A proposta pedagógica de Paulo Freire

A proposta pedagógica elaborada por Paulo Freire se baseia na utilização das palavras que fazem parte do cotidiano dos alunos. Por exemplo, se fossemos alfabetizar pessoas adultas que trabalham na construção civil, segundo o método de Paulo Freire, iríamos ter que elaborar um processo educativo que considerasse determinadas palavras, tais como tijolo e casa, no início do processo de aprendizagem. Assim, usaríamos palavras que tivessem uma relação direta com a vida desses alunos. Dessa forma, a partir das sílabas dessas palavras os alunos aprenderiam novas palavras. Nesse contexto é que Paulo Freire procurou desenvolver aquilo que ele chama de temas geradores, ou seja, os alunos começariam a refletir o porquê de determinadas questões da vida desse sujeito. Portanto, os alunos não seriam apenas alfabetizados, eles teriam a condição de questionar a sua posição social.

O ensino da língua: um processo discursivo

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Conscientização sobre o processo de leitura

Este texto aborda os primeiros passos para conscientizar o leitor sobre o processo de leitura em qualquer que seja o idioma. Voltado para o público acadêmico, a proposta do material é proporcionar ao estudante uma visão ampla sobre como se dá o processo de leitura. Além disso, são abordadas crenças comuns que as pessoas possuem sobre a leitura com o objetivo de se avaliar se são falsas ou verdadeiras, uma vez que as crenças influenciam o modo como se compreende um assunto.

Os impactos das práticas alfabetizadoras no processo de letramento: uma abordagem inovadora para o alfabetismo funcional

Orientador: Robson Luiz de França

Letramento digital: as implicações do uso do software na aprendizagem de crianças com baixa proficiência em leitura e escrita

O estudo tem por objetivo analisar reflexivamente as implicações do uso pedagógico do software educativo Luz do Saber Infantil- na aprendizagem de crianças com baixa proficiência em leitura e da escrita. A análise se deu na turma do reforço escolar do Projeto Luz do Saber Infantil-PLSI da Escola Caminho Encantado, no município de Jaguaribara-CE. Pensar na possibilidade da informática está a serviço da matética (como arte de aprender) para melhorar a aprendizagem de crianças com dificuldade de aprendizagem foi nossa problemática inicial. O software em questão tem como objetivo alfabetizar crianças de 3º ao 5º ano que se apresentam como analfabetas funcionais. O Método Paulo Freire de alfabetização e as contribuições de Ferreiro e Teberosky sobre a escrita são os principais fundamentos epistemológicos do software. Outrora, como referencial de quebra do paradigma fabril no qual escola a partir do século XIX esteve submetida, as Tecnologias de Informação e Comunicação-TIC tem se revelado como importante instrumento pedagógico na atualidade, muito embora sua inserção na escola não signifique inovação pedagógica. O presente estudo configurou-se como uma pesquisa qualitativa, cuja concepção etnográfica da educação legitima sua prática investigativa. Sendo uma etnopesquisa, o trabalho de campo e a coleta de dados desenvolveram-se através das seguintes técnicas: observação participante (principal etnométodo), entrevista semiestruturada, grupo focal, e análise documental. Sendo os instrumentos: diário de campo, questionário socioeconômico, filmagens, fotografias e prova escrita. Para sustentar epistemologicamente a pesquisa, buscamos em teóricos da etnografia, da apropriação da linguagem escrita e métodos de alfabetização, da introdução da informática na educação, do Construtivismo, Construcionismo e Sociointeracionismo, e especialmente nos teóricos que tratam a Inovação Pedagógica como ruptura paradigmática, a legitimação de nossa implicação intersubjetiva. Diante da análise dos dados, constatamos a evolução significativa da proficiência em leitura e escrita dos aprendizes, indicando que a tecnologia potencializa a prática pedagógica.

