Avaliação da eficácia de um programa de "Escola de Coluna" para lombalgia crônica inespecífica

The Back School has been used to prevent and to treat back pain since 1969, however its effectiveness still is controversy in literature. The objective of this study was to evaluate the effectiveness of a program of "Back School" in patients with nonspecific chronic low back pain, directed by rheumatologists and orthopedic doctors to Physiotherapy School Clinic of Universidade Potiguar (UnP) Natal/RN- Brazil, in period of May/2002 to December/2003. Seventy patients, with age varying from 18 to 60 years, were randomized in two groups: Experimental group (group A) with 34 patients, which was subdivided in groups with 6 to 8 components. This group participated of a theoretician and practical program of Back School with 4 lessons, one day per week, with 60 minutes of duration; to the Control group (group B), with 36 patients, was explained that the group should stay four months in a waiting list . Both groups, had been carried through three evaluations, by a blind, to patient group, independent observer: initial evaluation, after four and sixteen weeks. The following variables were analyzed: pain intensity, measured by analog visual scale (AVS), functional disability, measured by disability questionnaire of Roland and Morris and the spinal mobility measured by Schöber s method. In statistical analysis it was used variance analysis ANOVA, the test of Newman-Keuls multiple comparations, and the Pearson correlation coefficient, with significance level p<0.05. Thirteen patients (18,6%) didn t complete the evaluations, (5 from experimental group and 8 from control group). At last, 57 patients were studied, (29 from Experimental group and 28 from Control group), it was observed a significant statistical improve just for Experimental group in variables pain intensity (p=0,0001), functional disability

Participação de mulheres na história da Escola Mista no Pará - 1870/1901

This study aims to problematize the history of mixed schools in Pará, from 1870 to 1901, highlighting women participation that helped to build them. The analytical focus of the research fell on the changes and the continuities of the mixed school in Pará. The object of analysis is the Paraense mixed schools, formed by women. The study also brings out arguments that the mixed school was set up in variable forms, concepts, times and spaces, in an overlapping with the inclusion of women in educational universe, either through education, professionalization or teaching in schools of girls and boys. The documentary sources privileged by the study are: the educational law, the newspapers, the government reports and the journals of education, which were examined in a confrontation between what was said and done. The evidential method helped the documentary reading revealed that, in small lines, the linkages built in the search for clues and signs of Paraense mixed schools was assembled with the participation of women, from the perception that historical knowledge is indirect, conjectural. Evidences indicated that the school for both sexes, legally established in the Province of Grão-Pará in 1870, gave the signals of the junction of girls and boys in school, at a time when the presence of women in education was suggested. Mutations related to the educational organization, with the introduction of mixed school in the following decade had a closer relationship with restrictive settings and more effective integration of women in that school. The inaccuracies of the Republican mixed school have revealed, through winding paths, that signal of contradictions between the modern discourse and conservative practices regarding this school, in communion with the expansion of the mixed school throughout the state, including in groups schools, observing the presence of effective women teachers in the regency of such schools and an expansion of students in relation to the equity between the sexes

A relação teoria-prática do curso de formação de professores do campo na UFPA

Ce travail est une reflexion sur les pratiques éducatives dévelloppées par des élèves/professeurs dans le Cours de Formation d Éducateurs de la Campagne, réalisé dans un partenariat entre l Université Fédérale du Pará (UFPA), Le Movimento dos Trabalhadores sem Terra (MST Mouvement des travailleurs sans Terre) et le Programme National d Éducation dans la Réforme Agraire (PRONERA), en ayant comme son objectif stratégique rechercher les éléments facilitateurs de l articulation théorie-pratique dans les procédures méthodologique du Cours, fondé sur Paulo Freire. Nous approfondissons des réflexions sur la production d une proposition d Éducation de la Campagne qui, entre autres éléments, se fonde sur la Pédagogie de l Alternance, spécifiquement en ce qui concerne lês catégories Temps École et Temps Communauté. Dans le procès de recherche, nous utilisons comme ressources les documents écrits (dês projets de cours, des rapports, des journaux de la campagne document qui registre le quotidien des activités et des choses réalisées), et les discours des élèves de l Assentamento Palmares II , pendant et après lê Cours. À l analyse, nous identifions comme éléments facilitateurs de la relations théorie et pratique, le Temps École et le Temps Communauté en créant des opportunités, la rélation de ce qui se caracterise comme praxis (action-refléxion-action), en utilisant la recherche comme moyen d insertion dans la réalité et l´existence de groupe (colectif), ce qui a possibilité la participation colective aux réalisations des pratiques pédagogiques plus significatives dans le procès de Formation d Éducateurs de la Campagne, en ayant comme objectif la contribution dans la formation des sujets réalisateurs de leur histoire

