Em busca de novas territorialidades pedagógicas para a identidade da Educação Física no Ensino Médio integrado: uma perspectiva pós-crítica

Cet étude s agit du domaine de l Éducation Physique comme composante curriculaire dans le contexte de l Ensino médio integrado (l enseignement secondaire professionnel intégré) dans le IFRN, Campus Natal Zona Norte (Régio Nord). Son objectif principal est sur le plan éducatif des actions de l enseingant au procès des convivialités avec la culture corporale à partir des expériences, désires, besoins et volontés des apprenants dans la perspective de l imersion dans le monde de la créativité, de la recherche, de la connaissance et de la transformation de l identité pédagogique de la composante curriculaire. Dans ce sens, l étude a eu comme objectif l élaboration d une propisition pédagogique, fondamentée sur la Théorie Post-critique de l éducation qui contribue pour la configuration de l identité de l Éducation Physique dans les cours téchniques intégrés de niveau secondaire. La recherche s est configuré dans une intervention pédagogique fondamenté sur les préssuppositions methodologique d une expérience empirique du genre recherche-action apliqué dans l univers scolaire des cours thécniques intégrés de l enseignement secondaire de l IFRN, Campus Natal Zona Norte. Les sujets qui ont participé de la recherche, sont les apprenants des groupes de la première année du cours de Commerce et Éléctronique de la soirée (13h à 18h), inscrit à partir de l année 2012. Les instruments utilisés pour la recherche ont été deux questionaires et une cahier de bord. Les résultats obtenus sont disposés dans des graphiques qui représentent les paroles des sujets après le procès d intervantion et les analyses réalisées sous l étude-recherche, qui ont été faites por l analyse de contenu, de l image principale de la population recherchée. On considère que les résultats de la recherche ont été plausibles à la mesure que au-delà du support et de la participation dans la recherche, les réponses obtenues ont démontré que le procès d intervantion pédagogique a été pertinent pour les apprenants des cours téchniques intégrés de niveau secondaire de Commerce et Électronique de l IFRN, Campus Natal Zona Norte. Le sense essentielle de cette thèse s est concentrée dans la dimension interculturelle pour l Éducation Physique dans le secondaire intégré, comme un travail fondamenté à partir des temoignage des apprenants et par la conception post-critique du curriculum qui refuse les explications évidentes et instituées comme des véritées finales dans l objectif de réguler et controler les sujets de l éducation. L option faite par cet abordage de thèse a été pour rompre avec l établi à partir de la proposition d un dialògue, avec les apprenants, à la recherche de nouveaux territoires pédagogiques pour l Education Physique à l enseignement intégré de l IFRN, Campus Natal Zona Norte. Des territoires qui occupent des espaces dans la culture scolaire, dans une dynamique dialogique avec les apprenants, qui se défine politique et pédagogiquement pour la diversité culturelle du mouvement, qui aborde le concept de mouvement dans la proximité des actions corporales cotidiennes et qui propose de nouvelles possibilités et de recréations pour les pratiques de la culture corporale. La perspective post-critique ouvre des possibilités pour de nouvelles langages en fortifiant les narratives de ce qui ont toujours entendu et cependant ont silencié ses voix et ainsi, la thèse a confirmé que, l étude présent et la recherche supporté par la théorie post-critique du curriculum ont possibilité une nouvelles configuration pour l identité pédagogique de l Éducation Physique dans la condition de composant curriculaire des cours téchniques intégrés de niveau secondaire de l IFRN au Campus Natal Zona Norte

Corporeidade e humanescência: cenários ludopoiéticos na vida de professores contadores de história

