Relat��rio de est��gio para obten����o do grau de mestre em Educação Pr��-Escolar e Ensino do 1�� Ciclo do Ensino B��sico

O presente relat��rio, elaborado para a obten����o do grau de Mestre em Educação Pr��-Escolar e Ensino do 1.�� Ciclo do Ensino B��sico, explana o est��gio pedag��gico efetuado em dois estabelecimentos de educação inseridos no concelho do Funchal. A interven����o pedag��gica realizou-se numa turma do 1.�� ano de escolaridade da Escola B��sica do 1.�� Ciclo com Pr��Escolar da Nazar�� e numa sala do Infant��rio ���O Girassol���, com um grupo de crian��as de dois e tr��s anos de idade. O relat��rio cont��m um enquadramento te��rico referente �� identidade profissional docente, �� forma����o inicial e cont��nua dos educadores/professores e �� dimens��o ��tica da doc��ncia. Segue-se uma contextualiza����o da pr��tica pedag��gica efetivada nos dois n��cleos de est��gio, assim como, a explana����o das op����es metodol��gicas privilegiadas e a descri����o das atividades desenvolvidas com as crian��as e com a comunidade educativa. O processo metodol��gico utilizado ao longo do est��gio baseou-se na investiga����o-a����o, pelo que, contemplou diferentes etapas, nomeadamente, a observa����o, a planifica����o, a a����o, a reflex��o e avalia����o do ato educativo. Neste sentido, foi dada ��nfase �� atitude investigativa, cr��tica e reflexiva do docente.

Relat��rio de est��gio para obten����o do grau de mestre em Educação Pr��-Escolar e Ensino do 1�� Ciclo do Ensino B��sico

O presente relat��rio �� o culminar do trabalho realizado durante o est��gio no ��mbito do Mestrado em Educação Pr��-Escolar e Ensino do 1.�� Ciclo do Ensino B��sico, para a obten����o do grau de Mestre. O est��gio incide no desenvolvimento da pr��tica profissional em duas val��ncias, nomeadamente na Educação Pr��-Escolar e no 1.�� Ciclo do Ensino B��sico. A interven����o educativa no Pr��-Escolar foi efetivada na sala Pr��-II da Escola B��sica com Pr��-Escolar de S��o Martinho e no 1.�� Ciclo na turma 2.�� B da Escola B��sica com Pr��-Escolar da Nazar��. Este relat��rio visa uma an��lise e uma reflex��o ��s pr��ticas desenvolvidas em cada um dos contextos, as quais ser��o acompanhadas de fundamenta����o te��rica, de forma a dar consist��ncia ��s afirma����es proferidas. Perspetiva ainda o processo inerente a essas pr��ticas, sobretudo a metodologia subjacente, o modo de organiza����o do trabalho e os t��picos alvos de reflex��o. O planeamento da a����o e a reflex��o sobre a pr��tica revelaram-se a base de uma boa interven����o. Neste ��mbito, privilegiaram-se as estrat��gias de ensino com enfoque nas atividades de aprendizagem centradas nos alunos. As estrat��gias de ensinoaprendizagem assentaram numa perspetiva construtivista de ensino m��tuo, na aprendizagem cooperativa e em atividades significativas para estas crian��as. Para al��m das atividades desenvolvidas com as crian��as, apresenta-se tamb��m a interven����o realizada com a comunidade educativa, nomeadamente com os encarregados de educação e com a comunidade pedag��gica.