Ler televisão limites do curso tv na escola e os desafios de hoje em Sergipe

In Reading Television: Limits of the course TV in the School and the Challenges of Today in Sergipe , we had as objective to detect that type of critical reading of the cultural texts produced by the television, professionals of the education of the public net of the basic and average education of the state of Sergipe that all had concluded its 3 (three) modules carries through. We were effectively tutorial of the first edition of this course of extension in the distance and witness some inconsistencies in its application, moment where the instigated investigation appeared: ahead of the current necessity of if understanding with a critical sense, the paper that plays it measured them in orchestration of the globalizado world, that type of critical reading of the audiovisual language is capable to carry through a professional of the education that participated of a course of this nature? Beginning with documental analysys and qualitative metodology we try to analyse in four chapters, since the origins and motivations of this course, to the opinions of 10 (ten) former course students about the approaches of the same thematic subject by two different television new programs, without missing the opinions of the tutors about the conditions in which were made 4 (four) consecutive editions of the course in Sergipe nor the concrete relationships estabilished by the former course students and the audiovisual on their everyday routine both at home and at work. We conclude that the reading made by the former course students is based on common sense and then not satisfactory to the requirements of this task nowadays, and at the same time we point out that the course failed, for it presented severe issues in terms of management and operations in its practical application to distance, by priorizing quantity over quality, by linking itself to a deficient technical structure, by not beholding the diosyncrasies nor the fundamental videos the teachers have access everyday and that it all had direct relation with the attachment of this course to a verticalized policy of technologization of brazilian education.

Retratos, imagens, letras e numeros colados nas paredes:representaçãoes sociais de escola para ribeirinhos dos rios Môa e Azul - Acre

Remote Communities. Absence of artifacts and minimization of the exacerbated consumption of modernity. The desire which spread beyond what reality can provide. Expressions like this are present in this paper which focus in the social representations of school built by residents who live at the riversides of Môa and Azul Rivers, in Mâncio Lima, Acre State. To do so, we used the methodological contribution of the semi-structured interview, observation of the place while a natural inhabitant of the region, and also photos analyses of local reality. A key feature of the riverside homes is the glued paper on the walls of houses forming a panel set of portraits, pictures, letters and numbers for all appreciated. Regardless of whether or not read, there is admiration for the color of the images, the layout of the letters, and the things of the city awakening the desire to obtain school knowledge. The resident of this Amazon region maintains a close relationship between thinking, acting and feeling living harmonically with nature that connects them to the ideal landscape which is revisited by the graphic material that attracts wondering what exists beyond the shores of the river, beyond the horizon of green forests. It is a life entirely accomplished by the imaginary where exist a framed landscape merged and confused by the real and the supernatural, in which men and gods walk together by the forest, sailing by the rivers and seek a possible aesthetic between the real and ideal. The Theory of Social Representations spread by Serge Moscovici (2005) and Jodelet (2001) guided our gaze on the understanding what the school is and its representation to the riversides, as well to reveal the relation they practice with the knowledge that is spread by the mystification and the knowledge that is practice daily. Based in Bardin s thematic analysis (2004) we tried to raise such contents combining them in five analysis categories

Os saberes dos professores da escola fundamental: concepções sobre as abordagens geográficas / Márcia Maria Dias

