Arcabouço jurídico normativo pedagógico da lei federal 10.639/2003 na universidade federal de Uberlândia: avanços e limites

This search addresses the public policies that directly or indirectly corroborate for the implementation of the Brazilian Law number 10.639/2003 in Federal University of Uberlândia and it analyzes the affirmative actions in this context. The study aims to answer some questions such as: Why we have found difficulties in implementing the Law 10.639/2003 and its correlate legislation in the institutions responsible for teachers formation, particularly in the courses of History, Visual Arts, Portuguese Language and Literature and Education teachers? We started from the hypothesis that implementing the Law 10.639/2003 is considered by popular movements that fight for the emancipation of black population and for its rights consider such actions as a form of eradicating racial and ethnic prejudice which are still present in our society. The methodology is based on case study, which allows the triangulation to other methodological approaches such as qualitative analysis and bibliographic search. The investigation instruments were: I. Bibliographic sources including books, papers, periodic and so one; II. Documental sources: specific legislation on the theme (Brazilian Federal Law 10.639/2003, Resolution CNE/CP 1/2004 and others; III. Oral sources obtained from semi structured interviews with coordinators of the selected Graduation courses. Critical multicuturalism according to McLaren (1999) allowed us to approach our research object in order to understand its plural characteristics, specially reading the different aspects that permeate the relationship between culture and identity, cultural differences and power relationship in modern society. In the study, we did not perceive the involvement of the Higher Education professionals in order to implement Law 10.639/2003. The problem perceived for implementing the law and its pedagogical normative legal framework is the personal and institutional attitude, because every subject involved in it has a direct responsibility. We cannot believe that the institutions may claim lack of knowledge and research in the area as impediments to implementing the disciplines and the pedagogical contents concerning to the Law nor contracting researcher experts and scholars on this topic to compose the frames of the University.

Docência Universitária: o professor agrônomo na construção de sua professoralidade

The aim of this study was to understand how does the teaching learning process of the agronomy professor from Universidade Federal de Uberlândia occurs, analyzing the relationship among training, knowledge and these professors professional identity. The questions which guided the research were: How does the professional identity of these professors are developed in the teaching learning process? Which are the main formation factors that influences this process? Which are the agronomy professors knowledge and how were them built and learned by these professionals in college? This is a research with a qualitative approach, in which most of the data was collected with the professors, through two questionnaires, a simplified and an in-depth one, as well as documents that depict the history of the institute and of the Agronomy department. To guide analysis, we have used, more than the scientific production in the area, the authors Cunha (2008), Tardif (2002), Pimenta (2005), Melo (2009, 2012), Malusá (2005), Pachane (2009), Magalhães (2012), Dubar (2005), Imbernón (2002),Nunez andRamalho (2008), Almeida andPimenta (2012) PimentaandAnastasiou (2002), Cavallet (1999) Pachane (2006), Behrens (2007) Isaia (2008), Malusá (2012) and Nóvoa (1999). The analysis indicated that the teaching learning process of the agronomy professor occurs since college, with the option of been a professor, and throughout their teaching career. Their challenges are related to work conditions, although, the dilemmas between the practices related to the conceptions of traditional and progressive pedagogy can be seen in their class, teaching and teaching learning process conception. Classes are considered by professors as an interaction place but also as a knowledge transference place. This research identifies the necessity of promote cooperation between teachers, so that, the collective and integrated work in formative spaces teachers will have the opportunity to develop the knowledge necessary for teaching. The implementation of institutional initial and continuous formation, through direct dialogue between undergraduate, graduate and training and professional development programs for teachers, with better work conditions will reflect in the constant improvement of training development within universities.

Necessidades formativas em Matemática representadas nas vozes de um grupo de professoras dos anos iniciais da rede pública de ensino

Teacher training processes, initial and continuing, and professional practice of teachers who teach Mathematics in the early years are highlighted in the literature as complex, but also are regarded as the way to overcome many difficulties in teaching this component curriculum in the school stage in question. The aim of the study was to investigate how the training needs in Mathematics are represented by a group of teachers in the early years of elementary school of public health system of the city of Uberlândia, State of Minas Gerais. The research, qualitative approach, had as object of study the training needs, in Mathematics, of teachers in the early years. The research involved 16 teachers from two schools in the municipal public schools of that city. Data were collected through questionnaires, non-participant observations, semi-structured interviews followed by group and individual. Analyses were performed by means of thematic categories, founded by content analysis. Data interpretation allowed to understand training needs in mathematics that are presented to the collaborating group from their professional practice, considering the knowledge and skills necessary to teaching. It is understood that the teachers of the study group have major limitations in relation to the specific content and didactic knowledge of Mathematics content, however, the concern is that demonstrated not always being aware of it. Moreover, the difficulties experienced in teaching practice proven to be overcome by sources and non-formal training activities, primarily through more experienced colleagues in the profession. Thus, it becomes difficult to think the initial and continuing training courses for teachers without the training needs of the teaching practice is appreciated as an object of study.