During the latest years, the art of storytelling has received special attention from those who make education, art and culture. The storyteller is a singular person who manages to seduce itself and its listeners, by involving them in an atmosphere of pleasure and complicity, dodging situations, space and time, providing delight, stimulating creativity, daydreaming and imagination. This is a study developed with storyteller teachers that takes as its starting point the need to change the landscape of education, which seeks to emphasize the affirmation of embodiment of the teacher, so that it participates in a creative self-dynamic and the context in which they live. In addition , the following purposes accompanied the study : education - liberating practice and human development ; corporality - radiant , first and main focus of educational criteria; playfulness - a human dimension ; autopoiese - as an organization of human beings that produces and continuously transforms itself; flow experience concerns the feeling of full involvement in the activity , the psychic energy toward something that is being produced or performed , something that brings us pleasure , happiness and profound sense of well being. As general objective of the study we analysed the humanescent self-formation and its ludopoiética nature in storyteller teachers from humanescent workshops developed in a state school in Natal / RN. In view of the overall objective , we developed the following specific objectives : to identify the ludopoiéticas properties of self-worth , self-connectivity , self-territoriality , autotelia and self realization present in the life of storyteller teachers and the changes in the school environment, from the development of humanescent workshops; reveal the nature of humanescent self-training in storyteller teachers lives. The investigated group had the participation of eight teachers, and had the Escola Estadual Potiguassu as environment for the research. This is a descriptive study, understood as an action-research , developed with basis in the fundamentals and ethnomethodological principles , which used eight humanescents workshops , developed in the context of humanescent experiential pedagogy in conjunction with participant observation .The analyzes were focused on the chosen categories for the study : self-worth , self-connectivity , self-territoriality , autotelia and self-, indexicality and reflexivity . In terms of conclusions, we noted that the properties of ludopoiese were unveiled in the lives of the teachers by providing changes in their ways of being and living together. The teachers have become more creative and intensely began to experience their own life, social life, as well as its meaning. The struggle for a more cheerful and happy school was another important development highlighted in the reports of the teachers, also observing that there was a significant improvement in the reduction of violence in the school environment. Thus, we emphasize that the teachers began to recognize themselves like being ludic, playing with the beauty of storytelling and life

Já li muita coisa, então, eu posso inventar mais! A leitura literária e o desenvolvimento do pensamento criativo na infância

This study investigates the contributions of reading literature for the development of creative thinking in childhood. Its relevance consists in exploring practices that contemplate the creative thinking development in apprentices at school space and understanding the literature like a significant way to promote the creative thinking. The study is connected to the qualitaty strand. The exploratory observation and the intervention were adopted as research techniques. The field diary and the audio and video recording of the reading sections were adopted as methodological instruments. The research was conducted in the application s college from the Federal University of Rio Grande do Norte, in a 1th grade class, with 18 students between 6 and 7 years old. During the intervention, 8 readind class happened, with varied strategies and literary genres. The reading sessions were conducted through the principles of scaffolding, defended by Graves and Graves (1995). The corpus is made of speaks episodes, whose encoding semantics allowed the grouping into two central categories: divergent thinking and coauthoring of literary reader. It was taken as a theoretical framework the studies of Amarilha (2011; 2006; 2001; 1991; 1993; 1994), Alencar (2001), Coelho (2000; 1997), Culler (1999), De Masi (2005), Gallo (2000), Guilford (1977), Iser (1996), Jouve (2002), Kneller (1978), Martínez (1997), Smith (2003), Stierle (1979), Vigotski (2009; 1998), Wechsler; Nakano (2003; 2002). The analysis points to the formation of creative individuals in the classroom, through the reading of literature. Reposition the literary education front of the new social demands. Resizes the function of school in children s development, considering the children s skill in exploring, testing hypotheses and making use of their creative thinking, in climate of freedom mental. It signals, in this way, the teacher like a mediator, promoting a favorable to the development of creative thinking environment, a stimulating atmosphere, which enhances the expression of creative thinking in community

