relationship between mediation of teaching activity and ownership by the student on this level, the interpretation of history texts and development of this consciousness. It has been opted for collaborative research, as training and strategy, and was employed as procedures for the formation of knowledge: Meeting, Cycles of Reflexive Studies, Planning (with teachers), Observation performed in real life and portfolio (involving students). The teacher appropriated of contributions of the theory by P. Ya . Galperin and critical historical consciousness and developed a teaching process using a methodology grounded in theoretical constructs this author. The students appropriated the interpretation of history texts and demonstrated to be in a process of developing a critical historical consciousness. Performance of the students occurred more consistently in the interpretations implemented in groups, with teacher guidance and support of the activity map. Training processes, performed in and about teaching and student activities, revealed an improvement in teacher's professional development and the knowledge and expertise of the students. It has contributed to this, the critical reflection experienced in the investigative process. Given these findings, as needs of new thinking, research recommends the development of teaching and learning processes in other years of elementary school, involving the interpretation of history texts and the development of critical historical consciousness of students.

Política de formação de professores: variação do locus de formação e a experiência do CEFET-RN

The present article discusses the directives of the policies of the initial teachers’ formation introduced in Brazil in the 1990’s. These directives have brought new directions and demands, both to the formation institutions and to teachers’ formation. This work analyzes the enlargement and the variation of the formation locus, a topic criticized by the teaching educators for enabling different and flexible models which have taken to a more technical and instrumental formation to the detriment of a theoretical and practical solid formation. In a general way, the study reveals that the CEFET’s use as a space of teachers’ formation has given priority to the quantitative aspects, the optimization of the resources and the instrumentation of the educators’ formation, even though under the speech of the quality of the educational process. Differently, the operationalization of this policy at CEFET-RN has favored a formative model, which has joined research, extension and teaching, guaranteeing the specificity of a solid formation, as well as the articulation between theory and practice and the sense of investigation, necessary characteristics to the formation of a devoted educator with the quality of public education.

Implementação das diretrizes operacionais para a educação básica nas escolas do campo: embates e limitações do trabalho docente no Rio Grande do Norte

Considering the situation of neglect existing in Brazilian public education and, specially, in the process of rural schooling, this dissertation aims to analyze the process of implementation of the Operational Guidelines for Basic Education in Rural Schools (DOEBEC), regulatory framework of the national policy of rural education. On it, we analyze the conditions of teaching work in rural schools of Rio Grande do Norte (RN), in 2010. The sample of the survey has as reference the representativeness of the chosen universe in relation to the totality of rural schools belonging to the state of RN. To answer the goals of the research, we opted to present a critical analysis of the following points: 1) Implementation of the DOEBEC; 2) Conditions of teaching work and teaching training. The points or categories of research were chosen based in the determinations of the DOEBEC (Resolution CNE/CEB n. 01/2002). For the data collection in the referred schools, we opted for the realization of interviews with the teachers and managers of these teaching establishments, in 2010. It was also utilized, for the characterization of school attendance in rural schools of RN, in 2010, official statistical data available by the State Secretary of Education and Culture (SEEC/RN). The analysis of the statistical data and of the primary data collected in field research indicated that the conditions of teaching work are still an obstacle to the development of the educative work of the teacher in rural areas. According to interviews with the participants of the research, we realized that the DOEBEC, despite being sanctioned in 2002, were still dimly known and discussed by the interviewees of the referred schools in 2010. Thus, we propose that the implementation of the policy of rural education in RN, instituted by DOEBEC’s legal landmark, and reaffirmed by the Rio Grande do Norte’s Charter to Rural Education (Brazil, 2005), is rethought and reconsidered, in the sense of ensuring that the changes proposed in this legal text, inherent to the school functioning, to the conditions of teaching work, to the rural schools’ management, to the remuneration and valorization of teaching work, to the teaching training, to the conditions of school transport, among others, be turned into concrete actions to improve the quality of education offered in the rural schools of RN state.