Conversando com a tecnologia: contribuições de João Augusto Bastos para a educação tecnológica

For the reader of this book it is reserved a historical walk through the efforts realized in the field of education to settle the necessary basis for the formation of a participating citizen in the socio-technical process and the dialogic and communicative action with the technological world. There are ten articles that discuss about many aspects of the relationship between education and technology, experienced by the author, who at any moment forgot thinkers with whom he spoke as Jürgen Habermas, Karl Marx, Karl Popper, Theodor Adorno, Max Horkheimer and Ruy Gama. You can dream and run away from the instrumental knowledge to incorporate the woven continuous experience in the practice and experience with people. In this atmosphere of concepts, characteristics and perspectives is the technological education, which runs through dialogue with technology, possession of knowledge and interdisciplinary. Talking to the technology, the subject interacts with society so that the demands are part of projects in this field of this champ of knowledge and the other sciences. It also means to explore knowledge and practices of professionals and educators working in this field full of normative and formative values.

O desenvolvimento profissional docente em discussão

This collection is the result of theoretical considerations made in the education field with emphasis on the teacher’s professional development. The diversity of authors, which came from distinctive higher education institutions located in Brazil and some arising from international context, reveals a multiplicity of relations between the themes that blend the centrality of “Rede de Aprendizado em Foco”. The studies and researches are organized around three themes: teacher’s learning in initial training and professional integration; teacher learning’s evaluations process and policies; and teacher’s professional development. The professionality’s formation in a period of deep and complex transformations in the social and educational scenarios is projected as a big challenge, especially when it is understood that a person is not born as a teacher, but it is constituted as such by processes that occur over a long period. The contact with the professional practice stands as an essential element in the context of teacher training, which in the course of professional learning experience different stages of training. The one that should be highlighted would be the learning moments that involve teaching’s practices. Thus, the main point of this work was based on the reflection of the teacher’s formative processes from the initial training to the professional development going through the teaching practice, which is considered as the beginning of the relationship between theoretical and practical knowledge in the context of educational reality and reporting formative experiences that have contributed to this training.

Educação na era do hipertexto: uma experiência diferenciada na biologia

Acompanha: Sequência didática: trabalhando o conceito e as características dos fungos: pesquisa de campo para identificação dos fungos

Encaminhamento para ações pedagógicas com base nas vozes das pessoas com deficiência

Acompanha: A diferença está no saber agir: conheça!: educação inclusiva: dos documentos legais à realidade escolar

Representações sociais sobre educação ambiental e objetivações em práticas pedagógicas no ensino fundamental

This work presents results, reflections, conclusions and considerations about the research entitled "Social representations of environmental education and objectivations in teaching practices in elementary school ". She intended to make known research whose objectives were to know the current environmental education framework (EA) developed by the teachers of the early years of elementary school of that city; identify their social representations about EA and the ways in which these representations are objectified in their teaching practices. Thus, the methodology is characterized by the qualitative approach; whose data collection instruments were the Free Evocation Questionnaire (QEV), the semi-structured interviews and documentary research. The QEV consists of free recall questions and essay questions, whose data is quantitative and qualitative. Data from this instrument were analyzed according to the procedures of the Structural Approach to Theory of Social Representations. In turn, the analysis of data obtained through the interview and reading the documents followed the guidelines of the Content Analysis method. The theoretical and methodological basis of this research was the Theory of Social Representations and critical approach to environmental education. Thus, the results obtained in the investigation allowed us to identify the social representations of EA of participants; confirm that such representations are being targeted in their pedagogical practices that are characterized as conservative. Also confirm that the teaching documents of the surveyed network are in line with the official documents on EA; the AE actions developed in the network are referenced in the teaching documents of the network and in the official documents of EA and the EA practices of survey participants teachers relate directly with their social representations on Environmental Education.