Cultura organizacional e comprometimento dos funcionários do Soleil Suíte Hotel

This study examines the relationship of the types of organizational culture perceived in a business hotel with the nature of the link between individual and organization. This linkage between commitment and organizational culture has been little explored, both national and international, requiring more studies. Thus, the survey was conducted in Soleil Suite Hotel, located on the beach of Ponta Negra, city of Natal, Rio Grande do Norte. The independent variable of the proposed model was represented by the types of organizational culture, while the dependent variable was represented by the four dimensions of commitment. It was used in addition to the correspondence analysis, the arithmetic mean, the Pearson s correlation and the simple regression analysis. The results indicated the existence of relationship of the types of organizational culture with the kind of commitment shown by the officials, where the cultures of Group and Innovative, capable of generating an environment dedicated to the work as a team, the development and professional growth of the employees, as well as the creativity and individual freedom of each one to try new things, encourage the dominance of the dimensions Affective, Affiliative and Normative of the tie person-organization

Estratégia de produçãp agroindustrial :um estudo dos fatores que afetam a exportação do mel

This thesis approaches the situation of small and medium Brazilian companies facing the exportation process, focusing honey (Apis Mellifera). The world economy has had growing market internationalization, known as globalization. In this context, the exportation has to be faced as a way to minimize the inner market difficulties and increase the levels of quality and productivity to attend the external markets in a competitive way. A company exportation process is not linked to its dimensions, but connected to the commitment with quality, creativity and professionalism. The search for new productive frontiers has benefited Brazilian beekeeper, mainly the northeast ones. Besides, the claim for products that are free of chemical remains, with a bigger aggregate value has increased every day, and the Apismel Company is benefited for having potential to produce organic honey. This paper approaches a case study realized with Sixty-nine beekeeper from Serra do Mel, RN, that make the Apismel Company and it aims to investigate the competitive factors that affects honey exportation. In order to obtain subsidies to execute the objective of this work, it was chosen a questionnaire as instrument of research. The questionnaire was structured from variables that were considered as directions of competition in honey exportation. The results were tabled in Software (Statistics version 11.0). The descriptive, exploiter and Kolmogorov-Smirnov analyses were used to analyze the obtained results. At the end, this work recommends that the Apismel Company promote capacitating courses and technical consultations at the many villages that make the county, to ripen and add efficiency in handling implementation in order to equilibrate production factors and to attract inner and external markets

Normas jurídicas para a restauração ecológica: uma barreira a mais a dificultar o êxito das iniciativas?

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Reestruturação da disciplina "Física I" do Curso de Tecnólogo em Gerência de Obras de Edificações do CEFET/PB

The aim of the present paper is to reorganize a discipline on technological physics so that the construction site of civil engineering becomes a natural environment of learning, providing the learner with the association between theory and practice as well as allowing the subject to process, in real time, information generated from his cognitive constructions and his contextualizations. Thus, a sequence of actions was taken into account: firstly, the programme was developed in the classroom, sharing with its contextualized information through experiments done under supervision by the learners in laboratories; secondly, the data which associate physics with construction were collected and, to do so, technical visits to construction sites were realized, providing the learner the association between the theory and the practice in a suitable site to the constructivist approach. As a result, the first discipline on physics of the Curso de Tecnólogos em Gerência de Obras de Edificações do CEFET/PB was re-structured in terms of syllabus, methodology, application and evaluation. In fact, this work deals with a dynamic process that gathers and gives emphasis to teaching, learning, technology, information, creativity, competence and abilities in a constructivist learning process and, as a consequence, having allowed institutional engagement

As Concepções da mobilidade e acessibilidade urbana aplicadas à implementação do ensino de física: uma interface pedagógica para sedimentação de conhecimentos

Abstract:It boards a study about the methodology applied in the classroom, with emphasis at the Physic teaching, but could be taken to the other matters of high school, mainly to that alumns with school delay and that needs a pedagogics resources to get the aproach of them to the subject showed trying to improve their learnship. The study was developed through the bibliographic research methodology, associated to the induce resource that allows to evaluate the methods of teaching praticed actually at High Schools, as the private as the public, to give to the teachers the resources that should change the dificulties of learning with prejudice the classmates performances. The results reacheds demonstrated that is perfectly possible to augment the physic teaching body, taking in consideration the expansion of the profit at the teaching­learnig procces, besides having allowed to shows that this methodology porpouse could be takes to others subjects of the High School to became this phase of school more suitable to the necessities of society. It concludes that the brazilian Education could receive a lot of augments, from the professional criativity on always that inside the classroom, really close of the problems showed by the classmates about learning collecting

Vinicius de Moraes e Shelley: um exercício de desleitura .

