1000 resultados para formac ~ ao de professores
Resumo:
El estudo que ahora apresentamos habla a respecto ala transformain de la Asociacin de maestros del Rio Grande del Norte (APRN en sindicato de los trabajadores en educacin (SINTE) en el perodo de 1986 1990. Tratase basicamiente de las razones que llebaran historicamente la APRN la reorganizar sus luchas, su cultura poltica y el su movimiento reivindicatrio; que impulsionaran la construcin del prprio sindicato el nico de la categoria, aps el regime militar em el pas especialmente en el gobierno Sarney, y en el nbito estadual com la resistncia la poltica econmica y la reprecin policial del gobierno Geraldo Melo, la poca. El estudo tambin apunta algunas caratersticas marcantes del contexto histrico de la educacin nacional, enfatizando la asencin de la escuela nueva en el Brasil en las dcadas de 1920 y 1930, inclusive delante del movimiento sindical, controlado por el gobierno Vargas que tnia uma praetica corporativista. Es importante decir que esas caractersticas estavan juntas del contexto local, en el rato en que se percebia la primer gestan del prof Anfilquio Cmara, como el primer presidente de la APRN, al partir de la su fundacin (1920), y que tnia um relacionamento bastante estrecho com el poder pblico estadual de carter liberal. Habia una discucin sobre la abertura poltica y la atuacin poltica de las clases mdias brasileas ya em 1979, y al mismo tiempo analisabase el desencandeamiento del nuevo sindicalismo en el ABC Paulista, mientras uno movimiento sindical, autnomo y democrtico que tnia el objetivo de juntar ls luchas de los operrios dentro y fuera de las fbricas reivindicando basicamiente: la reducin de la jornada del trabajo, reajuste de sueldo y condicin del trabajo, bien como ls sus consecuencias para el movimiento de los educadores potigurares. Al hacer en septembre de 1989, el sindicato de los trabajadores en educacin del Rio Grande del Norte se desvincula definitivamiente de uma estructura sindical vertical (tradicional), que la ex-APRN herdo al longo de su Histria del gobierno Vargas, siempre controlada pelo Estado y que en las dcadas de 1980 y 1990 fue fortalecido por la CNTE (Confederacin Nacional de los Trabajadores en la, educacin), principalmente, a partir del Congreso Nacional de Unificacin de los Trabajadores en la Educacin, realizado en Aracaju/SE em el perodo de 25 a 28 de enero de 1990 en el sentido tambien de las sus principais reivindicaciones: escuela pblica, gratuita y de cualidades en todos los pasos, verbas pblicas solamiente para las escuelas pblicas, reposicin de los reajustes de sueldo, condicin del trabajo, sueldo unificado nacional y la eradicacin del analfabetismo
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La Educacin a distancia (EAD) ha sido una realidad en la formacin de profesores a travs de la ofrenda de diversos cursos de licenciaturas por todo Brasil, posibilitando el crecimiento de ingresantes a la enseanza superior por estudiantes de regiones ms alejadas de las grandes capitales. A esa modalidad se atribuye un valor social al tiempo que posibilita la democratizacin de la enseanza por medio de la inclusin a la ciudadana. La vida de los alumnos del interior, que desean la formacin superior en el rea de enseanza, es el objeto de estudio de esta pesquisa, a travs de la cual ser enfatizada la historia de vida de 76 alumnos, desde el perodo en que realizaron el ingreso a la universidad hasta la obtencin del nivel superior a travs de la EAD, una modalidad de gran valor social. Se reflejar sobre la enseanza superior en el contexto de la globalizacin, la importancia de la accin de esta modalidad y la manifestacin de ella a travs del curso de Letras Portugus/ Espaol en la formacin de esos 76 profesores, as como la visin de los alumnos que participaron de esta formacin, especialmente en la interpretacin de las etapas vividas en el curso por medio de los memoriales. El proyecto de pesquisa fue realizado en el Estado de Sergipe, en El interior de Porto da Folha, localizado a 190 km de la capital Aracaju, donde los alumnos cursaron Letras Portugus/ Espaol en la modalidad EAD, dentro de los cuales traen perfiles diferenciados. El acceso al curso ocurri a travs del convenio entre la Universidad Tiradentes (Unit) e la Secretaria de Estado de Educacin (SEED) donde este financi 100% del curso para los alumnos, que quedaron exentos del pagamento desde el inicio hasta el trmino del curso. A travs de la investigacin, in loco, documental, bibliogrfica e de los memoriales, se desarrollaron las observaciones, encuestas, talleres y declaraciones, donde se busc conocer un poco ms sobre el cotidiano de los alumnos y los temas abordados en esta pesquisa. Con eso se pude ver la contribucin de la EAD, como forma de democratizacin y emancipacin social de ciudadanos de regiones lejanas, como el sertn de Porto da Folha, la cual puede ayudar a comprender y valorar la inclusin a la diversidad a partir de los saberes construidos en esa experiencia
