Modelos curriculares na educação de inf��ncia: o enfoque na express��o dram��tica: da teoria ��s pr��ticas

Esta investiga����o, de natureza qualitativa, pretendeu num primeiro prop��sito compreender a import��ncia do curr��culo enquanto referencial para o desenvolvimento da educação ao longo dos tempos, desde as teorias tradicionais ��s teorias cr��ticas e p��s-cr��ticas. Num segundo prop��sito, analisar teoricamente tr��s modelos curriculares (High Scope, Movimento da Escola Moderna, Reggio Emilia), no ��mbito da educação de inf��ncia, �� luz de uma educação preconizada na atualidade e compreender a valoriza����o do dom��nio da express��o dram��tica nos modelos curriculares em estudo. Como terceiro prop��sito, pretendeu, atrav��s de um estudo de caso, verificar a din��mica da atividade de express��o dram��tica inerente ��s pr��ticas pedag��gicas dos educadores de inf��ncia cooperantes no curso de Licenciatura em Educação de Inf��ncia, da Universidade da Madeira. Entrevist��mos um grupo de quinze educadores cooperantes, observ��mos as pr��ticas pedag��gicas de dois educadores no ��mbito da express��o dram��tica e regist��mos ainda as atividades realizadas pelas crian��as. Quanto aos resultados, refor����mos a ideia que os modelos curriculares s��o gram��ticas pedag��gicas importantes para as pr��ticas dos educadores de inf��ncia. Relativamente ��s pr��ticas pedag��gicas observadas no dom��nio da express��o dram��tica, estas revelaram que �� necess��rio aperfei��oar os referenciais te��ricos dos educadores, bem como a constru����o da planifica����o de atividades para garantir uma interven����o sustentada e um maior espa��o de manobra �� crian��a num contexto de aprendizagem aut��ntica e significativa.

Tecnologia, actividade aut��ntica e actividade escolar: uma experi��ncia no 1�� Ciclo do Ensino B��sico

Pretende-se nesta comunica����o reflectir o papel da tecnologia na cria����o de contextos escolares baseados no construtivismo / construcionismo, bem como na potencializa����o de mecanismos de aprendizagem colaborativa. Inseridos numa investiga����o qualitativa de natureza etnogr��fica, desenvolvida numa escola urbana do Funchal, o investigador e a professora da sala analisam relatos da vida de uma sala de aula, numa turma do 4�� ano de escolaridade, a partir do momento em que os alunos, manuseando as ferramentas tecnol��gicas, desenvolvem ac����es que n��o tem a ver directamente com o curr��culo e que o amplia. O Weblog afirma-se com espa��o de comunica����o entre a escola o mundo, criado e mantido pelos alunos, num claro desafio ao curr��culo, ampliando o espa��o de actua����o da escola. As implica����es desta reflex��o levam-nos por um lado, ao debate sobre a natureza da aprendizagem, e em espec��fico aos mecanismos de aprendizagem colaborativa. Por outro, �� forma como se concebe a incorpora����o da tecnologia em contextos escolares, baseados no construtivismo / construcionismo, bem como os dispositivos necess��rios �� sua incorpora����o.

A pr��tica social, a tecnologia e a constru����o do curr��culo

Este artigo resulta de uma investiga����o qualitativa de natureza etnogr��fica, desenvolvida numa escola urbana do Funchal, na qual reflecte a ac����o dos alunos manuseando as ferramentas tecnol��gicas, na constru����o e manuten����o de Weblogs. A no����o de aprendizagem situada surge como um conceito transit��rio, onde de um lado, est��o os processos cognitivos prim��rios, e no outro, a pr��tica social como fen��meno gerador da aprendizagem. Este curr��culo de aprendizagem emerge da participa����o em comunidade de pr��tica. �� a vis��o prescritiva da pr��tica, das rela����es pedag��gicas e de outras que os aprendizes constroem enquanto trabalham.