Prevalência de sintomas do climatério em mulheres dos meios rural e urbano no Rio Grande do Norte, Brasil

OBJETIVO: avaliar a sintomatologia climatérica e fatores relacionados entre mulheres dos meios urbano e rural do Rio Grande do Norte. MÉTODOS: estudo transversal, descritivo, envolvendo casuística de 261 mulheres climatéricas residentes em Natal e Mossoró (grupo urbano; n=130) e Uruaçu, em São Gonçalo do Amarante (grupo rural; n=131). A sintomatologia climatérica foi avaliada pelo Índice Menopausal de Blatt-Kupperman (IMBK) e Escala Climatérica de Greene (ECG). A análise estatística constou de comparações das medianas dos escores entre os grupos e regressão logística. Defi niram-se como “muito sintomáticas” as pacientes com escores ≥20, para ambos instrumentos (variável dependente). As variáveis independentes foram: idade, procedência, alfabetização, obesidade e prática de atividade física. RESULTADOS: o grupo urbano apresentou escores signifi cativamente superiores ao grupo rural, tanto para o IMBK (medianas de 26,0 e 17,0, respectivamente; p<0,0001), quanto para a ECG (medianas de 27,0 e 16,0, respectivamente; p<0,0001). Na amostra total, evidenciou-se que 56,3% (n=147) das mulheres foram classifi cadas como “muito sintomáticas”. Na comparação intergrupos, essa prevalência foi signifi cativamente mais elevada nas mulheres urbanas em relação às rurais (79,2 e 33,6%, respectivamente; p<0,05). Pela análise de regressão logística, evidenciou-se que a chance de pertencer ao grupo defi nido como “muito sintomáticas” foi maior para mulheres do meio urbano [odds ratio ajustado (OR)=7,1; 95% intervalo de confi ança a 95% (IC95%)=3,69-13,66] e alfabetizadas (OR=2,19; IC95%=1,16-4,13). A idade superior a 60 anos associou-se com menor chance de ocorrência de sintomas signifi cativos (OR=0,38; IC95%=0,17-0,87). CONCLUSÕES: a prevalência de sintomas climatéricos signifi cativos é menor em mulheres do meio rural, demonstrando que fatores socioculturais e ambientais estão fortemente relacionados ao surgimento dos sintomas climatéricos em nossa população.___________________________________ABSTRACT PURPOSE: to evaluate climacteric symptoms and related factors in women living in rural and urban areas of Rio Grande do Norte, Brazil. METHODS: a cross-sectional study involving 261 women in the climacteric was performed. A total of 130 women from Natal and Mossoró (urban group) and 131 from Uruaçu, in São Gonçalo do Amarante (rural group), were studied. Climacteric symptoms were assessed by the Blatt-Kupperman Menopausal Index (BKMI) and Greene Climacteric Scale (GCE). Statistical analysis involved comparison of median between groups and logistic regression analysis. Patients were defi ned as “very symptomatic” when the climacteric score was ≥20 for both questionnaires (dependent variable). Independent variables were: age, living area, schooling, obesity and physical activity. RESULTS: the urban group had signifi cantly higher scores than those of the rural group, both for BKMI (median of 26.0 and 17.0, respectively; p<0.0001) and for GCE (median of 27.0 and 16.0, respectively; p<0.0001). For the entire sample, a total of 56.3% (n=147) of the women were classifi ed as “very symptomatic”. This prevalence was signifi cantly higher in urban than in rural women (79.2 and 33.6%, respectively; p<0.05). Logistic regression analysis showed that the likelihood of belonging to the group defi ned as “very symptomatic” was greater for urban women [adjusted odds ratio (OR)=7.1; confi dence interval at 95% (95%CI)=3.69-13.66] who were literate (OR=2.19; 95%CI=1.16- 4.13). Individuals over the age of 60 years had less chance of having signifi cant symptoms (OR=0.38; 95%CI=0.17-0.87). CONCLUSIONS: the prevalence of signifi cant climacteric symptoms is less in women from a rural environment, showing that sociocultural and environmental factors are strongly related to the appearance of climacteric symptoms in our population

As minudências da Biblioteca Olegário Vale (Caicó – RN, 1918-1920)

ARAÚJO, M. M. ; MEDEIROS, M. D. . AS minundências da Biblioteca Olegário Vale (Caicó - RN, 1918-1920). Educação em Questão, v. 31, p. 186-208, jan./abr. 2008