Using Harold Bloom s methodology known as dialectical revisionism we undertake the task of misreading of Vinícius de Moraes (1913- 1980) poems Poética (1950), Operário em construção (1955), Poética II (1960) against Percy Bysshe Shelley (1792-1822) and his poem A Song: Men of England, suggesting that the Brazilian poet trammeled a battle with his poetic triad, in which Operário em Construção is Vinicius s main weapon. It is suggested here that each one of Vinícius´poem represents a step of what Bloom calls anxiety of influence . The misreading proposed confronts the themes and the imagery of the poems, arguing that Shelley and Vinícius are similar when they approach exploitation and working class consciousness according to the Dialectic Marxism pattern, and that Vinícius´s poem was not only inspired by Shelley s, but using one of the strategies suggested by Bloom, he corrects the ideological flaws of Shelley s poem. It is also discussed the possibility that both poems are inspired by Plato´s (428-7 a 348-7 a.C.) allegory of the cave, his concept of justice and the moral construction of the polis defended in A República. Thus, considering the process of misreading, these five poems constitute what Bloom calls a family romance , which is characterizes the phenomenon of melancholy of creativity

A escrita do texto acadêmico na graduação: modos de utilização de conceitos teóricos de uma área de conhecimento

In this study we have developed a discussion about academic text production in the undergraduate course of Literature and Languages. Specifically, we are going to analyze the monographic text writing in order to verify the meaning effects created from the ways of showing other s discourses that constitute a written production. As a means to do that, we are going to answer the following question: How does a young researcher make use of a theory in order to be part of a particular scientific community? We aim to: 1) analyze the linguistic resources, like quotations and signs of cohesion that demonstrate the other s voice presence in academic writing; 2) observe the meaning effects produced through the ways that the one who writes shows the other s voice in the written text. Firstly, we have selected 23 (twentythree) monographs produced in the last five years by students from a Literature and Languages undergraduate course in a determined public university. However, in this study, we have analyzed just 02 (two) different monographic texts. To develop such an investigation, we have inquired Kuhn s concept of science, which shows the existence of different meanings of science production in the course of the centuries. It allows us to define academic writing as science production that develops and contributes to knowledge production. With the purpose of restricting the meaning of writing conception, we have relied on Coracini, who assumes that all writing production is the registration of the self, in other words, writing comes from the subject s intervention, it is to say that only an imposition of the self guarantees the subject as author of what he writes. We have as theoretical basis the following concepts: 1-) Authier-Revus s enunciative heterogeneity, that allowed us to analyze the written marks of the other in the monographic writing; 2-) Pêcheux s reformulation-paraphrase and Orlandi s polysemy and paraphrase, concepts that present notions of productivity and creativity as ways of meaning production, and allows us to observe how the process of language production in academic writing is established; 3-) Rossi-Landi s concept of exchange-value and use-value, which consider language as a linguistic work, allowing us to verify the differences between use and social functionality in a determined theory; and 4-) Possenti s notion of authorship indicia, with which we have identified attitudes that make the one who writes author of his own text. We have verified that writing characterized for repetition and reproduction may develop a meaning effect that constructs the idea that writing production promotes an author, a concept or a theory. We have also realized that a written text that restricts itself to reproduce other authors discourses and does not articulate a theory with data analysis or with work methodology, when evaluated is approved and legitimates itself as scientific production. That demonstrates the existence of academic productions that do not develop any functionality of the employed theory. The text works as a means to promote its theoretical concepts, and theory. It is to say that the theoretical foundantion, which usually is a way to argue and sustain scientific production, does not have any function. Thus, we consider that the way someone shows the other s discourse in academic writing may work as a way to underline what the other asserts to the detriment of the researcher s words. This fact allows us to comprehend that a way of writing may evidence a meaning effect of the author s, theory s or theoretical concepts promotion

