A pr��xis pedag��gica e o discurso de inova����o na educação: um estudo de caso em uma escola estadual de Ensino Fundamental e M��dio em Salvador-Bahia-Brasil

Orientador: Robson Luiz Fran��a

Avalia����o da efic��cia do modelo bilingue na educação dos alunos surdos

Com esta investiga����o procur��mos aprofundar o conhecimento sobre a efic��cia do modelo bilingue na educação dos alunos surdos. Foram inquiridos 84 alunos (surdos e ouvintes), os seus pais e entrevistados 12 intervenientes no processo educativo das crian��as surdas, que frequentam as escolas de refer��ncia de educação bilingue para alunos surdos (EREBAS) do Funchal, nomeadamente, tutela, ��rg��os de gest��o, professores surdos e ouvintes, do ensino regular e especial e psic��logo. Numa primeira fase foram utilizados dois question��rios de opini��o nas tr��s EREBAS, desde o 1�� ciclo ao secund��rio, sendo um question��rio destinado, primeiramente, aos alunos surdos e ouvintes e outro, posteriormente, aos seus pais. O prop��sito seria conhecer a opini��o que estes sujeitos tinham das escolas, das rela����es entre surdos e ouvintes e da l��ngua gestual portuguesa (LGP). Num segundo momento, foram aplicadas provas psicol��gicas ao grupo de alunos surdos e ao de ouvintes, separadamente. A avalia����o dos n��veis de intelig��ncia geral e verbal foi correlacionada com a m��dia acad��mica, sendo posteriormente comparados os grupos de alunos surdos com os ouvintes. A terceira e ��ltima etapa reportam-se ��s entrevistas aos agentes educativos tangentes ao processo de implementa����o do modelo bilingue. Os resultados obtidos comprovaram que a implementa����o do modelo bilingue promove o sucesso educativo dos alunos surdos e que existe diferencia����o nos resultados dos alunos em fun����o do modelo de interven����o educativa, pelo que, a escola de refer��ncia se constitui determinante na op����o dos pais.

A educação f��sica escolar no Brasil: da sociedade industrial ao projeto de escola da sociedade da informa����o e os seus novos saberes

A proposta desta pesquisa foi investigar quest��es relativas �� Educação F��sica Escolar no Brasil: da sociedade industrial ao projeto de escola da sociedade da informa����o e os seus novos saberes. Identificamos elementos para uma discuss��o sobre os di��logos de aprendizagem entre o professor e os sujeitos em ambientes de aprendizagem. A partir do di��logo entre a literatura e as viv��ncias pr��ticas dos atores sociais, foram identificados os aspectos que constituem a op����o epistemol��gica desse estudo na perspectiva de compreender os sentidos e significados atribu��dos �� pr��tica pedag��gica, aos di��logos de aprendizagem entre a professora e os sujeitos em ambientes de aprendizagem evidenciados durante a experi��ncia investigativa. Tomando como linha de pesquisa o estudo de caso etnogr��fico, tivemos como objetivo identificar a pr��tica pedag��gica como processo formativo, os di��logos de aprendizagem entre o professor e os sujeitos. Para registo e an��lise dos dados, estabelecemos um di��logo com a literatura da ��rea, uma an��lise de conte��do de artigos e livros; observa����o e registro da pr��tica pedag��gica vivenciada na turma de 5�� s��rie do Col��gio 2 de Julho; uma an��lise das falas dos atores/alunos para reconhecer os sentidos e significados atribu��dos ao conhecimento produzidos pela Educação F��sica no ambiente Escolar, al��m da aplica����o de question��rios e entrevistas. Ao final da investiga����o, pudemos concluir que a pr��tica desenvolvida pela professora no ��mbito dos cen��rios educativos, revela-se como projeto hist��rico que precisa ser constru��do no ensino de Educação F��sica. Este resultado do ensino-aprendizagem possibilita considerar como uma pr��tica pedag��gica inovadora.

Ajuste estrutural e educação superior no Brasil: princ��pios negados

SILVA, Hiran Francisco Oliveira Lopes da. A juste estruturale educação superior no Brasil: princ��pios negados. 206 f., 2007. Tese (Doutorado em Educação) - Universidade Federal da Paraiba, Jo��o Pessoa, 2007.