El presente trabajo, intitulado, Los saberes de los profesores de la Escuela Fundamental: concepciones sobre los abordajes geográficos objetiva investigar los saberes del profesor de los años iniciales de la Escuela Fundamental en relación a la naturaleza especifica de los abordajes geográficos y reflexionar como en el proceso de investigación colaborativa los profesores aprendieron los saberes específicos de los abordajes geográficos vinculando sus asimilaciones teóricas a un determinado nivel de concepción . Buscamos con base en la investigación cualitativa del tipo colaborativa y en la aplicación de diferentes procedimientos técnicos-metodológico, responder a nuestras cuestiones de estudio: ¿Cuales los saberes geográficos que los profesores construyeron en la trayectoria de sus formaciones? ¿Cómo, en el proceso de investigación colaborativa, los profesores aprendieran los saberes específicos de los abordajes geográficos? Conforme principios de la perspectiva socio-histórica. Así, utilizamos específicamente las narrativas tópicas (orales y escritas) con base en los ejes norteadores Como aprendí y lo que aprendí referentes a los saberes geográficos constituidos en la trayectoria de formación, para realizar el diagnostico de los conocimientos previos de los profesores. El proceso reflexivo y la profundización del estudio ocurrieron, respectivamente, por medio de los Seminarios de Estudios Reflexivos y de los Ciclos de Estudios Reflexivos indicando la concepción de aprehensión de los saberes propuestos en esa construcción científica. Los postulados teóricos de Ferreira (2007), Charlot (2000, 2005), Tardif (2002), Tonine (2003), Soares (2000), Moraes (2005), Pimenta (2007), entre otros, proporcionaron comprensión sobre la temática en estudio. La pesquisa ocurrió en una acción colaborativa en la escuela pública de la ciudad de Natal/RN, en el Barrio de Nova Descoberta, en el turno matutino, con tres colaboradores, que participaron voluntariamente de ese proceso: Angico, Jacarandá y Carvalho desarrollaron sus prácticas pedagógicas, en los 1ºs y 4ºs años de la Enseñaza Fundamental. Los resultados obtenidos de los análisis, apuntaron un alcance descriptivo de las concepciones de los colaboradores sobre los saberes de los abordajes geográficos, que se refieren a enumeración de los aspectos característicos del fenómeno concebido, aunque nos haya empeñado para los alcances transformadores de nuestras concepciones

Ginástica e ética na escola: Apontamentos para compreender a convivênca humana.

The daily teaching invokes us to answer questions that surround the educational action, they are ethic and political exercises of us teachers, considering the responsibility that is presented to us in circumstance of perspective that we create as for our students´ formation. Considering the public school Terezinha Paulino as stage of the daily teaching which we invested, and finally, the school gymnastic group (GGTP), as pedagogical practice specifically attended during this study, we launch the following questions: 1. What are the ethic indicators present in the experience lived by GGTP members? 2. What s the meaning of these indicators for the GGTP members? 3. Do these meanings configure a socio-political dimension of the individuals involved formation ? What socio-political dimension is that? And What is its contribution to think of Physical Education in school? From these issues, we highlight our goals in this research: investigate the educational experience lived in GGTP, with a focus on the ethical elements that characterize and reflect the relationship of these elements in the socio-political dimension of Physical Education in school. To answer the initial questions and achieve our goals, we use the Content Analysis (BARDIN, 2004) as a methodological contribution of this research. From this methodological contribution we got two strands of the discussion here related: relational behavior of living and undesirable relational conduct and non-social. typical examples of good living are: union, cooperation, solidarity, fraternity, conversation, dialogue, love, trust, responsibility, commitment, dedication, application, respect, partition, sharing, gratitude, companionship, kindness Correspond to undesirable behaviors conduct: intrigue, strife (dispute), vanity, arrogance, anger, rage, fury, nervousness, anxiety and fear. Permeates the categories discussion, The group of knowledge produced by different authors, Humberto Maturana predominate among them, sometimes related to some of its main partners, , José Varela, Gerda Verden-Zöller and Sima Nisis de Rezepka. Although less frequent, we broach other authors, including Edgar Morin and Paulo Freire, to enlarge, articulate, and thus contribute to support the notes, contents of this study. Besides the introductory chapter, is the content of this dissertation: ethics: textual understanding, the methodological way; relational behaviors of living; undesirable conduct relational and non-social; gymnastics as an ethical and political bet on training human. In ethics: textual understandings, we make a brief introduction to distinguish the ethical field which we are advancing; In the methodology way, we briefly describe the implementation of the analysis content (BARDIN,2007); in relational behaviors of living, as well as, in undesirable relational conduct and non-social, we point out the meanings discussing them supported on theoretical contribution of this research. Finally, in gymnastics as an ethical and political bet on training human, we point out some possibilities for the gymnastic practice and physical education at school, as well as to think about education by training human bias.