Experiência do núcleo de atendimentos a pessoas com necessidades educacionais especiais da Universidade Tecnológica Federal do Paraná Campus Pato Branco

Trabalho publicado também na XIII Jornadas Transandinas de Aprendizagem

Tramas da (ir)racionalidade contemporânea para a composição do mito-tecno-lógico

The plot myth-techno-logic, contemporary, was developed starting from the dualism myth-reason. In this study, we deepened the alluded dualism taking as reference the historical contexts of the Renaissance and of the Enlightenment, emphasizing the discussion of the economical rationalization as conductive thread of the western development, in which we identified the game of the rational and of the irrational, for assure the superiority of the reason. In the context of that game, we analyzed the implications of the modernization, for the education, in function of the instrumental rationality, responsible for the environment of adaptation of the technological instruments to the scenery of the contemporary modernization. The new context is constituted by points of union and of ruptures among the technique, the science and the myth. Through our analysis, we noticed that the basic needs for the contemporary society were linked to the changes in the production means, for which the machine determine the rhythm of the work and the quality of the product. However, the changes in the productive processes promoted the appearance of the commercial marks that, as we see it, they represented the synthesis of the perfect harmony of the myth, of the technique, of the science and of the technology, in the conduction of the economical rationalization to the contemporary modernization. Thus, the contemporary modernization it arrives us for the economical rationalization, developed with the support of the technician-scientific knowledge and communicated by the articulations of the myth-techno-logical

Educação e sustentabilidae :Assentamento Maria da Paz - João Câmara/RN

This work is a research and action in the field of enviromental education, oriented for the construction of the land s distribuction of the Maria da Paz Settling, in João Câmara/RN, as process of social learning, collecive production of new knowledge, values and attitudes related to the environment. It was consolidated through a partnership beteween the UFRN (GERAH/DARQ and GEPEM/DEPED), MST and INCRA/RN. The drawing that represents the way the space organization of the settling was made constructed through effort of many people, in a process of dicussion with the community had as technical support the environment inventory (soil, vegetation, water resources, and others) allowing the agro-ecology zoning of the settlers participation conditions, their contradiction and conflicts, the challenges that appear in the search for consensus and the factor that creat chages

Ideal Mariano e docência: a identidade feminina da Proposta Educativa Marista

In the teaching history course it s found the female teacher entering, reflecting significantly in the continuous process of her identity redefinitions and reconstruction. This entering brings, even in a silent and not explicit way, the confluence of gender identity to professional identity, in which are present the relations of the proper to female. In the mastership case, these relations are found imbricated in the teaching identity construction and in the translation of this profession as female, based in Virgin Mary, through Mariano ideal diffused by the catholic church. Therefore there is a lanck in educational historiography towards the register of female teachers presence, mainly in male religious institute, the reason of this study, in which we seek to investigate: how to explain that a female identity can give support to a highly male educational project? What relations can we establish between this female identity and the entering of female teachers in Maristas Province Schools of North Brazil? We performed a bibliographic research in Maristas Schools Libraries, of Marista historial, in Recife, of Pontificia Universidade Católica do Paraná (Catholic University), in Curitiba-PR. We searched for support in studies about pedagogy history, of Marista Institute, Catholic Church, Brasilian Education and of Women; Mariologic studies, the referring to Marista Educational Proposal, to feminization and to teaching identity; and feminist theology productions. The empirical research included 10 schools from referred province and Marista Schools from Lisbon Portugal. Through semi-estructured interviews, we interviewed pioneer female teachers, Marista former Brothers and Brothers from those schools, due to their presence and action within the study period and for the concern to save their memories about the theme. The study reveals the particularities of Mariano ideal as female model and teaching, and her presence in Marista Educational Proposal. This study, in a historical approach, aims to contribute to give visibility to the woman in history and teaching construction in Brazil, mainly in religious institutions from male origin

