Can����es no ensino de sociologia: reflex��es e aplica����o

As Sociology becomes a mandatory subject in the curricular componentof Brazilian high schools, we find anopportune moment to proposals and changes in the subject and in teaching, in a general aspect. It s noticed the great importance of the role that the create imagination plays in individual s formation (BACHELARD), and it s also seen that Brazilian education system has marginalized imagination to the detriment of a unifocused scientism that sterilizes creativity, playfulness and poetry in its educational process. Nevertheless, a way of thinking redefinitions to the educational horizons of Sociology as a subject and education is upheld. An educational practice that reconnects the prosaic and the poetic, using images/songs as paths/strategies of the teaching-learning process. As for that, the school structure was used where the tutor work was done to undertake experiences that made the use of songs as strategy to facilitate/stimulate the learning of the subject Sociology in high school. From thoughts and results of this experience, plus the bibliographic studies, analysis were made. The goal of this essay is to make use and stimulate the creation of poetic images from the teaching point of view, specially the Sociology subject in high school, rethinking and searching more efficient and playful ways of approaching and building educational methods from images; stimulating the development of the Thinking Reform and the Anthropoetics of the human gender (MORIN); acknowledging that imagination is an indispensable part of our integral formation

Universo encantado do cuidado na autopoiese docente: uma viagem epistemol��gica transdisciplinar

The health transition experienced in Brazilian health care model requires a metamorphosis in human and society, placing new demands on health and education. The Faculty of Science, Culture and Extension of Rio Grande do Norte (Facex), aware of their responsibilities to the Health System, which brings the principle of comprehensiveness as its structural axis, dared to implement a course of nursing in complex thinking and Experiential Pedagogy Humanescente with curriculum inter / transdisciplinary. For deployment of proprosta was not enough to reform thinking of educators, there was a need corporalizar new teaching practices that are aimed at the integral formation of human beings. In this context, emerged the workshop on Human Education autopoietic, self-forming area of the educator, where he developed an Action Research Existential (PA-E) which enabled experience, describe and analyze how the human autopoietic educators could contribute to the practice educational humanescente transdisciplinary curriculum project. Were worked out in meetings, knowledge necessary to practice the transdisciplinary 1st Meeting - learn to create; 2nd Meeting - learn to recognize the laws of nature with emphasis on complexity theory, 3rd Meeting - learn to organize, 4th meeting - namely autoestruturar themselves; 5th Meeting - know how to choose, 6th Meeting - knowing innovate 7th Meeting - namely exchange. Next an autobiographical perspective, we chose the metaphorical possibility to narrate the ways and strategies covered by the author and apprentice in the company of the Little Prince de Saint-Exupery, in search of a sensible pedagogical practice complex, which promotes re-enchant transdisicplinar education. The route involved five methodological connections: a literature review which relate to training for care in undergraduate nursing: the study of learning processes that drive the formation humanopoi��tica, emphasizing the relationship that involves the complexity and embodiment in the educational process transdisciplinary, highlighting the analysis of what is to learn from the findings of biosciences and recent cognitive theories of Maturana and Varela, the description of the interdisciplinary curriculum of the nursing course of Facex and Training Workshop, Human autopoietic, with emphasis on Experiential Education Humanescente; the report of seven meetings of the Workshops (cocoon), recording the experiences and listening to educators (luminescent butterflies), the final reflections with learning opportunized. Experientiality lived through, the expressions and words, educators say the influence of workshops for their teaching practices, highlighting it as a space for selforganizing, creating, learning and enchantment, and can identify the workshop as a place of transformation necessary for deployment an interdisciplinary curriculum. The knowledge emerging from the study indicate the need for permanent spaces of self, in which the educator learns from its body, between cognitive processes and vital, and in the experiences of their formative process the opportunity to act on the dimensions of knowing and being

Navegando nas ondas dos saberes do ser: uma conversa com a sexualidade �� luz da corporeidade.

This study aimed to provide a continuing education towards raising teachers for reflection and effective sexual education within the school environment as a possible route of self-education and training of teachers of elementary school. More specifically aim to facilitate through the Continuing Education to discuss the knowledge of the body and knowledge of human sexuality, presenting them as core knowledge in the integral formation of individuals and promote discussion of a Human-centered education Teaching in a vocational training and human .In this sense, we dialogue with the human teaching preconized by Arroyo (2002, 2004) along with the humanization (hominization) of the individuals through education, under Freire��s perspective of the being more (2003) as well as his ideas, Pineau��s (2003) and Josso��s (2004) about the educational practice understanding as a way to build up the autonomy of the individuals who we intend to educate. We defend the inclusion of the body as an essential learning element according to the principles of corporeity presented by Assman (2001), whose comprehension is that every learning experience has a corporal inscription. Furthermore, the knowledge about human sexuality cannot be excluded from this process since the sexuality is inherent of individuals and is constructed and reconstructed during their existence. Our view of the world and of man is supported by the knowledge of the complexity (Morim, 2004) trying to surpass the mechanist view that sees them through the duality view, fragmenting them. For the discussion and construction of knowledge that search for the confluence of these knowledges about the being and the educational practice, aiming at the individual integral formation starting from the process of self-formation/self-knowledge, we��ve directed our research-action-formation having as compass the theoretical-methodological postulate of the research-action (Barbier, 2002; Morin, 2004; Thiollent, 2004) because it makes the participation of all the involved people in the process of resolution or surpassing of problem solving possible. We��ve used the continuing formation as a way of access for data collection, applying a questionnaire with open questions for the ones involved in the research. Based on the findings it��s been possible to infer that for the teaching formation it is necessary the inclusion of the Human sexuality and corporeity theme, so that the teacher can surpass the biological view of sexuality and also the expansion of the mechanist view of the body. To do so, we suggest that the teaching formation happens supported by the teaching capacitation and formation according to Maturana (2004), bringing teaching knowledges (Tardiff, 2002), which contribute effectively for the responsibility to educate people for life.