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This work discusses how schooling processes can contribute to young settlers resignify their relationship with rural settlements where they live. We want to understand youngster s place, his relationship with local community, social movements and their acting, after formation, at their localities. Thereunto, we tracked a group of students of Land Teaching Course, developed through a partnership between UFRN, INCRA and MST in the years 2004 to 2007. We observed their trajectories, the learnings provided by the Course and how Formation Centre experiences contributed to their agent conditions, offering them choice opportunities on different fields. We understand that formation process enabled them to have individual gains, widening their range of choices, while have contributed to development of areas in which they live, from their collective action. Social practices experienced in collective environment, combined with education access, provided a set of knowledge. These learnings have enabled youngsters to assume positions in participation areas which have been opened at school, while teachers, at social movements and at associations that manage the settlements
Resumo:
The subject of study of this work is the teacher spawning of the Instituto de Educao do Par in the decades of 1970 and 1980. It aims the enablement offered by the institute concerning the racial issue. The thesis highlights the inferior condition to which the black student is relegated and the discrimination it suffers. Our argument is to affirm the omission of the curriculum and the reference resources as far as the racial issue is concerned. Before the singularity of the Brazilian case a country with a slavish background, with serious social unbalance problems, many of them resulting from the racial segregation implemented by that slavish system , this work claims that the preparation of the teachers for dealing with this issue is crucial, since the absence of this preparation leads to the reproduction of the prejudice inside the classroom. This thesis is based on the theory of Pierre Bourdieu on the notion of habitus and symbolic power
Resumo:
In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization
Resumo:
Les proccupations gres par les changements de l ducation nationale pousss par les rformes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de connatre comment ces rformes ont t incorpores par l Universit Fdrale de Rio Grande do Norte - UFRN, constituent les questions centrales dveloppes par cette thse. Cette tude propose montrer, partir d une approche socio-historique, la faon comment la lgislation ducationnelle brsilienne sur la formation de professeurs pour l ducation basique expresse la politique de l tat brsilien et, en mme temps, comment le PROBSICA signifie une rponse de l UFRN cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privilgi plusieurs techniques et procds de collectes des donnes conforme au modle de la recherche participative, savoir : enqute semi- structure, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs pdagogiques et tudiants; reprage, systmatisation et analyses de plusieurs documents. L analyse des donnes, qui a t faite d une faon fondamentalement qualitative, a rvl que le PROBSICA a sa gense l intrieur de l UFRN et reprsente, en mme temps, une rponse de cette universit la demande de la catgorie et la politique de formation de professeurs. Nous esprons que cette tude suscite d autres recherches qui dveloppent des discussions sur les relations entre l tat brsilien, ses politiques ducationnelles et les pratiques pdagogiques de formation de professeurs
Resumo:
Simultanment l' expulsion des jsuites du contrles de l' ducaton formeI du royaume portugais, l'Ordre du 28 juin 1759 a dcrt une reforme gnrale aux tudes, comme une des partie d'un ensemble de mesures modernisatoires qui ont t tablisent dans le Royaume et dans ses domaines la priode comprise entre 1750 et 1777, pendant le royaume de D. Jos I et sous la direction de son principal ministre, Sebastio Jos Carvalho e MeIo, plus connu par le titre de noblesse de Marquis de Pombal. Notre thse, locaIise notament la Capitanie de Bahia (Capitanie - division politique administrative du Brsil Colonie) entre les annes de 1759 1827, a comme objet d'tudes les singularits du magistre bahianais et comme objectif, partir de Ia rfrence thorique de l'histoire sociale des ides, comprendre