Determinantes socioeconômicos e ambientais do declínio das hospitalizações por diarréias em lactentes no Rio Grande do Norte - 1992 a 2001

There was a significant decline in hospitalizations for acute diarrhea in children younger than 1 year of age in Brazil between 1992 to 2001. The less economically developed state of Rio Grande do Norte is a case example of the national trend. In this work, we show a significant association between improvements in socioeconomic variables as well as increased access to sanitation and the decreased rate of hospitalization. Additionally, we observed a positive, seasonal correlation between rainfall and hospitalizations. Most notably, however, we show that improvements in income and inflation were positively correlated with a decline in hospitalizations. Improvements in public health infrastructure, socioeconomic variables like education and literacy, and increased investment in health services were important in reducing severe early childhood diarrheas. However, the data suggests that increased buying power and reductions in poverty played an equally crucial role in reducing hospitalizations for acute diarrhea in infants in Brazil. The work includes elements of the demography of the period for the age groups involved, children under one year, women in fertile age and fertility rate

Educação para a cidadania e ensino superior

El presente trabajo discute la Educación para la Ciudadanía en la Educación Superior, destacando los desafíos y las potencialidades de la Universidade do Estado do Rio Grande do Norte (UERN); que organiza su acción política y pedagógica conforme a las exigencias de la actual política educacional para este nivel de educación. Analiza la relación de ésta con la Educación Básica a partir del estudio del Proyecto Pedagógico del Curso de Ciencias Sociales discutiendo la educación para la ciudadanía y la formación ciudadana de los futuros profesores de la educación básica en consonancia con la LDB 9.394/96, con las Directrices Curriculares Nacionales para los cursos de Docencia y además para programas y políticas de orientación para la educación superior que resultaron de la conquistas de los movimientos sociales y que son propuestos por medio de las siguientes secretarías: Secretaria de Educação Continuada, Alfabetização e Diversidade (SECAD) y Secretaria de Educação Superior (SESu). La reflexión incluye el estudio de tales temáticas en el eje de temas emergentes que organizan el debate educacional, sobretodo en América Latina, y los desafíos de las universidades que actúan en el contexto de la periferia en la desconstrucción del dominio simbólico del colonialismo cultural y la construcción de la globalización alternativa y contra hegemónica a la globalización neoliberal. El estudio evidencia que la idea de ciudadanía en la sociabilización contemporánea presenta una ambigüedad política consecuente de los procesos de globalización creciente siendo necesario que la perspectiva de la educación para la ciudadanía adoptada en la formación de los profesionales de a educación sea re politizada a partir de la noción de ciudadanía colectiva y multicultural apoyada en los principios de democracia y justicia social, construida en las interfaces de la educación escolar y prácticas educativas en lo entorno social, y en los espacios políticos de organización y movilización colectiva en torno de las conquistas por los derechos civiles, sociales, políticos y culturales, y la inclusión de temas y valores emergentes en la educación que interligados e interdependientes, garanticen su efectividad

A eficiência do gasto e da qualidade da saúde pública: uma análise nos municípios do estado do Rio Grande do Norte (2004 e 2008)

The overall objective of this study is to analyze the efficiency in the use of resources and the quality of public health in the municipalities of Rio Grande do Norte, from 2004 to 2008. It also seeks to identify the determinants of municipal inefficiency and measure the productivity of public spending on health. To this end, three methods of analysis are used: the DEA, the Malmquist index and the Tobit regression model. Among other findings, it appears that municipalities considered more inefficient in the measurement of expenditure on health make the largest expense in this function. On the other hand, from 2004 to 2008, only 13 municipalities showed an increase in the productivity of public spending. It is also noted that municipalities considered efficient in quality of health, although having more physical and human resources, offer fewer health services to the population. In all, the major determinants of health spending inefficiencies are the variables: age of the mayor, coalition, population density, literacy race and budget revenues. Regarding the inefficiency of the health quality, variables such as: coalition, literacy race have strong influence on this behavior. Thereby, the hypotheses proposed by the study have been fully accepted. In other words, for the efficiency of the quality and health spending it is needed more than resources, i.e., the expenditure shows itself as essential, but not enough, for political and economic aspects also interfere with the performance of spent and in the quality of health care offered to the population