Avalia����o da aprendizagem no curso a dist��ncia de licenciatura em ci��ncias biol��gicas da Universidade Estadual de Pernambuco

In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature

O PROEJA ensino m��dio no ifrn, campus Caic��: causas da desist��ncia e motivos da perman��ncia

This dissertation deals about the theme of National Integration Program of the Professional Education to the Basic Education in the form of Youth and Adults Education - PROEJA, which was developed at the Federal Institute of Education Science and Technology of Rio Grande do Norte - IFRN - Campus Caic��. It aims to analyze the causes of the abandonment and the reasons for the permanence of students within the mentioned program. To substantiate this research, we used methodologically, some procedures such as bibliographical research, documentary analysis, semi-structured interviews and focus group. To analyze the data, we discussed the contradiction that involves duality and educational compensation based in the struggles and achievements of rights at the core of public policies for high schools, for vocational education and the education of youth and adults in the 2000s. We analyze the integrated high school under PROEJA, having as reference the conception of the total human formation; the inseparability of the primary education system and vocational education and the integration of knowledge and expertise as a whole, discussing the specificities of the modality EJA, discussing the causes of abandonment and the reasons for the permanence of the students of education for youth and adults (EJA) in the primary education system. As for the results, we found that although the PROEJA be a program that aims to provide a complete human formation to contribute to the full citizenship of their graduate members, what is announced in the document that guides its creation has not been materialized in Caic�� Campus. The curriculum of the course was not designed for the students of EJA, nor teachers have had an adequate training to work with these specific individuals, and its specificities of being workers with differentiated learning times have not been considered. In addition, the courses are predominantly of instrumentalist characteristics. This indicates that the material and institutional conditions to achieve the promised total and complete training have not being fully materialized at the researched school. Associated with the difficulties concerning the intra-school and extra-school conditions, personal and socioeconomic conditions which are related to the obligation to work that implies in limitations to balance work, school and family, they influenced in the interruption of the school trajectory of these subjects. Through research, we confirmed that the motives of students who remain have to do also with intraescolares conditions the quality of education (qualification of technical staff and teachers) involved in the educational process, as well as socioeconomic and personal issues represented by the support of colleagues and family.Then it is concluded that the causes of abandonment and the reasons of the permanence are of institutional, socioeconomic and personal origins. Finally, it is observed that capitalist society demands as much as possible high levels of educated workers, and at the same time makes difficult the access to that education for much of the population, and it is not randomly. The objects of that exclusion are the popular worker classes and their children

O ensino de l��ngua inglesa em um instituto federal : uma an��lise das recomenda����es documentais e da perspetiva dos professores

This work aims to understand the teaching of English at the Federal Institute of considering the recommendations of official and technical documents for the integrated secondary school and the perspective of the English teachers settled in one of the campuses of the Institute. It is also an objective of this research to infer as to what extent the perspective of teachers is articulated to the documental recommendations. For this purpose, several official and technical documents (L��DKE; ANDR��, 1986), such as the PCNEMs (BRAZIL, 2000), the OCNEMs (BRAZIL, 2006) and the Political-Pedagogical Project of the Institute (IFRN, in press) were gathered, and a questionnaire was submitted to six teachers of English from one of the campuses of the institution. The theoretical references of the research include, among others, Bakhtin (1997; 1999), Widdowson (1991), Almeida Filho (2011; 2004), Celani (1988; 2009), Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998). The results show that the teaching of English according to the documents predicts the instrumental use of the foreign language, but suggests the development of competences and skills as contextualized social practices, aimed at the education of the student as a professional-citizen. The perspective of teachers, in turn, points to a concern that the teaching of English serves as a tool for improving student life through the instrumental use of language as a means of accessing information and professional training. This finding reveals that the articulation between the documental recommendations and perspective of teachers does not go beyond what refers to the instrumental language teaching, since teachers do not show, when reporting their practices, the teaching of language as social practice, as mentioned in the legal texts

Pr��-letramento em Matem��tica: an��lise das percep����es dos tutores do programa desenvolvido na rede municipal de ensino de Juiz de Fora