Tessituras poéticas da corporeidade na formação humana do educador infantil

Cette étude a comme sujet principal la formation humaine de l instituteur. L objectif général est d analyser et décrire les conditions créées par les vécus d un atelier corps biographique pour la resignification de la corporéité de l instituteur, fixant les questions suivantes pour l investigation : Quelles sont les implications du vécu de l atelier corps biographique dans la vie des instituteurs ? La recherche a été exposée sur l approche qualitative, suivant les principes de la recherche-action reliée à la méthode des histoires de vie. Pour révéler la beauté et la complexité du processus poïétique de la formation humaine, nous nous sommes servi de la métaphore du "dessus de lit en patchwork" comme opérateur cognitif en attachant les principes de la corporéité fondés sur la Théorie de la complexité (MORIN, 2005), la Théorie autopoïétique (MATURANA ; VARELA, 2001), la Théorie du flux (CSIKSZENTMIHALYI, 1999), les approches de transdisciplinarité (LA TORRE; MORAES, 2008), et d autobiographie (JOSSO, 2004; PINEAU, 2003; PASSEGGI, 2000;), joignant la conception de l éducation comme pratique d autonomie, de liberté, d espoir et de l enchantement (FREIRE, 1996, 1992; ASSMANN, 1995). Nous avons eu comme scène du développement de la recherche, l Unidade Educacional Infantil (UEI), la garderie qui accueille les enfants des fonctionnaires de l Université Fédérale du Rio Grande do Norte. Treise élèves (enfants), des institutrices titulaires, vacataires, boursières ont participé de l'investigation. En conptant sur eux, nous avons développé un atelier corps biographique, dans lequel nous avons réalisé 10 vécus dans la période qui a couvert le deuxième semestre de 2007 jusqu au deuxième semestre de 2008, en manifestant la réflexivité autobiographique, le ludique, la créativité, la sensibilité et la réflexivité du vécu. Nous avons utilisé comme instruments pour la construction des donnés, l observation participante, les propres vécus, le port folio, la technique du jeu de sable et l'enregistrement photographique. L analyse a montré que le vécu de la formation humaine à partir des principes de la corporéité, implique dans un parcours vers soi-même dans lequel émergent les expériences qui nous ont constitués en tant qu êtres existentiels. Pour finaliser, nous avons aperçu les répercussions dans la vie professionnelle et personnelle de ces institutrices, qui comme moi pensaient avoir besoin d exposer leur luminosité intérieure pour que l on la redécouvre. Lors des vécus des tissages, les institutrices se sont montrées impliquées aux moments de jeux, de création, de réalisation, d afection et d action réflexive, dans lesquelles la teneur humaine cachée, a été révélée, en ouvrant les possibilités pour le sentiment du mouvement de naissance de l humanisation intérieure. Pour conclure, le corps joyeux de savoir et de beauté a été révélé, et dans sa rencontre avec soi-même et avec l autre, a pu être auto- recréé