A tecnologia m��vel como potencializadora no desenvolvimento do protagonismo infantil: um olhar sobre inova����o pedag��gica

O desenvolvimento das Tecnologias da Informa����o e Comunica����o (TIC) t��m revolucionado a sociedade contempor��nea, a escola nesse contexto �� chamada a incorporar esses recursos n��o de forma acr��tica ou como recurso auxiliar de ensino, mas como potencializador da constru����o do conhecimento. O Governo brasileiro atrav��s de pol��ticas p��blicas educacionais v��m disseminando o uso das TIC nas escolas atrav��s de programas a exemplo do PROINFO e PROUCA, este ��ltimo visa a distribui����o de laptops educacionais na modalidade 1-1 ��s crian��as. Essa pesquisa visa compreender as pr��ticas pedag��gicas na perspectiva de sua considera����o como sendo ou n��o efetiva na melhoria objetivada enquanto inova����o pedag��gica e promo����o do protagonismo infanto juvenil. Para tanto, foi necess��rio verificar se a utiliza����o desse dispositivo m��vel tem contribu��do para a constru����o do conhecimento a ponto de permitir considerar as pr��ticas pedag��gicas como inova����o pedag��gica. Trata-se de uma pesquisa qualitativa de cunho etnogr��fico com an��lise de conte��do, utilizando-se entrevistas com 10 professores e 30 alunos e observa����es participantes, fundamentada na abordagem Construcionista de Seymour Papert, base de sustenta����o te��rica para a an��lise dos resultados. O estudo evidenciou, categorias, como: constru����o do conhecimento, mudan��a de pr��tica, dificuldades e limita����es, motiva����o e fasc��nio, mobilidade, acesso a internet, habilidades, autonomia, colabora����o e autoria, atrav��s das quais foi poss��vel compreender o objeto, como uma potencialidade, visto que, a persist��ncia e a busca alternativa se fizeram presentes na supera����o gradativa das limita����es e entraves que se mostraram no decorrer da pesquisa.

Rela����es entre perfil de valores e perfil de uso da tecnologia: Um estudo com os docentes que atuam na modalidade presencial e/ou no ensino a dist��ncia

O advento das novas tecnologias e a dinamicidade das mudan��as que estas provocam, impactam diretamente em v��rios aspectos da sociedade, dentre estes, na educação. Novas metodologias e mudan��as no processo de ensino-aprendizagem tornam-se pr��ticas cada vez mais frequentes neste campo. O elemento basilar desta nova constitui����o �� o docente, capaz de transformar a utiliza����o desses recursos em ferramentas que favore��am o processo educativo. Essa readequa����o do comportamento exigida por essas constantes mudan��as �� orientada pelos valores pessoais dos sujeitos que vivenciam a situa����o. Os valores s��o idealizados como crit��rios que interferem diretamente nas atitudes, prefer��ncias e at�� mesmo no comportamento humano, influenciando no modo como o indiv��duo interpreta as suas pr��prias atitudes e as dos outros, inclusive no ��mbito profissional. Dessa forma, o objetivo geral da presente pesquisa �� analisar as rela����es entre o perfil de uso da tecnologia e os valores dos docentes da UFRN Universidade Federal do Rio Grande do Norte, baseado na escala de valores de Schwartz. Para isso foram utilizados os tipos motivacionais que comp��em a teoria de valores de Schwartz, atrav��s de question��rio aplicado junto aos docentes. Trata-se de uma pesquisa de enfoque anal��tico quantitativo que utiliza um question��rio da escala de valores desenvolvida por Schwartz et al. (2001) conhecida como PVQ (Portrait Values Questionnaire). A pesquisa foi desenvolvida a partir de uma amostra de 200 docentes entre atuantes da modalidade presencial e/ou na modalidade de ensino a dist��ncia. A estrat��gia de an��lise dos dados utilizou t��cnicas de estat��stica descritiva, an��lise de gr��ficos, an��lise das frequ��ncias relativas e a t��cnica estat��stica MANOVA (An��lise Multivariada de Vari��ncia). Os resultados apontaram que os docentes utilizam moderadamente os recursos tecnol��gicos avaliados nesta pesquisa, como ferramenta de apoio pedag��gico. Com rela����o ao perfil de valores, os docentes apresentaram prioridade entre os tipos motivacionais Autodetermina����o, Benevol��ncia e Universalismo, enquanto os menos priorizados foram os de Tradi����o, Realiza����o e Poder, respectivamente. Contudo, n��o foram identificadas rela����es significativas entre o perfil de valores e o perfil de uso da tecnologia entre os docentes estudados nesta pesquisa