A pesquisa na p��s-gradua����o em educação no Brasil de 1970 a 1990

ARA��JO, M. M. . A pesquisa na p��s-gradua����o no Brasil de 1970 a 1990. Revista da FACED, v. 10, p. 13-26, 2006

Narrativas do Brasil nas mem��rias de Pedro Nava

This thesis is a translation of work of the Brazilian doctor, Pedro da Silva Nava (1903-1984), in particular, his memoirs and chronicles, articulated with the writings of medicine history, aiming to defend that the autobiographical narratives are sources of research capable of promoting discussions on the expansion of the present at the confluence of complex and unequal society in constant changing process as the Brazilian. The theoretical and methodological support circulates around studies, proposals and thesis by Boaventura Santos about empowering past, destabilizing subjectivity, sociology of absences, cosmopolitan reason and translation work. The empirical support drawn from the literature produced by Nava were analyzed with reference this reasoning and studies that have facilitated the flow of translation among others, the studies of Antonio Candido, Arrigucci Jr., Boris Cyrulnik, Beatriz Sarlo, Ecl��a Bosi, ��talo Calvino, Jos�� Willington Germano, Jos�� Maria Can��ado, Lev Vygotsky, Marilena Chau��, Paul Ric��eur and Walter Benjamim, without neglecting what we consider indispensable to scientific research, the production of relevant knowledge and prudent, in view of a decent life. The initial inflections reflect the subject of the Memoirs and its education/training, to then place the Memoir subject in the literary context, scientific, historical and Brazilian poetic (1972-2010), bringing great interpreters and discussing the rationale used by the Narrator that we defend stand closer to the cosmopolitan, showing the formation of narratives whose presence insert itself beforehand to modernist verve, linked to the discursive array against the literature as domination space, disseminated in Brazil in the early twentieth century. So, it articulate with those in which the concerns adjust the construction of the social formation of Brazil as a national heritage through literary narrative that focuses on a historical principle that becomes the past empowering, allowing his rereading, whose converge to memory, the lifestyles, the plurality of language and Brazilian culture, formed by several people, converging into a design not of culture but multiculturalism in Brazil. The memory issue was addressed in the space-time of experiences of being that narrates, shaped by a destabilizing subjectivity that sought to order the testimony of a time, a history and society, retelling them by creative imagination, almost fictional, to make circulate his knowledge about Brazil attached to his medical knowledge, as well as other subjects in his living group and other groups with whom they maintained contact. Thus, he portrayed both tangible and intangible cultural assets of the country as a form of preservation, giving them meanings and sense. It approaches, therefore, from the perspective of sociology of absences, the expansion of the present and by the logic inherent in his narratives of self and Brazil

Avalia����o dos impactos do programa bolsa fam��lia na renda, na educação e no mercado de trabalho das fam��lias pobres do Brasil

This study aims to verify the impact of the Bolsa Fam��lia Program (BFP) in income and school attendance of poor Brazilian families. It is intended to also check the existence of a possible negative effect of the program on the labor market, titled as sloth effect. For such, microdata from the IBGE Census sample in 2010 were used. Seeking to purge possible selection biases, methodology of Quantilic Treatment Effect (QTE) was applied, in particular the estimator proposed by Firpo (2007), which assumes an exogenous and non-conditional treatment. Moreover, Foster- Greer-Thorbecke (FGT) index was calculated to check if there are fewer households below the poverty line, as well as if the inequality among the poor decreases. Human Opportunity Index (HOI) was also calculated to measure the access of young people / children education. Results showed that BFP has positively influenced the family per capita income and education (number of children aged 5-17 years old attending school). As for the labor market (worked hours and labor income), the program showed a negative effect. Thus, when compared with not benefiting families, those families who receive the BFP have: a) a higher family income (due to the shock of the transfer budget money) b) more children attending school (due to the conditionality imposed by the program); c) less worked hours (due to sloth effect in certain family groups) and d) a lower income from work. All these effects were potentiated separating the sample in the five Brazilian regions, being observed that the BFP strongly influenced the Northeast, showing a greater decrease in income inequality and poverty, and at the same time, achieved a greater negative impact on the labor market

As organiza����es n��o-governamentais e a educação b��sica oferecida aos pobres: do consenso da oferta �� a����o privatizante