Estudos da relação entre fromaçãodocente e desenvolvimento do pensamento: redimensionando o olhares

Este trabajo trata de un estudio sobre la relación entre la formación continuada de los profesores y el desarrollo del pensamiento teórico. Es nuestro objetivo comprender la relación entre la formación profesional de los profesores de los años iniciales de la Enseñanza Primaria y el desarrollo de su pensamiento. En términos específicos pretendemos reconstruir los procesos formativos de las profesoras, identificando sus necesidades y los elementos que interfieren en su práctica pedagógica; diagnosticar la fase del desenvolvimiento del pensamiento y dar inicio al proceso formativo de desenvolvimiento del pensamiento; además de analizar la conexión entre ese proceso y la elaboración conceptual, tomando como referencia el concepto de pensamiento. La referencia empírica se constituye de profesoras de la Escuela Municipal Professor Arnaldo Monteiro Natal/RN, que actúan en los grados iniciales de la Enseñanza Primaria y da Educación Infantil. Para desencadenar el proceso investigativo utilizamos como referencial teórico el materialismo histórico-dialéctico como método para análisis de los fenómenos, por entender que a través de esa lógica es que podremos buscar los elementos que nos darán sustentación a una mediación pedagógica que puede posibilitar mayor eficacia en la comprensión de los fenómenos. Recorreremos a pesquisa colaborativa, una vez que es nuestra intención desenvolver una acción investigativa compartida, teniendo en vista buscar medios para resolver los problemas que la práctica pedagógica nos impone. La investigación colaborativa posibilita al sujeto partícipe reflexionar, ser investigador y co-constructor da su práctica. Así, algunos procedimientos metodológicos fueron considerados adecuados para que pudiésemos alcanzar los resultados deseados, como Reuniones, Sondeado Diagnóstica, Ciclos de Estudios Reflexivos, Sesiones Reflexivas y la Autobiografía de Formación. Ni todas las profesoras están en el nivel de elaboración conceptual, en función del proceso vivido a lo largo de nuestras vidas, aún así, toda a trayectoria de la pesquisa posibilitó la descubierta de aspectos significativa sobre nuestro objeto de investigación. Para hacer el análisis de ese proceso nos utilizamos de las teorías de Vigotski, Guetmanova, Kopnin, Rubinstein. Podemos decir que, en la perspectiva de la colaboración, la reflexión sobre la práctica puede desencadenar una nueva mirada del profesor sobre su proceso de formación, el desenvolvimiento de su pensamiento y la acción desarrollada con su alumno. No fue posible verificar, en la práctica, los resultados de nuestro trabajo, ya que, ese no era nuestro objetivo, mas nuestras fallas presentan mudanzas teóricas significativas. Entretanto, resaltamos que las conclusiones a que llegamos están lejos que se acaben , una vez que es un tema complejo, que puede posibilitar el surgimiento de nuevos estudios, de nuevas pesquisas, de nuevos conocimientos