Do modelo geom��trico ao modelo f��sico: o tridimensional na educação do arquiteto e urbanista

In the teaching practice of architecture and urbanism in Brazil, educational legislation views modeling laboratories and workshops as an indispensable component of the infrastructure required for the good functioning of any architectural course of study. Although the development of information technology at the international level has created new possibilities for digital production of architectural models, research in this field being underway since the early 1990s, it is only from 2007 onwards that such technologies started to be incorporated into the teaching activity of architecture and urbanism in Brazil, through the pioneering experience at LAPAC/FEC/UNICAMP. It is therefore a recent experiment whose challenges can be highlighted through the following examples: (i) The implementation of digital prototyping laboratories in undergraduate courses of architecture and urbanism is still rare in Brazil; (ii) As a new developing field with few references and application to undergraduate programs, it is hard to define methodological procedures suitable for the pedagogical curricula already implemented or which have already been consolidated over the years; (iii) The new digital ways for producing tridimensional models are marked with specificities which make it difficult to fit them within the existing structures of model laboratories and workshops. Considering the above, the present thesis discusses the tridimensional model as a tool which may contribute to the development of students skills in perceiving, understanding and representing tridimensional space. Analysis is made of the relation between different forms of models and the teaching of architectural project, with emphasis on the design process. Starting from the conceptualization of the word model as it is used in architecture and urbanism, an attempt is made to identify types of tridimensional models used in the process of project conception, both through the traditional, manual way of model construction as well as through the digital ones. There is also an explanation on how new technologies for digital production of models through prototyping are being introduced in undergraduate academic programs of architecture and urbanism in Brazil, as well as a review of recent academic publications in this area. Based on the paradigm of reflective practice in teaching as designed by Sch��n (2000), the experiment applied in the research was undertaken in the integrated workshop courses of architectural project in the undergraduate program of architecture and urbanism at Universidade Federal do Rio Grande do Norte. Along the experiment, physical modeling, geometric modeling and digital prototyping are used in distinct moments of the design process with the purpose of observing the suitability of each model to the project s phases. The procedures used in the experiments are very close to the Action Research methodology in which the main purpose is the production of theoretical knowledge by improving the practice. The process was repeated during three consecutive semesters and reflection on the results which were achieved in each cycle helped enhancing the next one. As a result, a methodological procedure is proposed which consists of the definition of the Tridimensional Model as the integrating element for the contents studied in a specific academic period or semester. The teaching of Architectural Project as it is developed along the fifth academic period of the Architecture and Urbanism undergraduate program of UFRN is taken as a reference

De gata borralheira a Cinderela :nova espacialidade decorrente do desenvolvimento tur��stico, diferenciada pelo estilo de vida em Ponta Negra, Natal, RN

The transformations economical, social and politics in you finish them decades of the century XX brought changes that didn't just limit to the production system. The flexible accumulation took many workers lost her/it their workstations and they look for her/it new survival forms, migrating for administrative activities, of services rendered and for the tourist activity of small and medium load. The State has been investing in the implantation of plans of tourist development in order to create favorable conditions for the reproduction of the tourist activity in Brazil, mainly in the Northeast. A space when it starts to present a predominant economical activity suffers a restructuring in their social and economical relationships. The restructuring of these relationships takes to the construction of a new espacialidade. In the city of Christmas, in Rio Grande do Norte, the neighborhood of Black Tip is the most representative of the public investments for the tourist development. After intense process of tourist urbanization, Black Tip passed interfering in the global context consolidating as the tourist locus in the city. The tourist urbanization of the neighborhood took to the transformation of the space in merchandise that is sold and consumed as such. The recreation of fragments of other cultures brought by social actors, resulting from migratory processes stimulated by the tourist development, it has been presenting ruled social relationships in the informational technology, consumption of global goods and in the fragmentation of the urban space characterized by the internationalization and cosmopolitiza����o. That process has been masking the inequalities partners and cultural as well as the territorial appropriation for an economical elite. The spaces are being appropriate for investors of the tourist section, private investors, agents and real estate producers, where the inequality is not just economical, but also cultural. The local population, mainly of the urban fraction of the Town of Black Tip, it doesn't participate of the productive process in function of the little or any professional qualification and he/she doesn't also have access to the consumption process. To the native ones it remains the fight for the preservation of his/her cultural identity and for the survival