Reelaborando conceitos e ressignificando a prática na educação infantil

In this research we described the path of thirty one teachers involved with elementary school, amog which we included ourselves, looking for professional formation that allowed us to understand the function of educating childen. In this sense, this group of teachers begins a process of intentional, systematic and voluntary reflection, in an attempt to give new meanings to daily concepts of life and work, and linking them to their socialpractices. Having as reference the theoretical and methodological principles of socio-historical approach and collaborative research, the Group of Studies: The Dialogue Reflection as Re-meaning of Pedagogical Practice: a continuous education proposal, motivated by the willing and the necessity of re- elaborate knowledge about collaboration, reflection, infant education, playing and development which meets the new and goes the inverse way revisiting concepts and conception already consolidated, confronting and re-meaning them enlightened by one s own effort and the collaboration of pairs, mediated by Cycles of Reflexive Studies and Inter/intrapersonal Sessions. We can affirm that these tools helped the process of reflexivity put into practice by participants, which most important consequence was the theoretical re-meaning and practice in the ambit of infant education. During this investigation, we could see some theoretical and practice presuppositions which permitted to attribute to the exercise of reflexivity in collaboration the means into which the involved people could rescue the actions taken, justified their choices, confronted their theoretical options with their peers and with the systematized knowledge would question their certainties and rebuild in intra-psychological level, the knowledge elaborated socially. To this group which main activity is the docent profession, the personal and professional development constitutes the objective in which actions were articulated and operations which made learning possible as well as professional development

Autoconhecimento e práticas corporais: para uma educação transpessoal integradora do saber ao ser no processo de formação inicial dos alunos de educação física

This thesis deals with the self-knowledge importance and corporal practices and the contribution of the Transpersonal Education for the initial formation process of students of Physical Education. In this context, students are stimulated to come in contact with the bases of learning to know, to make, to live together and to be for the promotion of integral education. We give priority to holistic conception of educating based in Emergent Paradigm. In this conception, student in initial formation is led to get back the view of integral being, life and love as education basis. We had as starting point, the essential dimensions to the learning geared toward the embodiment integration, autopoiesis and trans-disciplinarity. This work presents tracks for the teacher formation of Physical Education. It deals with the unfolding of teaching experiences in 2006, in Graduation Course in Physical Education of Universidade Federal do Rio Grande do Norte, in subject of Corporal Conscience, offered to undergraduate students which can be characterized as an action-research. This process was chosen as knowledge and intervention method because it allowed knowing and acting at the same time, studying the conditions and results of accomplished experience. In shared meetings with reflected experiences, we appeal to the experiences of situations that had mobilized the corporal, emotional, mental and spiritual dimensions of participants. The data collected through observations, accounts, questionnaires and interviews of learning processes had been starting points for the beginning of dialogue along with students of Graduation Course in Physical Education. The findings had been interpreted through of hermeneutics and discourse analysis. In this research, participants are considered as protagonist and boosters of educative process. The theoretical basis was supported by Transpersonal Education which contributed for a peace culture and respectful relationship. In its initial formation process, this research protagonists had evidenced of the importance of transpersonal education, geared toward action and changing, new ways of being and living together, facing the daily conflicts from a human and rational perspective. The research emphasized the importance of a new look on the teacher formation of Physical Education to face the limits of fragmented formation. Thus, we recognize that through the teacher education process, the transpersonal education provided wide significant changes reported during research, extending and re-meaning different learning levels such as: cognitive, emotional, attitudinal, and behavioral geared toward the personal and transpersonal development, reiterating the relevance of self-knowledge for development and establishment of pedagogical practice which prioritizes the life direction. The necessity of integrating knowledge to being in the initial process of teaching formation was emphasized in all the transpersonal meetings

Historiando a política de formação de professores em serviço da UFRN

Les préoccupations gérées par les changements de l éducation nationale poussés par les réformes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de connaître comment ces réformes ont été incorporées par l Université Fédérale de Rio Grande do Norte - UFRN, constituent les questions centrales développées par cette thèse. Cette étude propose à montrer, à partir d une approche socio-historique, la façon comment la législation éducationnelle brésilienne sur la formation de professeurs pour l éducation basique expresse la politique de l État brésilien et, en même temps, comment le PROBÁSICA signifie une réponse de l UFRN à cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privilégié plusieurs techniques et procédés de collectes des données conforme au modèle de la recherche participative, à savoir : enquête semi- structurée, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs pédagogiques et étudiants; repérage, systématisation et analyses de plusieurs documents. L analyse des données, qui a été faite d une façon fondamentalement qualitative, a révélé que le PROBÁSICA a sa genèse à l intérieur de l UFRN et représente, en même temps, une réponse de cette université à la demande de la catégorie et la politique de formation de professeurs. Nous espérons que cette étude suscite d autres recherches qui développent des discussions sur les relations entre l État brésilien, ses politiques éducationnelles et les pratiques pédagogiques de formation de professeurs