comment les membres de cette nouvelle catgorie professionelle, cre pour prpars des cadres professionels mais bien qualifis pour exercer leurs fonctions de burocratie de l'tat, ont pris contact avec la pense reforniste ilustr portugais du sicle XVIII, ont t vhicul autant par des trangriss, comme par la lgislation pombalina (du Marquis de Pombal) et comme cet ensembIe thorique rapport la pense, la vie et le travail d'enseignant de ces premiers reprsentants du magistre bahianais. L' analyse de la documentation (des lettres, et des ordres royals, des licences officielles pour exercer la fonction, et des serments des professeurs royal pour les plusieurs villages et capitanies; registres de correspondence reues et envoyes par les chambres des villages; registres et correspondences expdies par plusieurs autorits; provisions; tous les types de licences et autorisations; dsignation; testament et inventaires) montre que les professeurs royals, malgr la quantit pas trs nombreuses de membres, ont t extremement actifs sur les dcisions les plus importantes de la priode de celle qui est connue comme la crise du systme colonial, qui, en Bahia, a eu ses particularits dans un mouvement d' mancipation politique seulement au mois de juillet 1823. Finallement, on a le but, dans le contenu de cette thse de doctorat, d'offrir une connaissance sur l'histoire de l'ducation brsilienne et bahianaise qu' on retrouve encore entour de doutes, prjugements et imterpretations quivoques qui insistent d'anaIyser le Brsil sous un stigmate du retard du royaume portugais, malgr sa production rcente dans l'historiographie
Resumo:
In the last three decades, the subject of the teacher's social identity has been discussed under various theoretical focuses, not only in Brazil, but also beyond our borders. In this thesis, the theme is approached starting from the theoretical proposal that has been developed by Domingos Sobrinho (1994), which is strongly based in the epistemological approach between Pierre Bourdieu’s praxiology and the Theory of the Social Representations formulated by Serge Moscovici. It presupposes that this would make it easier to apprehend the process of construction of social identity of the investigated social group. The universe of the research is constituted by teachers of the fundamental teaching of the municipal district of Maracana, state of Cear, that were active in class-room work there during at least three years, and were registered or had concluded the Course of Educational Formation promoted by UECE in that municipal district. Taking into account that the teacher's social identity is a process in permanent construction, resulting of their daily experiences and of the interferences originated from of the social context, the investigative tasks were implemented in two different stages, although they complement each other. Initially, with the objective of putting in evidence the genesis of the formation of that group’s habitus, an analysis of the family and school lives of eleven teachers who participated in the course was made, using as main sources of data: thematic memorials, semi-structured interviews and observations - inside and out of the class-room – during four school semesters. In the second stage a test of free association of words was applied to 426 teachers, seeking to apprehend the structure of the social representations of family and school – a methodological strategy considered necessary to enhance and identify certain outlines of the habitus in study, besides being in agreement with the theoretical model followed. It became evident from the results that the identity of Maracana’s teachers is molded and transformed into a multifaceted dynamic unit that shows successes and mistakes, certainties and doubts. For instance, besides an innovative speech seeking to reassure that teaching is a profession and not a simple vocation or mission, some discourse and attitudes are identified that point to the opposite direction, extolling the school as extension of the family, defending a parental relationship with the students, and looking at certain aspects of daily school life as “sacramental”. However, in the light of science such ambiguities and incoherences are inherent to common sense discourse, where the influences of the patterns and cultural references are present in the process of identity construction of the group, which was confirmed by the research of their social representations of family and school
Resumo:
La investigacin fue realizada con profesores de los aos iniciales de la enseanza bsica, alumnos de la carrera de Pedagoga Licenciatura Plena del PROBSICA de Cear-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiacin de esa habilidad, segundo las siguientes perspectivas tericas: histricocultural, de L.S. Vygotsky, teora de la actividad, de A.N. Leontiev, y la teora de la asimilacin por etapas mentales, de P. Ya Galperin. La metodologa se desarroll organizndose en tres etapas: el diagnstico inicial, con el anlisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientacin del aprendizaje, el control y la evaluacin del desarrollo; y el diagnstico final, con el anlisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizacin de los sujetos de la investigacin, el planeamiento de enseanza de los profesores y el diario de clase, donde se registraba lo que ocurri en cada orientacin y realizacin 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 enseanza de los conceptos. Durante el proceso de enseanza y aprendizaje, los profesores han expresado sus dificultades, pero tambin las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el anlisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de enseanza con la definicin y con la identificacin, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos lgicos y las categoras del planeamiento (objetivos, contenidos, estrategias de enseanza, control y evaluacin). En cada etapa surgieron obstculos, pero tambin aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiacin de nuevos fundamentos tericos. La prctica docente se constituy en un elemento que facilit la comprensin y la apropiacin de las habilidades de planear situaciones de enseanza de conceptos mediante la definicin y la identificacin
Resumo:
This thesis has the aim to comprehend the development of the superior graduation in life service and daily scholar of the history teachers in-land of Sergipe. The History Course graduation was realized through the second part of (Projeto de Qualificao Docente-PQD), the so-called, Teaching Qualification Project of the Federal University of Sergipe, first settled in 1998. Eight teachers were chosen for this research with more than (15) fifteen years of teaching in the Fundamental and Medium levels at public schools of our state (Sergipe). This empiric research priviledged oral testimony from them, which (ones) reveled about the memory tragetory of life. Since childhood until the History Course graduation, besides the evidence as Principal of schools as well as the following classes. All of them were interviewed from in-land and they are from very poor families with lack of social economical conditions. Those evidencies point out economic limitations in their different towns, that contributed to the continuous obstacle in the following studies, moreover in the common market. Therefore they still teach in order to believe in whos at the botton of this business. Their testimony about this history graduation through PQD , gave them new Professional horizons, modifying their pedagogic practice, choosing what is worth into the social space beyond life expectancy. Through the analyses from all the documents and evidence in loco, it was evident that this graduation is not sufficient to change all the acting of teaching. Consequently, the lack of scholar situation still happens because this qualification doesnt consider the knowledge of the teachers into their contexts. This research could also observe that besides the changing purposes in the suggested common-job by the globalization, the public politics education, is still underdeveloped in-land of Sergipe. According to the educational laws which obliges all tearches should be graduated, it could be observed that nothing changed into their acting. The old curricula dont give them new possibility in their acting. At last their salaries, poor conditions in their common-job as well as the difficult ways to get to their pos graduation course still contributes to the underdeveloped acting before theyd graduated from the period before of their graduation
Resumo:
This work studies the thematic of the politics of formation of teachers in the Program of Professional Qualification for Basic Education (PROBSICA) developed in the City of Parnamirim, Rio Grande do Norte. It has as its main objective to identify and to analyze the contribution of this politics of initial formation for the professional formation of teachers. To install the work, we will use the procedures of bibliographical research, documentary analysis, comment, structuralized interview, questionnaire-script and virtual research. In the analysis of the data, we trace a general view on PROBSICA while initial formation along with the continued formation, pedagogical research, collaborative research and the exercise of the teaching profession, identifying the possibilities and limits of the Program in the direction to reach the objective considered in this work. From