A televisão refletida na escola: a compreensão de mães/educadoras

This work aims to examine the television social representation by mothers/educators as a TV viewers, to understand the meaning of this media in their quotidian and which relations occur between teachers and students in the classroom. The study purpose is the educational television rule, based on a social representation approach. It look for to reveal, through the discourses of five educators who are engaged in pedagogic activities in the Public Elementary School of the Natal city, a significant experience in the media education field progress. It’s also a way to understand which representations the educators have about the television can contribute to aid the idea and critic analysis about the media meaning in the teacher’s formation. Some questions were in the basis of the investigation as: What is the television for the educators who are also TV viewers? How it reaches the classroom? Their relation with the media interfere in the pedagogic practice? Assuming that the verbal technical is one of the formal ways to access the representations, the methodological strategy employed was the open interview, guided by a wide and flexible schedule, leaving the interviewees free to expose their ideas, a attitude adopted to avoid the imposition of interviwer’s points of view, that result in a rich material. Through this strategy it was possible to confirm or to reject presumptions raised in the beginning of the investigation and modify some planning direction lines. The study has as the theory presupposition the contribution of the Mexican researcher Guillermo Orozco Gómez, who, based on the Paulo Freire e Jesús Martín-Barbero ideas, establishes a dialogue between popular Education and the communication theories, mainly the television reception, when he develops an integral view focused on the audience or on the multiple mediations model. The school – and the family, as well – is an important mediator of the media information. The relationship which the teachers establish between the television and their representations about it in their lives reflects effectively and directly on their professional practice and on the media dialogue within the school, it can contribute to the critic reflection which students establish with the media trough the educators mediation

É preciso estar atento: um estudo da relação entre desenvolvimento da atenção e aprendizagem

Se discute en este estudio la relación entre o desarrollo de la atención y el aprendizaje de la lengua escrita realizada con los alumnos del 5º grado de la Enseñanza Primaria, compuesta de 25 alumnos, con la edad entre 9 e 13 años, de la Escola Municipal Professor Arnaldo Monteiro Natal/RN. Para el desarrollo de este proceso investigativo, utilizamos como aporte teórico el materialismo histórico-dialéctico, pues ese método posibilita el análisis de los fenómenos y, a través de esa lógica, se revelan los elementos que dieron sustentación a la mediación pedagógica y comprensión de los fenómenos con mayor eficacia. También fueron usados los estudios de Vigotski (1991), Rubinstein (1973), Ferreira (2003), Ibiapina (2007), y otros que convergen con ese posicionamiento. Se adoptó la pesquisa colaborativa que supone la construcción de un objeto del conocimiento entre investigador y profesor y también asocia al mismo tiempo actividades de producción del conocimiento y de desenvolvimiento profesional, proponiéndose una mediación entre comunidad de investigadores y comunidad de profesores. Utilizamos como elementos metodológicos el diagnóstico de la atención, el diagnóstico de la producción escrita del texto narrativo, siguiendo las etapas elaboradas por Infante (1998), los diarios reflexivos, el planeamiento y las sesiones reflexivas (con alumnos y con los pares). Para análisis del desarrollo de la atención, utilizamos las categorías definidas por Luria (1991): volumen de la atención, estabilidad de la atención, oscilación de la atención. El análisis de la producción textual tuve como parámetros las categorías de cohesión y coherencia (COSTA VAL, 1999). Para esto, se reflexionó con ellos sobre la importancia del desenvolvimiento de la atención para aprendizajes más efectivas. Propusimos situaciones de aprendizajes que posibiliten el desarrollo de la atención de esos alumnos y el dominio de la producción textual; y se analizaron las interrelaciones entre desenvolvimiento de la atención y la producción de textos narrativos. Los resultados presentados en los textos permiten afirmar que es notoria la relación entre la atención y el aprendizaje de la escritura. Vale resaltar que la reflexión no puede tener un fin en si mismo o entonces ser usada apenas para justificar una acción, mas debe tener como objetivo mejorar la enseñaza y tornar los profesores más conscientes y, por lo tanto, más capacitados para ejercer su profesión

Sobre a ação do docente: os sentidos dados ao planejamento e formação continuada por professores de uma escola pública municipal de Natal