Implementação das diretrizes operacionais para a educação básica nas escolas do campo: embates e limitações do trabalho docente no Rio Grande do Norte

Considering the situation of neglect existing in Brazilian public education and, specially, in the process of rural schooling, this dissertation aims to analyze the process of implementation of the Operational Guidelines for Basic Education in Rural Schools (DOEBEC), regulatory framework of the national policy of rural education. On it, we analyze the conditions of teaching work in rural schools of Rio Grande do Norte (RN), in 2010. The sample of the survey has as reference the representativeness of the chosen universe in relation to the totality of rural schools belonging to the state of RN. To answer the goals of the research, we opted to present a critical analysis of the following points: 1) Implementation of the DOEBEC; 2) Conditions of teaching work and teaching training. The points or categories of research were chosen based in the determinations of the DOEBEC (Resolution CNE/CEB n. 01/2002). For the data collection in the referred schools, we opted for the realization of interviews with the teachers and managers of these teaching establishments, in 2010. It was also utilized, for the characterization of school attendance in rural schools of RN, in 2010, official statistical data available by the State Secretary of Education and Culture (SEEC/RN). The analysis of the statistical data and of the primary data collected in field research indicated that the conditions of teaching work are still an obstacle to the development of the educative work of the teacher in rural areas. According to interviews with the participants of the research, we realized that the DOEBEC, despite being sanctioned in 2002, were still dimly known and discussed by the interviewees of the referred schools in 2010. Thus, we propose that the implementation of the policy of rural education in RN, instituted by DOEBEC’s legal landmark, and reaffirmed by the Rio Grande do Norte’s Charter to Rural Education (Brazil, 2005), is rethought and reconsidered, in the sense of ensuring that the changes proposed in this legal text, inherent to the school functioning, to the conditions of teaching work, to the rural schools’ management, to the remuneration and valorization of teaching work, to the teaching training, to the conditions of school transport, among others, be turned into concrete actions to improve the quality of education offered in the rural schools of RN state.

A Formação de professores nas tramas do virtual

This study aims to reflect on the cultural and aesthetics formation of teacher, and how they act as a co-author in the virtual environment. The reflection permeates on topics such as: The Information Age and the challenges of the teacher in the twenty-first century; teacher professional development and the multiple personal identities; the importance of cultural repertoire for teaching practice and the role of the teacher as co-author in the informational network. In addition to the theoretical reflections were conducted two focus groups with the participation of teachers with different graduations and working in various levels of education to discuss the presented topics. It was proposed to create a website for the teacher to sail and collaborate with posts on many cultural artifacts. For the construction of the content for the site, it developed a “daily creation”, which is the search information storage from multiple sources, such as academic papers, songs, websites, magazines, comics, blogs, books, photographs, advertisements, finally everything that can increase imagination and serve for the production of content. Data analysis of the focus group showed that teachers recognize the varied cultural repertoire makes for a good professional aplomb, but cannot actively participate in the local culture. It was also found that the teacher has difficulty manipulating information technology and communication and therefore, distance themselves from an active production network. The focus group contributed to building a website and posts on cultural artifacts. Production can be accessed at www.digitaldoprofessor.com.

Formação inicial do professor de matemática com uso de tecnologias da informação e comunicação no contexto da escola pública