Entre ecos e narcisos: estudo de caso sobre a pr��tica teatral com adolescentes como atividade extracurricular numa escola de n��vel m��dio

This masters thesis discusses the studying and the teaching of drama and its implications among teenagers of the contemporary world. This paper also analyses an extracurricular project entitled Drama in the development of citizenship , which was carried out in the public state school Berilo Wanderley in Natal/RN, between 1999 and 2005 with high school students. It comprises a case study that aimed at understanding how and why they chose to take drama classes outside of the school curriculum and even after they graduated, some of them never left the school project and even started participating in the cultural and artistic context of the city of Natal quite actively, both as part of an audience as well as on artistic, political, social and pedagogical performance. The project was high significant for its participants, for the school and for the community, by creating a sense of recognition of the relevance of the pedagogical and artistic production in the public school, as it managed to yield knowledge that helped students to understand the values of group work, sharing information, collaborative assessment and, most of all, to engender actions of protagonism by the teenagers themselves within their social environments. The empirical process developed is placed in a contemporary historical context where educational paradigms shifts occur, and where categories of youth empowerment and protagonism are fundamental to the educational process in the 21st century. The objective of this study is to reflect upon the pedagogical dimension of drama classes for teenagers, aiming at providing further discussions on the role of acting classes in the construction of the personality among youngsters, thus hoping to contribute to other teaching practices, including drama and other subjects of general education

Da leitura da poesia �� poesia da leitura: a contribui����o da poesia para o Ensino M��dio

La po��sie occupe, �� l ��cole, une place r��duite et, la plupart du temps, est rel��gu��e �� des dates comm��moratives ou, quand utilis��e, sert de pretexte �� l ��tude de la grammaire et du vocabulaire. Cette th��se a comme objectif de r��fl��chir sur l importance de l enseignement de La litt��rature, et plus sp��cialement, celui de la po��sie dans l enseignement secondaire. A comme principal objectif de montrer la place de la po��sie dans l'enseignement secondairepour la formation socio-linguistique, cognitive et affective d��s ��l��ves. De plus, tente de d��mystifier l' id��e qu'il est impossible de lire de La litt��rature et, en particuler, de la po��sie, avec des adolescents.Il s agit de proposer des projets afin de travailler de mani��re ad��quate la lecture de po��sies en salle de classe par le biais de strat��gies productives de lectures litt��raires comme celles qui promeuvent la rencontre entre le lecteur et le texte. Pour cela, nous avons r��alis�� une exp��rience dans une ��cole publique de l ��tat Du Rio Grande do Norte, dans la commune de Natal, avec des ��l��ves adolescents ��g��s de 14 �� 18 ans. L' exp��rience a consist�� en douze cours de lecture de po��sies. Nous avons utilis��, comme instruments de collectes de donn��es, des entrevues, des cahiers de classe et des questionnaires. Les r��f��rences th��oriques adopt��es consistent en une bibliographie qui fait r��f��rence aux ��tudes d esth��tique de La r��ception et de la coop��ration interpr��tative comme l ont formul��es Jauss (1979), Iser (1996) et Eco (2002); la conception de lecteur et le processus de lecture selon Smith (1989); le socio-interactionnisme de Vigotski (1999; 2000); la m��diation (lecture par degr�� ou scaffolding), de Graves et Graves (1995); la psychologie de l adolescence de Becker (1999), Carvajal (2001) e Gutierra(2003). Les r��sultats montrent l importance de la pr��sence du m��diateur dans La formation du lecteur, sachant qu en plus de contribuer et de potentialiser l int��raction entre le texte et le lecteur, l adh��sion des ��l��ves est am��lior��e. L exp��rience de vivre la po��sie en salle de classe avec d��s adolescents sujets de cette recherche, a prouv�� qu il est possible, dans l enseignement secondaire, et malgr�� les difficult��s, de r��aliser um travail avec la po��sie

O processo de aprendizagem de professores do ensino fundamental: apropria����o da habilidade de planejar situa����es de ensino de conceitos