P��s-gradua����o em Educa����o - FCT

O trabalho do professor e a educa����o voltada ao ensino de valores

P��s-gradua����o em Servi��o Social - FCHS

Ensino m��dio integrado no Maranh��o: concep����o, possibilidades e desafios

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Os projetos de investiga����o nas aulas de matem��tica em escolas ribeirinhas na ilha de Cotijuba

Este trabalho analisa que possibilidades de transformação uma proposta de educa����o matem��tica baseada em projetos de investiga����o promotores da transdisciplinaridade e da participa����o ativa dos alunos do processo de ensino/aprendizagem, traz para o desenvolvimento da compet��ncia cr��tica e reflexiva para a formação integral desses alunos do ensino fundamental em escolas ribeirinhas, haja vista que tais compet��ncias, segundo Skovsmose (2004) e Mora (2005), s��o necess��rias para a participa����o cidad�� em nossa sociedade. Fundamentado em Santos (2010) e outros, analiso a crise no paradigma dominante nas ci��ncias, e seus desdobramentos no processo educativo, al��m de suas consequ��ncias no modo de vida de culturas tradicionais como os ribeirinhos. Com aporte te��rico na Etnomatem��tica, principalmente nos trabalhos de Ubiratan D���Ambrosio (2005; 2012), Gelsa Knijnik (2001) e Alan Bishop (1999), num di��logo com a Educa����o Matem��tica Cr��tica, tendo como refer��ncia as pesquisas de Ole Skovsmose (2000; 2004; 2006) e David Mora (2005), na busca de conex��es e articula����es m��tuas que propiciem esse fazer pedag��gico na educa����o ribeirinha. Na Comunidade do Po����o na Ilha de Cotijuba, mais especificamente na escola Anexo Pedra Branca (Ensino Fundamental, somente para os anos iniciais), foi instaurada a parte emp��rica dessa pesquisa. Fizeram parte da constru����o dos dados 19 (dezenove) alunos desse n��vel de ensino, sete (07) pais/respons��veis de alunos e a professora da escola. Quanto �� metodologia, foram utilizados dois momentos diferenciados e complementares: o primeiro consistiu na aproxima����o do pesquisador do universo cultural dos ribeirinhos da Comunidade do Po����o, realizado em tr��s etapas articuladas entre si: a observa����o, os di��logos interpessoais com os moradores da comunidade e a participa����o do pesquisador em atividades onde se evidencia a pr��tica social dos ribeirinhos. O segundo momento, de car��ter mais pedag��gico, constou do desenvolvimento com os alunos e a professora da turma de quatro cen��rios para investiga����o das atividades socioecon��mica e culturais dos ribeirinhos da Comunidade do Po����o: a carpintaria naval, a pescaria artesanal, a coleta e comercializa����o de frut��feras, a planta����o de pequenas ro��as e hortas, no intuito de dialogar com os saberes/fazeres culturais dos ribeirinhos e sobre as formas de medidas utilizadas na comunidade e suas rela����es com as medidas estudadas nesse n��vel de ensino na matem��tica escolar. A partir da an��lise dos ���cen��rios para investiga����o��� (SKOVSMOSE, 2000), evidencio que os projetos investigativos de car��ter transdisciplinar possibilitam o respeito aos estudantes como sujeitos autoprodutores de conhecimento, tendo como consequ��ncia a participa����o ativa dos educandos em seu processo de aprendizagem, al��m do mais, d��o visibilidade, no curr��culo escolar, aos saberes da tradi����o ���colocando-os em interlocu����o com os saberes legitimados em nossa sociedade como os saberes cient��ficos��� (KNIJNIK, 2001, p. 25), estabelecendo rela����es prof��cuas e articula����es m��tuas entre o saber matem��tico escolar e os saberes da tradi����o ribeirinha na Comunidade do Po����o, em Cotijuba.

O trabalho do professor universit��rio: percep����es e sentimentos de assistentes sociais

P��s-gradua����o em Servi��o Social - FCHS

Biocombust��veis: concep����es de energia com enfoque para a educa����o ambiental

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

O desenvolvimento moral na educa����o infantil: contribui����es da literatura infantil e dos jogos dram��ticos e teatrais

P��s-gradua����o em Educa����o - FFC

Amoras e jabuticabas: ra��zes e frutos de uma Pedagogia Profunda para todos

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Pingos - colocando os pingos nos is: uma proposta de jornalismo para crian��as

Este trabalho prop��s a cria����o de um suplemento jornal��stico infantil com abordagens informativas de temas culturais. A preocupa����o com a produ����o de mat��rias contextualizadas para crian��as partiu da percep����o da relativa escassez de produtos jornal��sticos que tratem os leitores de dez e onze anos como p��blico capaz de compreender textos pertinentes �� cultura e que priorizem a informação e a presta����o de servi��os �� inf��ncia. Partimos da concep����o de que a m��dia assume um papel importante para o desenvolvimento cognitivo da inf��ncia e que �� poss��vel construir um meio de comunica����o favor��vel �� formação integral, com abordagens contextualizadas. O resultado do trabalho foi o produto impresso Pingos, colocando os pingos nos is, com 28 p��ginas em formato A4, como projeto experimental de um jornalismo comprometido com a qualidade da informação para crian��as e voltado para o incentivo �� cultura