Este trabajo tiene como objetivo comprender los sentidos dados a la relación entre el planeamiento y el proceso de formación continuada por profesores de una escuela pública municipal de la ciudad de Natal (RN). La conjetura guía es la percepción de que los profesores parecen no concebir el planeamiento escolar como espacio de formación colectiva y continuada. Así, esta conjetura es motivo de reflexión a medida que el planeamiento puede ser visto como un proceso cargado por tensiones y conflictos estructurales reprimidos en la escuela. Nuestro principio teórico metodológico es una interpretación de múltiples referencias que parte de conceptos en diferentes modelos de análisis en la comprensión de una realidad en que diferenciadas dimensiones están entremezcladas. Adoptamos como metodología de investigación la Entrevista Comprensiva, en que el objeto de la investigación se construye por medio de la elaboración teórica de las hipótesis surgidas en el campo de la investigación. El investigador busca dominar y personaliza los instrumentos y teoría a un proyecto concreto de investigación, cuya imagen más cercana es lo que se denomina de artesanía intelectual . En el proceso de construcción comprendemos la necesidad de entender el registro de un saber social incorporado por los individuos a su historicidad, a sus orientaciones y definiciones de su acción en relación al conjunto de la sociedad. En este sentido, los profesores entrevistados comentan su entendimiento revelando sentidos sobre cómo hacer efectivo un planeamiento que atienda las realidades del cotidiano de los alumnos. Observamos en nuestros análisis que parte del grupo de profesores tiene consciencia de hacer del planeamiento como base del trabajo docente no apenas dirigido al aspecto práctico elaboración y ejecución -, sino relacionado a un proceso de otros aspectos simultáneos como la reflexión acción-reflexión sobre la acción. De este modo, existe la posibilidad de mejorar el planeamiento transformándolo en más dinámico y participativo a través de los proyectos de trabajo como alternativa de enseñanza y de acercar la práctica pedagógica a la realidad de los alumnos, por ese motivo el planeamiento diario es de fundamental relevancia, ya que el espacio escolar es complejo y dinámico. Sin embargo, percibimos que existe incomprensión del planeamiento como espacio de formación continuada en la escuela en consecuencia de prácticas sin reflexión, y por eso, el proceso de planeamiento tiende a ser visto apenas como técnico y no un proceso político que apunta hacia la acción reflexiva. Por estas razones surgen tensiones externas e internas, unidas a las incertidumbres del trabajo docente en el cotidiano escolar, asociada a los sentimientos antagónicos que pueden ser elementos que dificultan y limitan el trabajo profesional de los docentes, llevándolos a la improvisación. Los profesores sugieren la construcción de la propuesta pedagógica dirigida a la formación continuada, coligada a la introducción de una práctica reflexiva que considere a la colectividad, siendo incluidas la autonomía, la flexibilidad y la abertura del planeamiento, y resaltan la actuación mediadora del coordinador pedagógico como de fundamental importancia para fortalecer el trabajo colectivo en la escuela y de enfatizar practicas reflexivas

A educação escolar na comunidade negra de Sibaúma: a trajetória educacional da Escola Municipal Armando de Paiva

The black communities, nowadays known as quilombolas, have long been segregated in social and cultural distances in relation to other groups in the country. Gradually, the establishment of public policy has enabled the inclusion of these social communities in new instances, favoring the improvement of standards of learning. In order to know the route of the school in relation to its surroundings, this paper presents a reflection on the educational history of the Municipal School Padre Armando de Paiva, inserted in the context of afrodescendência (African descendants), in the community called Sibaúma, municipality of Tibau do Sul - RN, characterized as the object of this study. Methodologically, this study is limited in a descriptive research of the historical reconstruction of the school, a case considered worthy of analysis. From a reflection on the presence of African descent in Brazil and in Rio Grande do Norte, the study also presents information on education in Brazil. Finally, it presents the trajectories directed to the analysis of physical conditions, the dynamics of registration, and avoidance of repetition of its students and the qualifications of its teaching staff. Survey selected for analysis five-year academic periods, a series which began in the year nineteen eighty and ends in the year two thousand and ten

O currículo e as práticas pedagógicas na EJA: concepções e crenças dos professores da escola municipal Francisca Leonísia Cruz