This paper intends to analyze which contribution for teachers formative training the participation on extension projects can bring to the bachelors in Mathematics teaching. The research was conducted during the developing of a Project from the Program of Extension - Programa de Extensão UFU/Comunidade (PEIC) in a municipal school located in a country zone from Uberlândia-MG. The research was constituted by a series of activities with students from the ninth year of the Fundamental Education, Middle School. The main focus is the work developed by two bachelors of Mathemactics teaching from the Federal University from Uberlândia who were part of the PEIC team. This present research intends to answer the following question: How the extension project “Information technology and communication on Mathematics problem resolution in country zone schools” has contribited to reinforce and to (re)criate the fomative experiences of students from the Mathematics teaching course who have developed such project? The presente study is from a qualitative nature and has made use of the partaker searching methodology. The presente paper was organized in three chapters. On chapter I evidence is given to theoretical discussion made, having as main references the works of Larrosa, Ponte e Shön. Chapter II brings the description of the three activities that were developed and aplied during the PEIC Project, which are: Problems in the Park, Inaccessible Hight and Lili Game. On chapter III, the data analysis is presented. The data was obtained through instruments of registration such as: camera recording, photografic material, meetings reports, field notes, surveys and semi-structured interviews. The initial hypothesis aim is on the fact that the participation on extention projects during the graduation course can bring rich contribution for the teachers to be, since it’s going to provide the knowledge and chalenge close to the one from the future profession. With the analysis of the obtained results from the colected data, it was possible to conclude that the PEIC has provided the bachelors in Mathematics teching the opportunity of recreate and potenciate their formative experiences. Such opportunity happened in situations that involved, for example, planning makings, development of colective work, softwares usage, different school spaces and the direct interaction with school bureaucracy. Beyond that, it was possible to work with the cocepts of reflection in action in a way to contribute to the professional development of the future Mathematics teachers. Thereby, in our final considerations, is possible to conclude that extension projects performed during the graduation course can bring great contributions to the professional formation of the bachelors in Mathematics teaching, among them we highlight the potentiation of the previous formative experiences and the development of colective work and behavior related to a reflexive teacher.

A música nos currículos específicos individuais

Tendo como suporte a revisão bibliográfica, pretende-se com este estudo de caso de carater interpretativo, compreender qual o papel da música inserida nos currículos específicos individuais (CEI). O estudo pretende contribuir para uma maior compreensão acerca da inclusão da disciplina de Educação Musical nos CEI, conhecer as práticas pedagógicas desenvolvidas com alunos ao abrigo de um CEI e caraterizar e promover o desenvolvimento musical dos três alunos participantes. O trabalho empírico no qual foi delineada a investigação assenta numa metodologia qualitativa. Nos instrumentos de recolha de dados saliento, as entrevistas, as notas de campo e o círculo de desenvolvimento musical “Sound of Intent”. Os resultados reforçam a importância da formação docente na intervenção com crianças com NEE e a clara valorização do papel da música nestes currículos. Observa-se que os três alunos, embora caraterizados com perturbações de grau e patologia diferenciadas, e com manifestações variadas, mostram níveis de musical dos alunos, corresponde ao perfil descrito na literatura o que nos permite sugerir que as atividades e estratégias utilizadas contribuíram para o desenvolvimento das diferentes dimensões analisadas promovendo o desenvolvimento de competências musicais e extra musicais.

Projetos de letramento e formAÇÃO de professores de língua materna

EDUFRN

Aspectos do desenvolvimento da experiência docente na educação superior: um estudo sob a ótica da teoria dos gêneros de atividade

This analysis introduces results related to development of teaching experience from two professors of one Federal University who have taken part of one action of continued teacher training. We consider that the interplay among the individual, the language and the world cannot function straightly. It occurs through utterances, defined like real unit discursive communication, and genres of discourse (BAKHTIN, 1979/2011). Along the same line, the relation between the employee and his employment do not occur in a direct manner. This relationship takes place through genres of activity (CLOT, 2008/2010). As well as, a domain of speech genres has given possibility to individual an interaction with several discursive fields, a domain of activity genre allows the professional protruding in difficult situations traced in his employment. We know that the drafting for wield the teaching in the Tertiary Education is recommended by LDBEN (9394/96), which suggests that should be done in postgraduate program. In the mean time, what frequently happens an educational background based in a survey and not in the teaching. Thereby, several times we have observed difficulties in the accomplishment of teaching practice. Considering such aspects, this study seeks to comprehend the manner how the lecturers deal with the difficulties encountered in the classroom and how the years of experience have contributed or not for a domain of activity genre. In this regard, we have propped up in the development approach, introduced by Vigotsky, who asserts that the learning suitably organized results in development (VIGOTSKY, 1984/2007) and still explains the development of individual on the basis of relationship that it has with another, the social (VIGOTSKY, 1996b). For this purpose, were accomplished, by means of a snipped filmed lesson from each teacher, four sessions of self-confrontation (FAÏTA, 1996; CLOT, 2008/2010), two Simple and two Crusade, recorded in a visual format. This material was transcribed in accordance with standards from project NURC-SP (PRETI, 1999). For the analysis, we used three mains theories: of Linguistic, is mobilized the concept of speech genres (BAKHTIN) and all discursive topics (JUBRAN; FÁVERO); from Occupational Psychology, is utilized the activity genres (CLOT); from Psychology Historical-Cultural, is adopted the concept from Zone of Proximal Development and another/social in the development of individual (VIGOTSKY). In compliance with the study achieved, was possible to identify the aspects related to development of teaching experience of Tertiary Education. During the classes and reports of self-confrontation, we identify that both the professors, in the beginning of the career, they got more difficulties to deal with hindrances, and which now, with some years of experience, they get to domain better the difficult situations which they come across. They built up, for example, a greater facility in improvise examples in face of students’ difficulties in the comprehension of concepts. These aspects show that the professors have evolved the higher domain of genre, which allow them getting, in addition to turn the unexpected situation around that spring up in the professional context, as well know how to taking action in similar situation, which they have already run into in another moments. This domain enabled and enables the developing of the lecturers over the course of their professional performance.