A dan��a dos monstros: corpo e est��tica na arte e na Educação F��sica

The speeches about the body in interface with the technology, that fulfill the contemporary discussions, have been a stage of innumerable ethical, epistemological, aesthetic and ontological reflections. These happened bodies of the biotechnological scene also invade the dance, making several possible dialogues, making old concepts instable, opening way to revealing explorations and bringing with it implications and reflections. In this context, this research has as objective to discuss relations between body and technology in the dance; to understand the aesthetic configurations of the monster in the dance as possibility to question the body; to establish relations between the monstrous body in the dance and the conceptions of body in the Physical Education. We believe to be able to contribute for the reflection in the field of the Physical Education, since the work visualizes to extend the field of the discussions on aesthetic body and, as well as evidencing dialogues between different areas of the knowledge, as the Art and the Physical Education. From the point of view of the method, the work follows orientation of the Phenomenology for an aesthetic image appreciation of the videos in the choreographies In'perfeito and Viol��ncia of Cena 11, Dance Group that has marked new aesthetic configurations in the brazilian dance. Thus, we took for us the reflections on the "significant scenes" proposed by Bicudo (2000), to appreciate the dance of Cena 11. We emphasize that, after the identification of the Significant Scenes, it was necessary to approach these scenes from close senses, from which we detach the appearance, the space and the gesture. We evidence that, the bodies revealed by the group Cena 11, show an aesthetic that it interlaces the beauty, the ugly and the grotesque. An aesthetic of the unharmony, capable to transgress the oppositions, dialoguing with multiple antagonisms and that it amplifies the apollonian aesthetic linear rules, so predominant in the history of the dance and the Physical Education. We identify some indicatives that take us to the problematizations on an affective and anarchic body, when questioning the tyranny of the perfect corporality; the naturalization of the pain; the closed gesture in a finished and unique grammar; the standardization of feminine and masculine roles and the negation of the feeling. From these indicatives, we discuss the aesthetic of the deformed bodies of Cena 11, approaching it of the conceptions of body in the Physical Education, sometimes criticizing the rationalists and naturalistic views, sometimes dialoguing with more recent perspectives studied by researchers of this area of knowledge, which point to a reflection on the body under the optics of the sensible

Cinema e educação :interfaces, conceitos e pr��ticas docentes

This project goes beyond the interfacial field of cinema, History and education. We take as our object the epistemological potential of the cinema at the educational scenario, specifically the use of films integrated to the practices of History teachers and educative processes in which we have taken part as a builder. Our objective is to map, initially, the knowledge around this use to search a synthesis and its empirical application. From the methodological point of view, we have made use of different perspectives: (a) interviews with the educator subjects; (b) observation of their practices and formative circumstances; (c) filmic analysis and the relation of the cinema s epistemology with the other areas ones (initially History and further Journalism). Our analysis allowed us to portrait the film such as an epistemological-troubling category, what makes the cinema rather a builder technology and not simply a complementary and illustrative technological resource. Therefore, we have realized that the restriction to the cinema s educational function is linked to the restrictions to the theoretical categories to an only interfacial aspect: historical film as a film which portraits the past (at the historical field) and film on journalism as a film which approaches a single object of Journalism (at the journalistic field). These discussions happen, consequently, at the arena of the nature of cinema s genres (fiction and documentary), which are understood in a na��ve way, simpler than its epistemological possibilities, boosted at this research when we analyze the confluence between fiction and reality. The reflections on educative practices and in formation related to the cinema had occurred in three empirical realities: research with professors in performance, practices docent s and accompaniment of students of history. Have to do with our personal career as a teacher and researcher and, when analyzed other practices, have become, unavoidably, the subject and object of this project