La investigaci��n fue realizada con profesores de los a��os iniciales de la ense��anza b��sica, alumnos de la carrera de Pedagog��a Licenciatura Plena del PROB��SICA de Cear��-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiaci��n de esa habilidad, segundo las siguientes perspectivas te��ricas: hist��ricocultural, de L.S. Vygotsky, teor��a de la actividad, de A.N. Leontiev, y la teor��a de la asimilaci��n por etapas mentales, de P. Ya Galperin. La metodolog��a se desarroll�� organiz��ndose en tres etapas: el diagn��stico inicial, con el an��lisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientaci��n del aprendizaje, el control y la evaluaci��n del desarrollo; y el diagn��stico final, con el an��lisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizaci��n de los sujetos de la investigaci��n, el planeamiento de ense��anza de los profesores y el diario de clase, donde se registraba lo que ocurri�� en cada orientaci��n y realizaci��n del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de ense��anza de los conceptos. Durante el proceso de ense��anza y aprendizaje, los profesores han expresado sus dificultades, pero tambi��n las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el an��lisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de ense��anza con la definici��n y con la identificaci��n, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos l��gicos y las categor��as del planeamiento (objetivos, contenidos, estrategias de ense��anza, control y evaluaci��n). En cada etapa surgieron obst��culos, pero tambi��n aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiaci��n de nuevos fundamentos te��ricos. La pr��ctica docente se constituy�� en un elemento que facilit�� la comprensi��n y la apropiaci��n de las habilidades de planear situaciones de ense��anza de conceptos mediante la definici��n y la identificaci��n

Representa����es sociais de discentes sobre universidade: um estudo psicossocial entre ingressantes do vestibular e da sele����o ProUni

Demand for access to higher education to put in test the education Brazilian system in view of the surplus of selective processes of public universities, people without option to pay their studies at this education level. In this context, it has arisen the University for All(Universidade para Todos)Program, the ProUni, from Ministry of Education - MEC, created by the Federal Government in 2004, and that it aims the granting of full and partial scholarships in private higher education institutions, graduate courses in sequential specific training, low-income Brazilians students who do not have higher-level degree. Created by the Provisional Measure No 213/2004 and institutionalized by Law No. 11096 of January 13, 2005, the ProUni offers, however, the exemption of some taxes to those institutions that join the program. This is one of the privileged time for the study of Social Representations by offering the researcher, a living laboratory, natural environment, the confrontation between the established and new. In time like this people are challenged to incorporate the new system to the pre-existing one, aiming it through a strangeness of what was so familiar. It is through this game of social forces that we developed the present study with 196 entering higher education, of these are 116 of selective vestibular system and 80 of the ProUni selective system. We opt by the procedures for data collection in order to have access to the circulating senses, in addition to the streamlined responses. With foundation in Abric, we perform the test the Free Association of Words, then analysed by the software and by EVOC Content of the type theme as Bardin. Besides, we require of the subjects, a writing on the study object university later analysed by the software ALCESTE. The results point out to a representation strongly rooted in social factors such as more traditional socio-cultural elements: the beliefs, values, the symbols. It is unique in both groups of subjects: among those entering by the selective ProUni system, there was a stronger anchor in that it does not make inquiries about the program. At the same time, there is a stronger presence of objectivation, entering the selective vestibular system in order that they explained with a value judgement on the programme. It is suggested further studies considering the embryonic state of social representation, as recent as the social purpose that triggered. It would be relevant even the replication of the same research with other people in order to strengthen the power of the theorising of empiria available