Relação universidade-escola: o PIBID como instrumento de intervenção sobre o real da formação de professores

The theme of teacher education has always been rich in discussion and presents an abundant literature on the subject. Historically this topic has generated concerns in both development bodies and universities / schools where these people learn or are engaged in professional work. Training teachers is complex and these elements of complexity make necessary a review of paradigms of initial and continuing education. Despite the efforts of the past decades, the lack of teachers in some areas of knowledge is still a big concern, and it can become even worse in the future, what reinforces the importance of new decisions and new directions in order to change this situation. Therefore, the university-school relationship is of fundamental importance, linking and articulating theory and school practice, contextualizing knowledge, renewing and adapting curricula to current times and spaces in order to be able to improve and recover the social and professional value of teachers. From this perspective the education public policies should turn to the encouragement and the rescue of values and principles in quality teacher training. In the course comes the Institutional Teaching Initiation Scholarships Program - PIBID as an innovative program of teacher education working and adding essential factors to the university-school to reinforce good teaching practices taking up the role of co-developer schools. This research is aimed at analyzing the factors that PIBID inserts in the university-school relationship within IFPR Campus Palmas. The theoretical route was marked by authors as Edgar Morin (2003, 2010a, 2010b, 2012), Enrique Leff (2002a, 2002b, 2003, 2010), Boaventura Sousa Santos (1988, 2010a, 2010b, 2013) Menga Lüdke (2005, 2013), Demerval Saviani (2000, 2013), Paulo Freire (2011), among others, among them official documents of PIBID were used in this research too. The methodological approach with exploratory approach, descriptive explanatory was of fundamental importance through data collected by the documentary analysis (BRAZIL, 2007, 2009, 2013) and in the focus groups activities (GATTI, 2012). The focus groups interlocutors constituted of three groups: Area Coordinators, supervisors and teaching initiation scholarships. The categories were defined a priori from the Programme's objectives and emerging categories identified from the analysis process. After both documentary and interlocutors analysis, it was possible to identify that PIBID inserts the following factors in the university-school relationship: the Recognition of the Profession; Innovative Program and Dialogues of Knowledge. For the recognition of the profession mainly because it is an initial and continuing education program; it approximates theory and practice; upgrades the role of the teacher at school and motivates methodological innovations. This Innovative Program promotes the role of co-educational school and it also approximates knowledge of the school reality and promotes the continuous training. The third emerging category university-school relationship promotes dialogs of knowledge; bringing together theory and practice; it allows information exchange and opens new perspectives for teacher training. Finally, it is possible to realize that besides being a new program, PIBID has promoted visible changes through the actions carried out by all subprojects in partnerships between universities and schools, restoring and giving new meanings to the pedagogical practices.