Rob��tica e educação: uma possibilidade de inser����o s��cio-digital

This paper presents a reflection on the use of robotics in education technology and the fostering of social and digital inclusion, unveiling a new field that has been outlined today. Robotics constitutes a tool still little known and not regulated at national level in education, there is little experience involving the tool in the Northeast. This research aims to reveal one of the first experiments with educational level robotics in Rio Grande do Norte. We present a field research conducted in a public school chancellor for a major institute of science and technology education of the state from seeking review of the robotics course, understand how they work and show their use in school and shows that contributions were generated for digital inclusion category students, based on speeches by teachers, engineers, management and students. As part of gathering information, we used the focus group technique, applied in two stages, one with groups of students, teachers and other school administration, as well as comments directed to the times when the robotics course was being finalized. As a result, we found that the school, through the robotics course is a provider of social and digital inclusion, since it awakens in the sample of students in this research knowledge enabler of social change. And that despite the student category do not understand the depth of meaning of inclusion, the same report in daily actions that integrate technology into their social context in harmony, enjoying its cultural citizenship in full

Pr��ticas educativas escolares ancoradas ��s m��dias tecnol��gicas: um estudo da contextualiza����o da tecnologia na realidade de uma escola municipal em Natal/RN

Presenta un estudio acerca de las pr��cticas educativas en las escuelas ancladas a la utilizaci��n de los medios de comunicaci��n y tecnolog��as educativas. Pretende dar a conocer, como los medios tecnol��gicos se constituyen en la actualidad, m��s precisamente en la educaci��n. Como sujetos sociales, los ni��os de la investigaci��n usan esos medios. Trata los problemas relacionados con las formas de ver el lugar de la vida de los ni��os, mediado por las herramientas t��cnicas, campos t��cnicos de varios idiomas. La investigaci��n plantea una discusi��n de c��mo podemos promover un encuentro de las pr��cticas escolares educativas mediados por la tecnolog��a, aplicadas al contexto educativo y la experiencia de los estudiantes. La posible respuesta a c��mo el maestro puede replantearse su papel como educador y tratar de construir, junto con el alumno, los conocimientos de manera significativa

Somos todos canibais: antropofagia, corpo e educação sens��vel

Cette ��tude pr��sente l anthropophagie comme une notion th��orique et experiementale du corps qui r��habilite le sensible et r��veille le monde per��u. L argumentation fait ressortir la dimension sensible du corps et de la connaissance, en considerant sa sensibilit�� et motricit��, corps qui ne se s��pare pas de la nature et de l histoire, en actuant dans le monde comme pr��sence vive, originaire, en mouvement ; en supposant un sujet qui, au m��me temps que construit ses propres senses, il d��pend de l exp��rience de l autre et du monde, en cr��ant et en recr��ant la culture, et il agrandit le processus de conna��tre, de sentir, de penser, d agir, d ��tre, de se transformer. Cette attitude annonce une connaissance sensible et un corps qui est suscetible de sensations, mais d expr��ssions aussi, de communication, de cr��ation, aspects indispensables pour se pensar l ��ducation comme un space sensible, d apprantissage et r��ssignification de la culture ; que d��vient possible la communion avec le corps, le temps, le space ; qu enseigne �� r��apprendre �� voir le monde, que consid��re la r��versibilit�� des senses et l esth��sie comme champs de l exp��rience sensible et de l imputation des senses ; qu ��voque la beaut�� des multiples l��ctures du v��cu et qu agrandit la compr��hension du soi et de l autre. L objectif de ce travail est comprendre l anthropophagie comme une attitude du corps et de la connaisance sensible, qu approfondit la r��lation de l ��tre au monde, la r��lation avec l autre et permet la cr��ation de senses culturelles, ��sthetiques et ��xistentielles our l ��ducation. Nos pr��sentons l attitude ph��nomologique de Maurice Merleau-Ponty comme r��f��rence th��orique et m��thodologique de notre recherche. Il s agit d une attitude de la pens��e qui place la conaissance au centre de nos exp��riences v��cues au monde ; une attitude qui ne propose pas un sens d��finitif des choses et des personnes et qui contribue pour la compr��hension de l anthropophagie, du corps, du sensible, du monde et de l autre, en indiquant des d��veloppements de ces r��flexions pour l ��ducation. En cr��ant des horizonts de sense et strast��gies de p��rception sur l anthopophagie, nos consid��rons comme choix notre exp��rience v��cu, comme les voyages; atelier d extension avec des ��l��ves du cours de Technologie en Production Culturelle de l Institut F��d��ral d ��ducation, Science et Technologie du Rio Grande do Norte-IFRN, Campus Cidade Alta ; l anthropophagie comme ��lement de l Art Moderne Br��silien ; les cr��ations et les r��cits des ��l��ves ; images ; filmes et livres recherch��s ; dialogues avec les penseurs L��vi-Strauss, Montaigne et Oswald de Andrade, qui constituent nos principales r��f��rences conceptuelles et qui ont permis travers�� des savoirs et promouvoir un dialogue entre divers champs de connaissance, comme l Anthropologie, la Philosophie, l Art et l ��ducation. Ces strat��gies constituent le resultat partiel et inachev�� d un processus de connaisance de soi et de l autre, que permet de revivre des m��moires, faire ressortir des couleurs, des senses, des go��ts, des d��couvertes sensibles et encourageantes sur la connaissance, sur l art, des d��couvertes sur soi m��me, sur l autre, sur le monde, sur la vie, indiquant que l ��ducation peut ��tre un processus fort sensible, dans lequel le corps est une pr��sence indispensable, aussi comme le toucher, le cr��er, les delires, les affections, les encontres et l invention