This work articulates a discussion about the role of the Non-Governmental Organizations (NGOs) in the social policies scenario, privileging the basic education directed to the poor in Brazil, in the period from 1992 to 2002. It is a relevant theme, particularly due to the importance of the NGOs in both the national and international scope actions. The study assumes that the NGOs are instruments of control (social control) that filter the social demands towards the State, specially regarding the basic education directed to the poor. It also discusses the process of acknowledgement e expansion of the NGOs as a result of the political and economic conjuncture leading to the State reform, which had an impact on the field of social policies. A close examination of these complex relations was only possible through the understanding of the third sector establishment, having the NGOs as the main means. In this movement, relevant information of the reality are considered in order to delimit the extents of this phenomenon, with a brief reference to its origins, to the marks of its conjunctural relations, registering the multiple faces of these Organizations and the constutive elements of the debate among different visions regarding the third sector, having the NGOs as a part of its composition. With this approach, documents and publications by the NGOs and the government are researched. Based on this material, the purposes announced by these organizations are analyzed, considering the Brazilian social, political and economic conjuncture. The State of Maranh��o has been chosen as an example of this context, due to the high levels of poverty and low school performance, and also given that a great many NGOs actions are more and more being held in that location in order to promote social policies. It has been concluded that the NGOs help strengthen the theses that show the decrease in the State responsibilities on free, public and quality education, and that such principle is being negotiated through the partners actions

A�� eu era Ant��nio Brasil: contribui����es de situa����es did��ticas com conhecimentos hist��ricos para a constru����o da identidade pessoal da crian��a na educação infantil

L'objectif de cette ��tude est de comprendre la relation entre les situations didactiques faisant appel aux connaissances historiques et la construction de l'identit�� personnelle pour les enfants dans l'��ducation de la petite enfance. Sa question centrale se demande si les connaissances sont offrent des contributions �� la construction de l'identit�� personnelle par les enfants de la petite enfance. Se distingue, lui aussi, entend contribuer �� ��largir le d��bat sur l'enseignement et l'apprentissage des th��mes historiques dans l'��ducation des enfants, et permettre un dialogue avec d'autres enseignants dans cette ��tape de l'��ducation. Ont ��t�� analys��s par des principes th��oriques et m��thodologiques de qualit�� et a assum�� les orientations m��thodologiques de la recherche collaborative. Il a ��t�� constat�� que la syst��matisation des situations didactiques impliquant la connaissance historique dans l'��ducation de la petite enfance contribue �� la construction de l'identit�� personnelle de l'enfant. Ceci, pour prendre possession de ces connaissances, ils recueillent des renseignements qui permet le plus large ��ventail de relations, afin de comparer les pratiques culturelles de son temps avec des pratiques �� d'autres moments. Ainsi orient��e, l'enfant cherche �� raconter son histoire avec le th��me historique �� laquelle elle a eu acc��s, d'organiser et de construire des r��ponses des explications sur leur environnement et de lui-m��me. Tout cela montre �� la r��alisation que le processus d'internalisation des connaissances historiques de l'enfant est construit comme un sujet et, par cons��quent, cette connaissance peut ��tre con��u comme un m��diateur dans la formation de l'identit�� personnelle

Pol��ticas de educação profissional t��cnica e de ensino m��dio no Brasil: a implementa����o no CEFET-RN (1998 2008)

This study has analyzed the high school and professional education policies (1998-2008) and their impacts on the Centro Federal de Educação Tecnol��gica do Rio Grande do Norte. It has presented an analysis and design of the productive restructuring process in the world of work and education, the technical, vocational education and high school policies in Brazil, referring to this period, as well as the changes in Cefet-RN for implementation of Political Guidelines of Vocational, Technical and High School Education. This study is guided by assumptions related to these policies, which are located in different historical moments. It is a study in which subjects are understood as historical and social beings, embedded in the economic, political and cultural rights which, by its actions, can be transformed. It was based on a theoretical framework consistent with the object of research to give it shape and meaning, serving as a parameter to address the problem outlined in research questions. It was used analysis of bibliographical material and specific documents from the Institution, semi-structured interviews with the subjects part of technical and high school. Results show that many of the recommendations in the present high school policies and vocational technical and high school education, implemented in Cefet-RN, for the period 1998-2002, show inconsistencies between what is said and what can be officially established in the pedagogical practice of teachers and professional practice of some graduates. Regarding the integration of vocational education with the high school (2005-2008) in this Institution, the study signaled that its prioritization failed to materialize in full, in Cefet-RN, although it was developed and implemented a Political-Pedagogical Project in 2005