O ensino de filosofia no ensino m��dio mediado pela literatura sartriana

On analyse une exp��rience de l enseignement de philosophie dans l enseignement secondaire par la litt��rature. La sc��ne d intervention a ��t�� l Institut F��d��ral d ��ducation, Science et Technologie du Rio Grande do Norte (IFRN), dans l ann��e 2008. L ��tude �� caract��re qualitatif a adopt�� un mod��le de recherche participant, dans laquelle le chercheur a intervenu dans son propre contexte de classe. On a utilis�� l investigation d un ouvrage existentialiste de Jean-Paul Sartre, le roman La Naus��e, comme contribution m��thodologique pour l enseignement de philosophie. On a adopt�� le recours de la litt��rature avec contenu philosophique �� partir de la proposition apport��e para les Param��tres Curriculaires Nationaux pour l Enseignement Secondaire (PCNEM) : celle qu on ne doit ni avoir la pr��tention de former de philosophes professionnels ni banaliser la philosophie aupr��s des ��l��ves. En partant du principe que l existentialisme a ��t�� un courant philosophique qui a utilis�� la litt��rature entant qu expression d id��es philosophiques, on a envisag�� le potentiel p��dagogique du voisinage communicant entre la philosophie et la litt��rature que lie l exp��rience litt��raire avec les textes qui montrent aussi la discussion philosophique. L id��e force a ��t�� celle de traiter concepts philosophiques a partir de la litt��rature comme invitation �� la r��flexion, en analysant l ��l��ment ludique dans la litt��rature comme jeu de la pens��e. La pens��e consid��r��e comme action ludique arriverait parmi l id��al d en chercher de meilleures mani��res �� comprendre la r��alit�� en ��tant cet id��al esth��tique assum�� dans l effort d imprimer sens au chaos des exp��riences. Les situations p��dagogiques en classe comptent fr��quemment avec moment de dialogue a propos des probl��mes existentiels affront��s par le protagoniste du roman, Antoine Roquentin, consid��r��s comme questions philosophiques et d��battues par l investigation dialogique tout suite apr��s la lecture des parties du livre. Dans ce sens, on a cherch�� �� suivre les marches de la m��thode socratique dans lequel questionner e questionner �� soi m��me soient les moles propulseurs de la r��flexion philosophique. L investigation dialogique a ��t�� ��tendue pendant cinq rencontres de quatre-vingt-dix minutes interpr��t��s par une analyse discursive qui a essay�� d ��tablir des rapports entre le discours de l enseignant et des ��l��ves avec le discours de la tradition philosophique. Cette recherche a aussi envisag�� �� produire une r��flexion sur la pratique de l auteur lui-m��me de l ��tude. Celui-ci peut-��tre soit l objectif le plus largement atteint : prendre conscience de l importance de la formation d un enseignant r��flexif qui associe dans sa praxis le savoir faire avec la critique honn��te de sa propre capacit�� professionnel

As rela����es entre o p��blico e o privado no processo de expans��o do ensino superior no Brasil: democratiza����o ou mercantiliza����o?

The present study analyzes the expansion of Brazilian superior education, investigating how the public and the private sectors are inserted in this process, taking as analysis dimensions the philanthropic actions, the democratization and the mercantilism. The study had for general objective to analyze the dynamics of the expansion of superior education in Brazil, investigating how it configures the overlap between the public and the private in this process. More specifically was tried: a) to understand the process of participation of the non-state public, state and private sectors with lucrative goals in the expansion of superior education; b) to analyze the limits between the democratization and mercantilism in the process of expansion of superior education; c) to analyze the mechanisms that express the privatization in the process of expansion of superior education; d) to investigate, in a program of the government, how is materialized the overlap between the public and the private, in the expansion of superior education. In the development of the study, was adopted as theoretician and methodological way a historical and critical perspective, because is considered it allows to understand the mediations between the inquiry subject and the historical context in which it is developed, allowing, this way, the true explanation of the studied object. About the technician procedures, it was adopted documentary and bibliographical research. Also, secondary data were searched on the main governmental web sites (INEP, SISPROUNI, INEP, PNUD; IBGE) which produce statistics on superior education and sponsors of private institutions of superior education, as example ABMES and the Court of Accounts of the Union, amongst others. The study results had delineated a picture that allows to evidence that has been occurring, in the country, a process of expansion of superior education, marked for the articulated participation of the public state, private with lucrative ends and private without lucrative ends sectors, but it is distinguished in recent years the prevalence of the private sector with lucrative ends. In result, it is concluded that this process of expansion cannot be considered as dimension of the democratization because it occurs by means that move it away from the education as a right to be placed in the scope of the market, changing the right into a service that is appropriated by mercantile relations

Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente

The present work concerns an auto-ethnographic study based on life experiences and reflections of an educator at Escola Viva Preschool and Elementary-Middle School, located in the city center of Natal, Rio Grande do Norte. As a cognitive model of operation, we use the metaphor of the Circle Dance. The objective of this study is to identify, interpret and describe the ludopoetics that are achieved through a Musical Education program, which we denominate, Humanescent. The data of this investigation was derived from the music making by Preschool and Elementary-Middle School students at Escola Viva during 2007, 2008 and 2009, from which 20 learners were selected to form the corpus, along with the description and interpretation of photos of their experiences and sand tray scenes. We justify the methodological systemization of the research based on our own pedagogical practice, which supports Musical Education in the schools based on the principals of Embodiment, Autopoesis and Flow. The methodological systemization was developed through an Action Research model and on the concepts of Systemic Development, with the goal of re-reading the context investigated through the structuring of categories of Ludopoesis: Self-esteem, Self-territory, Self-connectivity, Self-realization and Selfworth. We used an observant-participant research approach with regard to the perception of emergent knowledge, the surroundings, the experience lived and the contextual and vibration of the circumstances. Besides this, we used projection to interpret the experiences lived, in the form of drawings, short poems, letters or sand tray scenes as symbolic interpretations of experience. In the unfolding of the Ludopoetic Process (Selfesteem, Self-territory, Self-connectivity, Self-realization and Selfworth) we draw conclusions about the relevance of the ludic musical experience, which foments the formation of the self based on music learning, and which is demonstrated in the Embodiment of the learners. In the auto-formative process (of learners and educators) we observe the importance of pedagogical work based on Musical Humanescent Education that gives value to the music making path to the construction of music and performance in play, creativity, and sensibility. The experience of making music in a playful way allows for organization of the self and its autonomous production in the joy of living within a ludopoetic process. These findings highlight the educator as in a permanent state of selfformation, which generates moments of flow. However, in Musical Humanescent Education, music is learned collectively, doing a circle dance, experiencing love, fostering an expansion of the creative spirit, and giving recognition to playfulness as a necessary condition for education and to the value of music made with the true nature and sensibilities of the educators

O ensino de artes nos anos iniciais do ensino fundamental: (re)pensando a pr��tica docente

This paper aims to investigate the formative needs of Elementary School Arts teachers at municipal public schools in Natal, Rio Grande do Norte, working in the initial grades. The research was developed using the qualitative approach and the investigation can be classified as an action research-inspired collaborative, distinguished by mutual collaboration among all participants, as well as a reflection upon their practice. Conducted with four Arts teachers of Municipal Education de Natal/RN, this work triggered a (re)thinking of teaching practice in Arts, discussing the teachers' formation and encouraging a group reflection about their academic and professional path. Their motivation towards teaching was also discussed, as well as the way their progress as Arts teachers and the contributions and limits of college education, also including experiential knowledge as a possibility of formation. The main formative needs suggested by the research were knowledge on child development and child learning, and the need of an Arts curriculum proposal for the initial grades of Elementary School. From those data, a reflexive context was built with the participant teachers to give a new meaning to Arts teaching practice in the first years of Elementary School. Finally, it was shown that the Arts teacher formation must be broad and involve not only specific knowledge on Arts, but also knowledge about childhood. It was also clearly shown that a curriculum review in education undergraduate courses must be considered, besides the offering of a continual formation to teachers already giving classes. Concerning the Arts curriculum proposal, it should be done based on a work joining officials of Municipal Education, research and formation institutions and teachers working in the first years of Elementary School. Finally, the work highlights the Arts are essential in all levels of Elementary School, since its first years, and it must be taught and learnt since childhood

O processo ensino-aprendizagem de hist��ria no ensino fundamental: seus limites, suas possibilidades

Study about the teaching-learning process in History, which intents to point limits and possibilities to this process, starting from its characterization and analysis and understanding of the concepts of history, time, society and culture, used by teachers and students. The field research was performed in the Municipal School of Basic Education Zumbi dos Palmares, located in the city of Jo��o Pessoa, Para��ba State, in the period between 1996 and 2006. To achieve the objective of the study, a number of research instruments were used, amongst which, interviews, questionnaires and exercises emphasizing conceptual learning. The theoretical-methodological premises of the qualitative research justify the use of these various instruments, and serve as base for the interpretation and analysis of the data. This study demonstrated that some limits and possibilities that are found in the teaching-learning process in History are originated in the school context of the 1st phase of basic education and remain in the 2nd phase of this education level, partly, because of the understanding that teachers and students have regarding the concepts of history, time, society and culture