the inquiry, we construct the institutional land scope of the program in question, also focusing, the organizational aspects of its functioning. We have to take care about the results, we evidence that PROBSICA is making the possible to access of the teachers in the educational service to the University, what the main aspect that consists, trying to prove eminent weak points in its systematic due to give to the organizational structure of this educational politics that does not count with curricular, institutional and financial the necessary conditions for the success of the professional formation of the teachers. The research will try to understand that the operationalization of the politics of formation in Parnamirim will be belong with it the main idea of the Educational Reformation in years of 1990, articulated to the neoliberal interests, that the responsibility for the problems of the public system of education attributed to the teachers, and that are not answered completely through the purpose of the professional formation, and ti seems that it does not define one global national politics that deals with seriousness to the questions the initial formation, permanent formation, pedagogical research, , career and conditions of work for the teachers
Resumo:
El objetivo en esta tesis consisti en estudiar el proceso de los cambios de los conceptos de profesores de la educacin infantil y de los aos inciales de la educacin bsica referente a la enseanza de la matemtica. La investigacin se desenvolvi en la escuela Presidente Kennedy, en la ciudad de Natal, en Rio Grande do Norte, teniendo como participante 05 (cinco) profesores del curso normal superior a travs de la educacin superior del instituto relacionado. El trabajo asocia el programa a l Programa de Ps-Graduao em Educao da Universidade Federal do Rio Grande do Norte, en la base de pesquisa Formao e Profissionalizao Docente coordinada de los doctores Betnia Leite Ramalho e Isauro Beltran Nez. El referencial terico-metodolgico en quien si apoya el trabajo se inserta en la seal conceptual usada por Giordan y de Vecchi (1996), de Carrillo y Contreras (1994), Ramalho; Nez y Gauthier (2003), Ponte (1998), Guimares (1988), Ernest (1989). En esta investigacin, los conceptos de los profesores haban sido estudiados en el contexto educativo de la formacin del nivel superior, usndola reflexiva crtico prctico como estrategia formativa. Estos conceptos se entienden como estructuras subyacentes al pensamiento del profesor. Dado la naturaleza del objeto del estudio, la informacin, para las intenciones de esta investigacin, haban sido cosechados a travs de los instrumentos siguientes: cuestionario, plan de la leccin, entrevista diaria y del campo. El cuestionario fue constituido de preguntas abiertas y de las entrevistas de la mitad-structuralized. La organizacin de los datos permiti a La inferencia de los conceptos, usando la tcnica de la triangulacin de datos. La investigacin divulg que los conceptos de los profesores, a travs del proceso formativo, se haban desarrollado de una plataforma para otra, yndose puesto que los modelos didcticos tradicionales para otros modelos dirigidos a una tendencia didctica de espontanesta/investigativa. La reflexin crtica era considerada como elemento cataltico de los cambios de los conceptos de los profesores en la educacin de las matemticas, sin embargo djenos verifican que estos cambios son difciles de ocurrir para la naturaleza compleja de estos conceptos. Como facilitadores de los factores de estos cambios, encontramos y el investigativo el trabajo, la dinmica y la naturaleza de las actividades se convirti en el colaborativo de proceso formativo, entre otros. Como obstculos a los cambios, identificamos el contexto del trabajo de los profesores, de la cultura de los individualistas prcticos de sus profesores de los colegas, del concepto linear, esttico y de los mecnicos de los procesos para ensear, el conocimiento profesional construdo durante la formacin inicial, alineacin con los modelos didcticos de sus viejos profesores, entre otros
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The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participants