A fábrica de professores e a padronização do conhecimento

This paper concern the general subject of teacher career construction, since the period of the initial formation in the teaching course of pedagogy crossing the first effectives experiences of professional performance, until the reflections about the results of the continuous formation propositions. The specifics subject is the formative quotidian in the teacher s life beyond of the traditional stereotypes about individuals and institutions bring up for discussion a micro sociological approach about the professionals uncertainty and the personal hopes, the teacher displeasures and the pedagogical satisfactions. The epistemological reflection about the different formatives experiences, taking as example the Programa de Formação de Alfabetizadores PROFA (Alphabetizers Formation Program) developed by the Secretaria Municipal de Educação of Natal City, consider the ambiguous tension between the knowledge that the teachers acquire in their formation and the concrete teachers practical since those experiences. The study methodology is based in the qualitative comprehensive research, sustained by observations, impressive reflective accounts, and also in the theoretic analyses with contemporary references to the critical pedagogical through and education sociology. I used the autobiographic reflective account by the writer-researcher in her owner academic and professional way. I propose an image of a teacher s factory in such a way for its conformist aspects to the continuity stands as much the internal contradictions of the system. Gears, pieces and manual instructions are the educational components of this factory as ideological, institutional and technical structures to aim at to limit the critics and the changes. However the teachers thinking and acting with their owner creativity to adapted uncontexted professional knowledge s to their pedagogical lives. Under those analogies I propose the problem of this research the teacher s formation and theirs pedagogical practices- and also examine briefly its theoretic-philosophical and methodological basis. From the analysis and interpretation of my owner experiential life as teacher s educator I put the necessity of re-thinking the teacher s formation in terms to rebound more meaningfully in their pedagogical actuation. I believe an important part of the teacher s formation process is the personal wish to learn more about the office, explicitly connected to human convictions and values such as to a positive professional identity. Thus, the teacher able to reflect about your owner educator life can find the best way to help the students to think critically about their culture and history, valorizing creative exits by themselves to face the conformist social stands connected with school education

O conteúdo intelectual do lazer no processo do aprender a envelhecer

This qualitative study aimed to investigate the resonances of the intellectual content of leisure for older adults. A mixed questionnaire containing ten questions was applied to a sample of fifty older adults people of both genders. Data were descriptively analyzed by thematic content analysis technique and showed that such experiences encourage reflection and the exercise of citizenship. Among the intellectual contents to qualitatively fulfill free time availability were elected by the sample: watching news on TV (70%), videos on health and aging (55%), reading newspapers, magazines and books (54%), playing strategic games (35%) and visiting museums (8%). It can be concluded that the experiences sharpen the critical and intellectual creativity and subsidize better understanding of aging, involving the construction of knowledge and expanding the opportunities of learning to learn, to be, and to live.

Imaginário e envelhecimento: imagens simbólicas de três nonagenários

Ensaio de hermenêutica sobre as imagens simbólicas de nonagenários com a finalidade de investigar as estruturas do imaginário prevalentes e suas organizações psíquicas. Por meio de entrevistas semanais abertas, foram coligidas estórias, grafismos, sonhos, devaneios e lembranças dos anciões. O material foi analisado analisado segundo a teoria do imaginário de Gilbert Durand, que propõe uma interpretação não pulsional do símbolo. Os critérios de amostragem foram: faixa etária acima de 90 anos, ausência de um quadro de demência senil arteriosclerótica (serem clinicamente saudáveis), atividade social e participação voluntária. Os resultados indicam ausência de uma estrutura do imaginário recorrente, presença de uma exuberante imaginação simbólica, permeabilidade entre conteúdos da memória e imaginação, além de criatividade e vívidos processos afetivos.

Ensino de conceitos físicos de termologia para alunos com deficiência visual: dificuldades e alternativas encontradas por licenciandos para o planejamento de atividades

Relatamos aqui resultados parciais de um estudo que analisou o desempenho de futuros professores quando, durante o desenvolvimento de uma disciplina de Prática de Ensino de Física, foram solicitados a planejar, elaborar e ministrar, em situações reais de sala de aula, tópicos de ensino de termologia a uma turma de estudantes, dentre os quais se incluíam alunos com deficiência visual. Os dados coletados mostram que as principais dificuldades apresentadas pelos futuros professores referem-se à abordagem do conhecer fenômenos físicos como dependente do ver. Por outro lado, como alternativas, os futuros professores mostraram criatividade em superar atitudes passivas relativas à problemática educacional considerada e a elaboração de estratégias metodológicas destituídas da relação conhecer/ver.