A educação da mulher norte-riograndense segundo Júlia Medeiros (1920-1930)

This present work has the aim of reconstruct the biographical profile and the practices of the professor and journalist Julia Medeiros in the county of Caico, State of Rio Grande do Norte, in the 1920 s and 1930 s, justified by the visibility of this professor during the construction of the lettered society from the mentioned State and the participation in potiguar press. How were the women and educator s representations in the 1920 s and 1930 s ? With the aim to get answers, I use as sources, the Public Archive of Rio Grande do Norte and the Geographical and Historical Institute of Rio Grande do Norte, the newspaper of that time, as the available issues of Jornal das Moças (1923-1932), magazines, letters, pictures, and interviews with relatives, ex-students and friends of this intellectual woman. It was noticed that she stood out as a professor at School Group of Senador Guerra and as a journalist, sending opinions about everyday life. With this analysis, it configures, in part, her time and the history of education in Rio Grande do Norte, with the participation of teachers. Despite of her importance during the construction of education and citizenship of women, Julia Medeiros lived the two sides of the same coin: visibilty and anonymity

A formação do professor alfabetizador em cursos de Pedagogia: contribuições e lacunas teórico-práticas

To the we assume the disciplines of the area of Literacy of the course of Pedagogy, our intention has been the one of working the literacy, the reading and the writing as alive processes, as social practices inserted in the history, continuators of the subjectivity, done in the culture and producing of culture. The importance of the course of Pedagogy in the teachers' formation is unquestionable; however our goal is to highlight, in this work, the paper of that course in the formation of the teacher alphabetized, while mediator of the literacy process with an inclusive vision. In that to walk, it appeared us the following subject: which the contributions and the gaps theoretical-practices - of degree courses in Pedagogy - experienced for the exits of that course, in the specific pedagogic work of alphabetizing children, young adult and/or our study aims at to investigate, under the perspective of teachers alphabetizer licensed in courses of Pedagogy, the contributions and the theoretical-practical gaps of those courses, in the formation of the educator alphabetizer. In this sense, our work if it bases on the presuppositions of the qualitative investigation that leaves of the foundation that there is a dynamic relationship among the real and subjective world, an alive interdependence between subject and object, an entail indissoluble between the objective world and the subjective (CHIZZOTTI, 1998, p.79). The research is characterized as a descriptive and interpretative study and for the collection of data; the questionnaire, the semi-structured interview and the documental analysis were used. We took the following providences for the choice of Locus and of the subject of the research: it visits to the schools; compatibility of the criteria previously defined for choice of Locus and of the Subjects. For the choice of those schools, we defined the following criteria: that, in your individuality / totality, they were located in integral neighborhoods of, at least three of the four administrative areas of the city of Natal; that, in your individuality / totality, they contemplated the public spheres and private of attendance; that, in the year of accomplishment of the research - 2004 - they were offering infantile education and/or fundamental teaching; this last one gone back to the children of the initial years and/or for the youth and adult of the first levels of the modality of EJA; and that made possible the researcher's access. Front to the particularities of our study object and considering the criteria of choice of the locus, four public schools and three private schools were selected. Like this being, in those schools, we would look for the subject of our work that they would owe: 1) to be working, in 2004, with children's literacy, youths or adults: they as teacher (the), it as coordinator (the) that guides teachers alphabetizer, in public schools or peculiar of the city of the Natal-RN; 2) to be exit (the) of the degree course in Pedagogy, supplied by institutions of superior level (public or matters) of the city of the Natal-RN; 3) to have concluded your course of Pedagogy in the period of 1990-2004; 4) to have, at least, 01(one) year of experience in literacy rooms (TARDIF, 2002). The subjects interviewees concluded your courses of Pedagogy, in the period from 1990 to 2004, in institutions different from the city of Natal/RN, being five to the whole: two public IES and three deprived IES. Of the analysis of the data, the theme emerged, ' teacher's Alphabetizer Educational Formation in Courses of Pedagogy', with the following categories: contributions of the courses of Pedagogy; More important disciplines in the educational formation; Areas / Aspects lacunars of the courses of Pedagogy. The pedagogic practice of the teacher alphabetizer demands a formation from him found in you know educational, requested in the children's literacy, youths and adults. In that work, we defended the thesis that the course of Pedagogy is the locus, par excellence, for that formation, in spite of possible structural limitations and curricular of the referred course. In spite of the countless contributions of the pedagogy course for the formation of the teacher alphabetizer, our data appear for the need of a revision of the proposals curricular of that course, getting the attention for the importance of a proposal formation curricular more gone back to the literacy process / literate and for the social inclusion. We thought that, although insufficient, the teacher's formation in that perspective is a fundamental condition for a practice pedagogic alphabetizer to be promoted, in fact, inclusive and promoter of the school success