Custo social de oportunidade na trajet��ria de acesso ao ensino superior: o caso dos ingressantes na UFRN nos vestibulares de 2006 a 2010

Access is a problem of higher education in Brazil that has existed since the formalization of this has occurred since the installation of the Portuguese court in Brazil in 1808. Only 10% of young people between 18 and 24 years of age attending this level of education in 2000, arriving in 2010 just 15%, far from that determined the National Education Plan in 2001, triple that percentage by the year 2010. In addition, a majority of seats of public HEIs is populated by students from the private network, especially in high-demand courses. In this context, this study aims to identify the costs related to the trajectories of students who were successful in the vestibular UFRN editions from 2006 to 2010. Presents an overview of higher education in Brazil, a brief history of vestibular, as well as new forms of access, and some of the policies to expand such access, highlighting the argument Inclusion UFRN. Focusing on the theme of the paper presents the concepts of opportunity costs and social. After collecting data through a questionnaire and consultation of databases COMPERVE was developed to search for a descriptive and analytical, with the participation of 3,995 students, of whom 1642 (41.1%) had completed secondary education in schools public, and 2,078 (52%) in private schools. The profile indicates that 90% are single, about 50% are 21 years of age, are white and female. In the course of preparation for college entrance exams, 80% chose the course during or after completion of the last year of high school, and almost 70% said they had started preparing at that time. Findings related to the costs involved with this preparation indicate that, in most cases there were school fees and disbursements and workshops, and the purchase of books and other materials, with parents primarily responsible for this cost, the amount disbursed each month was up $ 300 for 64% of respondents and only 7% of them exceeded $ 1,000, the major non-financial costs were characterized by the following resignations: job opportunities (24%) or temporary work (20%) courses of languages (26%), leisure activities (48%), leisure travel (43%), and parties and / or shows (54%). Of social investments by the government, stand out in the tax waiver scholarships for study in private institutions, grant exemption from the registration fee of vestibular, the preparatory courses UFRN, and seminars by COMPERVE / UFRN with networks of high school. From the junction of the opportunity costs (private costs) and social costs (public costs), a new concept: the social opportunity cost, which measures the combined efforts of families and government to finance the opportunity to access higher education of an individual. This concept can and should be incorporated as a strategic vector for the sake of democratic university, which reflects the social model that is sought

O desenvolvimento da doc��ncia nas engenharias: um estudo na universidade federal de campina grande (UFCG)

This research has the objective of studying the teacher-engineers awareness regarding their teaching practice of courses Civil, Electrical and Materials at the Federal University of Campina Grande. It presents and analyses major themes concerning the teaching work. At the same time, it pinpoints the need to develop good teaching practice in higher education. The study is based on the concepts of bricolage (KINCHELOE; BERRY, 2007) and multi-referentiality (ARDOINO, 1998). The Case Study procedure was adopted as an investigation strategy (YIN, 2004; AFONSO, 2005). The data collection was done through the application of questionnaires based on the teacher education paradigms (ZEICHNER, 1983; SACRISTAN, 1998; ALTET, 2001; BR��TTEN, 2008). The theoretical background for the thematic axis is oriented by reflections on university teaching (MASETTO, 2003; 2007; ZABALZA, 2004; CUNHA et al, 2005; GRILLO, 2008; PIMENTA; ANASTASIOU, 2010 ); on Engineering teaching (BAZZO, 2001; MASETTO, 2009) and on the present-day relationship between educational policies and higher education (MENEZES, 2001; SANTOS, 1995;2005; BOSI, 2007). The data analysis was done by means of a quantitative and qualitative approach (SAMPIERI; COLLADO; LUCIO, 2006), allow us to understand how the teachers surveyed live their professional activity. The results make it possible to generalize that the teacher-engineers give value to research as part of their teacher education and they view the university pedagogy as an important aspect to improve their practice. A considerable number of them is interested in being part of reflection groups, aiming to enhance teaching at higher education. The teacher-engineers dedicate themselves to university teaching without sharing their experience with other teachers, consolidating a present tendency seen in the international and national literature. They tend to apply a pedagogy originated from their daily teaching practice, because they believe that teaching is perfected through practice, though they admit that practice alone is not sufficient for professional development. In the view of most informants, good teaching requires willingness, along with the political element, the mastery of the lesson contents and familiarity with the discipline objectives, if we regard teachers as advisors in the educational process. Throughout the teaching process, the teachers use diversified pedagogical strategies, such as contextualization and exemplification of the lesson contents, epistemological basis in the scientific field, and group work. They do not share any bond of relationship between them and the students, though they consider it important. In general terms, they lack preparation for university teaching and no involvement or interest in institutional issues, by supporting and improving the teaching quality