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Le texte se rapporte une recherche sur les conceptions d enseignants concernant l inclusion scolaire d lves sourds , et leurs ralations avec les pratiques qu ils dveloppent dans les classe rgulires. Elle a t conduite dans une cole publique rgulire appartenant la commune de Assu RN, et dont le choix mthodologique a t une approche qualitative, du genre ethnographyque. La construction des donnes devient d un processus d observation, de l application d entretiens demi-structurs et de l analyse de documents, ayant pour sujets quatre enseignants des annes initiales de l enseignement fondamental. L apport thorique de base a t la thorie socio-culturelle propose par Vygotsky (2003 ; 2005), cense traduire la comprhension de l homme dans sa dimension historique et culturelle, et mettre en vidence l interaction sociale en tant que condition pour le dveloppement des individus. Les donnes font connatre que les enseignants sujets de la recherche sont favorables l inclusion scolaire des lves sourds dans les classes rgulires, nanmoins soulignent le besoin d un changement l cole pour que l inclusion devienne une ralit. Les enseignants sont d avis que l apprentissage des lves sourds se fait d une faon qui met trop de temps, moyennant l utilisation de recours spcifiques, tels que l usage du langage des signes (Libras). Ils signalent les difficults qu ils doivent faire face quand il s agit de travailler pdagogiquement avec ces lves dans le quotidien, telles que : manque d un travail collectif l cole ; besoin d une formation spcialise ; dmonstration de sentiments de peur, ou prjugs de la part de quelques uns du personnel de l cole , tout cel interfrant directement dans leurs attitudes et leurs actions faces aux lves ; manque d appui des instances administratives de l cole ; absence de politiques consistentes pour guider l ducation sous un regard inclusif. Quant aux pratiques pdagogiques dveloppes l cole, la recherche laisse voir que, par rapport la prsence des lves sourds, trs peu d adaptations y ont t introduites, d o se dgage que la planification des actions ducatives l cole se tourne, prioritairement, vers les lves qui coutent, c est--dire, vers un groupe apparemment homogne. On a constat, en plus, qu il n existe pas l cole aucun professionnel habilit pour l tablissement d un processus de communication avec les lves sourds. Malgr ces difficults, les enseignants avouent, quand mme, que travailler avec ces lves rapporte toujours des bnfices, tels que la collaboration et le respect mutuels chez les lves, l acquisition de nouveaux savoirs et l amlioration de la pratique pdagogique des enseignants
Corporeidade e humanescncia na fonte dos saberes da vida: a formao de professores que valoriza o ser
Resumo:
The present study comes from inquietudes of an investigative posture assumed by a Physical Education Graduation Professor, before her educative action with undergraduate teachers. The research was done with 16 (sixteen) Kindergarten and Elementary School teachers, who teach at public schools. The referred teachers are undergraduate students of the Graduating Normal Course at Superior Educational Institute President Kennedy, in Natal/RN. The analysis and discussion of the intertwining of knowledge, within the four Pillars of Education, at the Fountain of Knowledge , is a metaphor, especially created for this study, as for its epistemological and methodological structure, guiding all the investigative process. It provided to show up the repercussion of bathing and drinking these humanizing waters of a pedagogical practice that values the Being, aiming his self-transcendence. The conclusions obtained were the following: 1) The professor, while bathing himself in the Fountain of Life Knowledge, reflects his personal and professional life, recalling feelings and emotions that through time were forgotten, but as they were remembered and lived again, impulse people towards humanity. 2) While bathing himself at the Fountain of Life Knowledge, the professor realizes he is awoken to humane knowledge, caring about his practices, which he develops in the classroom. Practices he considers the learning of knowing, of doing, of living together, and of learning how to be, having and integrated form on the Being. 3) When the worries about the developing of the Being exist coming from the undergraduate teacher there is a practice the shows up the web of corporeity knowledge knowing how to play, how to create, how to feel, how to think, and how to humanize. 4) The presence of the professional of Physical Education, with knowledge and experience of the budgets of corporeity, is essential in the process of graduating the Kindergarten and first years of Elementary School undergraduate teacher, for he, the former, has a huge responsibility as to the learning and developing of the educational process the humanizing developing of the Being In a proposal of education that occurs through the whole life. 5) The Professional of Physical Education has positions to conquer, for the existent gap in the educational process, as for the understanding of the body and of corporeity in the perspective of totality, urges to be modified in name of another mankind, with full humanity