Alfabetizar crianças na escola pública: fazeres docentes em discussão

The most recent data of the Brazilian Test (BRAZIL, 2005) and of the SAEB (BRAZIL, 2007) have reaffirmed the serious situation of the Brazilian public school, where great part of the students, after to conclude 4º year of basic education, does not present minimum knowledge of reading and writing. In this picture, the situation of the state of Rio Grande do Norte, whose students had presented, in the last evaluation is particularly difficult, the worse performances of the country, in this area. The data also discloses that the failure pertaining to school, closely tied with the failure in the literacy, not only remains, as takes other aspects. In consequence of this picture, the literacy, even so widely argued in the last few decades, still instigates inquiries, as it is the case of this work. Our study got shaped due to reflections, as much to the theorizations to which we had access, as of the emergent questions of ours pedagogical practice. Through the past three decades, the studies in the area of literacy with the purpose to understand the constituent nature of the process, its aspects and its determinative ones has been intensified. The produced knowledge has contributed for the overcoming of the reductionist form as if it thought/thinks, in some contexts - this process. Such statements impel them to reflect concerning what is happening in the school, limiting or making possible the pertaining to school success. With these concerns, we delimit, as focus of study, the teaching action, having the following stunning question: What to make professors, in the context of the public school, to propitiate or hinder the process of literacy of the children? In this direction, our object of study is to make them professors who can propitiate or hinder the process of literacy of the children, in the context of the public school. The objective work to investigate, from practical of professors the teachers, that to make professors related to the literacy process - they can propitiate or hinder the learning of the written language, for the pupils of the public school, at the beginning of the school process. The work if inscribes in the qualitative boarding of research and if it configures as a case study, with characteristics of Research-Action, inspired by the following principles: authenticity and commitment and systematic restitution. For the retraction of the data, they had been used: half-structuralized interview; participant comment; meeting of studies and reflection; register in daily of field. We define as locus of study, a school of public net and, more specifically, a group of the initial years of school process that integrates the cycle of literacy . Of the five invited teachers, only one demonstrated interest in participating of the work. Its group of first year of the First Cycle of basic education is composed for 34 children, with ages between six the nine years. The data constructed by means of the described procedures, as well as its analysis, make possible to identify, between the many aspects and to make that they compose the pedagogical dynamics in the context of classroom, the following categories to make articulated with the literacy process: 1. To make of practical the relative ones to the planning, understood as To make relative: 1,1 distribution of the time-space/routine; 1.2 to the didactic activities and/or sequences and teaching interventions; 1.3 to the organization/election of the contents; 1.4 to the materials/didactic resources and 1.5 to the evaluation. 2. To make relative to the interaction professor-pupil, systemize in: 2.1 attention to the diversity; 2.2 to the affectivity. These to make, in the form as if materialized in the practical one observed, had been reflected, jointly with the teacher, as constituting parts of obstacles to a perspective of literacy. By means of the sharing of the reflections, anchored in theoretical conceptions concerning the practical one of teach-learning and, more specifically, of literacy, we register indications of new meanings of these to make on the part of the teacher in conducting them as providers of learning of its pupils, first purpose of its teaching performance. This finishing, possible synthesis at this moment is, therefore, point of fond and departure for new studies