ECONewFARMERS: Construir pontes entre agricultura familiar e biológica através da formação vocacional

O projecto ECONewFARMERS, em parceria com países da União Europeia (Hungria, Espanha, Itália, Turquia, Reino Unido e Eslováquia) tem como foco principal melhorar a qualidade e desempenho dos sistemas de ensino e formação profissional de modo a reforçar a dimensão europeia em agricultura biológica. O conhecimento e a formação técnica são essenciais para a adoção da agricultura biológica, pelo que o projecto “ECONewFARMERS – Construir o futuro com novos agricultores em modo de produção biológica através de formação vocacional” pretende contribuir para a capacitação técnica de agricultores que queiram converter-se ou iniciar uma exploração em agricultura biológica e disponibilizar ferramentas m-learning (aprendizagem em contextos de mobilidade) que permitam melhorar a sua capacidade de intervenção e de inovação. Deste modo, pretendeu-se com este trabalho caraterizar as práticas agrícolas utilizadas por agricultores familiares no concelho de Viseu e avaliar a proximidade destes itinerários técnicos com a agricultura biológica de modo a identificar as necessidades de formação destes (ou de novos) agricultores. A identificação das práticas agrícolas foi efetuada com base numa checklist que foi aplicada a 30 agricultores cujas explorações têm dimensão igual ou inferior a 2 hectares, com mão-de-obra constituída pelo agregado familiar e cujos rendimentos sejam maioritariamente provenientes da exploração.

Roda dos sentidos: a formação continuada de professores em espaços de coletividade

A dissertação de mestrado aqui apresentada está vinculada ao Programa de Pós Graduação em Educação – PPGEdu, da Universidade Federal do Rio Grande – FURG, situada na linha de pesquisa Culturas, Linguagens e Utopias. O objetivo do estudo é contribuir para que os professores possam pensar em outras práticas de formação docente dentro dos espaços educativos nos quais atuam, desenvolvendo suas ações pedagógicas, a partir da reflexão sobre cotidiano docente no coletivo. A pesquisa envolve um grupo de professores que se propôs a estudar a categoria trabalho e seus entrelaçamentos com o trabalho docente a partir da perspectiva marxista. Tal grupo organizou-se tendo em vista a metodologia das Rodas de Formação, conforme a perspectiva de Warschauer, intitulando-se Roda dos Sentidos. Como corpus de análise foram utilizados os registros escritos em um portfólio coletivo, realizado a cada semana por um dos professores da Roda. Tal escrita era alternada entre os sujeitos para que, assim, todos contribuíssem, ao seu modo, na composição dos registros da Roda dos Sentidos. Foram analisadas as escritas dos anos de 2011 e 2012, buscando-se responder ao questionamento: ―que significados de formação docente são vivenciados em espaços coletivos como os da Roda dos Sentidos?‖ A análise dos dados foi inspirada na Análise Textual Discursiva – ATD, de Moraes e Galiazzi, inicialmente realizou-se a impregnação do material produzido pelos sujeitos da pesquisa, para então proceder com a unitarização, a construção de categorias analíticas e a escrita de metatextos. As problematizações realizadas no decorrer da dissertação foram apontando compreensões sobre a importância da formação docente no coletivo, constituída pelos estudos e diálogos vivenciados pelos sujeitos envolvidos; a compreensão das amarras do sistema societário que interferem no trabalho docente, salientando a necessidade dos professores resgatarem, enquanto categoria, sua capacidade de luta, seu sentido de união e coletividade no trabalho, fortalecendo suas representatividades através dos sindicatos; a compreensão da profissão docente como interpelada pelas relações humanas, ao entrelaçar a construção do conhecimento aos sentimentos como afetividade, respeito, alegria e esperança, envolvidos nesse processo, estão, nesse sentido, os professores constituindo sua humana docência. A partir das análises realizadas, compreender-se que as vivências de estudo e formação na Roda dos Sentidos, proporcionaram momentos de avanços teóricos, realizados a partir de diálogos sobre o trabalho e o trabalho docente, potencializados pelos registros escritos e compartilhados nos encontros da Roda, possíveis a partir da construção do sentido de coletividade, compreendendo-se, assim, a importância dos elos afetivos na constituição docente.