A configura����o da educação f��sica no Instituto Federal de Educação, Ciencia e Tecnologia do Rio Grande do Norte IFRN: contexto e perspectivas atuais.

Over time the Physical Education on IFRN has considered the sport as the only possibility of pedagogical action. In the purpose of investigating the aspects that determine this condition, this study aimed the context of physical education within the institutional framework and its current perspectives in the process of institutional transformation. In this sense, were addressed the following study questions: What political pedagogical aspects that influenced the context of Physical Education on IFRN and how the pedagogical experience on Mossoro s campus incorporated the perspectives of curricular proposals transformation for the High School and the theoretical changes of the Brazilian Physical Education. Methodologically the work was based on a qualitative approach characterized as a descriptive- comparative research. The technique of discourse analysis was employed in the speech of research collaborators having as categories of analysis the professional activities time in the institution; The ratio of official use of the assumptions to the pedagogical practice of Physical Education in IFRN; The sport in the education process of students and The Prospects of Physical Education in the current configuration of IFRN. The data analysis allowed us to infer that the theoretical methodology of pedagogical practice of Physical Education in IFRN need to be reformulated and that it is necessary a contextualization with the curricular principles of the political institutional pedagogical project and with the Curriculum Guidelines for Secondary Education. The teaching experience developed in the Mossoro s Campus was contextualized with the national curriculum guidelines for secondary education and the theoretical changes of the Brazilian Physical Education. We conclude that it is necessary a collective action of the group of teachers to transform the educational profile of Physical Education of IFRN, beyond the institutional support to be able to consolidate the physical education curriculum component in the current dimensions of society, human being, education, science, technology and work, proposed by the philosophical principles and epistemological political project of IFRN educational

Eventos de oralidade em aulas de l��ngua portuguesa: um estudo de caso

Este trabajo tiene como objetivo investigar el tratamiento ofrecido al estudio de la lenguaje en la modalidad oral en clases de lengua portuguesa en los 3�� y 4�� ciclos del Nivel Fundamental a la luz de concepciones sociointeracionistas de lenguaje. Para tal, tomamos como referencia las contribuciones de Bakhtin (1992) Marcuschi (2005), Batista (2001), Antunes (2009), Bagno (2002), Suassuna (2009), Ramos (2002), Castilho (2000), Oliveira (2003), entre otros, como tambi��n tomamos como referencia los objetivos establecidos en los programas oficiales, entre los cuales est��n los PCN de lengua portuguesa, el PNLD y el regimiento escolar. El campo de pesquisa seleccionado fue una escuela p��blica de la ciudad de Parnamirim donde los datos fueran colectados en visitas, en las entrevistas grabadas con los sujetos y tambi��n durante las observaciones a las clases. Hecho estos procedimientos de coleta de datos se hizo su an��lisis que estuvo vinculada al referencial te��rico. Los resultados de la pesquisa indican caracter��sticas en el tratamiento ofrecido al lenguaje oral que refleja, principalmente, una concepci��n de lengua y lenguaje adoptada por los profesores a��n muy vinculada a las concepciones estructuralistas, sin lograr una pr��ctica que contemple la oralidad como objeto de estudio