The present investigation deals with the Curriculum and Pedagogical Practices of Young and Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical scope of this investigation consisted in the Municipal School Francisca Leonísia, located in the Agrarian Reform Settlement Serra Nova, city of Florânia/RN. Seeks to analyze the relationship between the Curriculum and Educational Practices of Young and Adult EJA - conceptions beliefs of these teachers. This work is based on qualitative research, interpretative character reflective and makes use of documentary analysis, structured interviews and reflective sessions as methodological procedures which ensure the achievement of our goals in research. These procedures allowed us to enter the practice setting and curriculum for teachers to understand how they think, prepare and practice of adult education in school curriculum research field. The documentary analysis provided the rethinking of the curriculum selected references, Political Pedagogical Project and Proposed Course of EJA, from a critical reading of concepts and conceptions given in these references, with a view to construction and reconstruction of concepts that reclaim the identity of young people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective sessions were constituted in spaces of collective training and allowed the group to selfreflection e collective reflection about the ideas and beliefs that permeate the curriculum and guide their practices education in adult education. In these areas of training are also discussed current problems of adult education, the construction of an educational project of the adult education field to, warranties of learning and cultural identity of the adult education field and placed in the context of the MST. Under this view, it is concluded that the conceptions and beliefs of teachers seated directly relate to the curriculum designed, developed and practiced in adult education, as well as the educational practices that permeate the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the necessary changes to an education are critical and emancipatory

A autonomia da escola pública :um complexo movimento entre a outorga e a construção

The present research to explorer the configurations that come being given to the autonomy of the school, since the decade of 1990. We investigate the implementation of the principle of the autonomy in the public system of education of the State of Pernambuco and, specifically, in four school units and this schools its in the quarters of Stubborn Brasilia Teimosa and Casa Amarela, both located in Recife. We try to know if the implementation of the autonomy of the school is circumscribed in the process of productive reorganization, it was evidenced that the inclusion of this principle in the educational politics - in the scopes national and state - obeyed the dynamics of retraction that, in the neoliberal context, the performance of the State in relation to the public education and the school characterizes, with consequence impact in the investigated schools. From the empirical inquiry it was identified to the occurrence of a movement realized for the social actors of the schools research in direction to the construction of the pertaining to school autonomy; this movement presenting some limits and fragilities. It was evidenced despite this movement varied of intensity in the measure where the social actors of the schools had developed levels of dinamics processes (in greater or minor degree) related with the diverse expressions of democratic management that can occur into the school, such as: elaboration of the Politician-Pedagogical Project, institution and functioning of the Pertaining to school Advice, etc. The set of the carried through analyses made possible that it concluded that, in the context neoliberal and delimited to the investigated time and space, the implementation of the autonomy of the school comes if giving in way to a complex movement of construction

A Escola sob o olhar da família: relações que se compreendem e se praticam no cotidiano

This study approaches the relations of family and school, from the perspective of the family. It aims to analyze the meanings attributed by family to the school as a space for plural relationships, and understand the relations that these mothers constitute culturally with schools and their everyday pedagogical practices. When we seek to understand this problematic, it was established as guiding principles of the search in/from/with everyday life. Accordingly, we focused on, as main interlocutors, mothers and authors such as Certeau (1994), Morin (2000) and Freire (1978), among others, on the understanding that cultural diversity is an essential element of the complex relationship between family and public school, because they come from different cultural contexts. In the course of the research it was made the use of the procedure of dialogic conversation as a production process and information analysis. The current analysis highlights that families observe the difference between cultural and report that they are from different socio-political context set by the school, they came from rural areas and their lives were marked by the struggle for survival, and the work activity has been present since their childhood. For the families that participated in this research the school is/was not part of the cultural repertoire significance in their lives and it feels that they attribute to them, are in negotiations with their symbolic universe. The mothers hold a speech of a schoolar binding and pertencing, but the school has the time as possible in their daily lives. Thus, the dynamics of family and school relationships, is configured as complex, and the ambiguity in maternal speech marks a thinking/doing about the school in which they demonstrate ways of making the common man, involving the art of duplicity of the saying and doing, gimmnicks and antidiscipline