An��lise antropotecnol��gica do desenvolvimento de novos produtos na produ����o artesanal : caso das rendeiras de bilro da Vila de Ponta Negra em Natal, RN

Brazilian craft production plays an important role in the generation of employment and income for many families in every state across Brazil. In Natal, Rio Grande do Norte, Brazil, among many types found, identifies itself with the production of bobbin-lace, still practiced in Ponta Negra Village for ancient craftswomens of city that try to preserve the art and tradition of bobbin-lace. This work presents the results of an analysis conducted based in concepts of anthropotechnology, on the effects of a design workshop held with bobbin-lace craftswomen in the village of Ponta Negra in July of 2006. The workshop was intended to propose a new concept of products and a new alternative for production in the activity of the craftswomen, on the premise that the laces could be used as a detail inserted into other industrial products such as shirts, bags, towels, etc. Evaluations after the workshop showed that none of the artisans continued to work, indicating that actions focused solely on products did not generate representative results in the production of bobbin-lace. Evaluations also indicated that knowledge about the artisan's personal and professional characteristics, organization, pace, workload, and cultural and historical issues that permeate the activity are essential to the success of technology transfer, particularly when the transfer affects the craft production as it relates to the inseparable aspects of the craftswomen's work and lifestyle

Ergonomia, sustentabilidade s��cio-ambiental e atividade de pesca artesanal com jangadas: estudo de caso na Praia de Ponta Negra, Natal-RN

The fishing is made possible by the handiwork of a fisherman, not using appliances that achieve the same levels of industrial fishing productivity and not causing environmental impacts on fish stocks with the same intensity. The adoption of sustainability practices in this type of fishing has been requested for the achievement of environmental and socioeconomic improvements, since its production has been decreasing over the years and overfishing has led to reduced stocks also stand out environmental aggressions such as pollution. Thus, this research aims to analyze the interference of environmental aspects/impacts that permeate the activity performed by fisherman on the beach of Ponta Negra, Natal-RN, in order to propose recommendations for environmental sustainability. We used a methodology based on the ergonomic work analysis (WISNER, 1987; GUERIN, 2001; VIDAL, 2008) using techniques such as observational and interactional observation protocols, photographs, videos, conversational action, and listening to verbalizations. To understand the vulnerability of the environment in which the activity is carried fisherman and the interferences that it suffers, we used the study of environmental aspects/impacts (S��NCHEZ 2008). As a result, it appears that from the observations located and reports raftsmen, changes in the sea, the search for new fishing grounds farther from the coast, reducing fishery production, waste generation and pollution of the workplace, and the difficulty in docking rafts, factors arising from the pressures both for society as Seen by fisherman, denoting the necessity of drawing up recommendations and actions proposed by management activity by promoting discussion among raftsmen and accountable institutions, and training through workshops on environmental education, aiming to positive changes in the activity fisherman from Ponta Negra and the environment in which raftsmen are inserted in order to seek a sustainable activity, preserving its characteristics