Historiando a pol��tica de formação de professores em servi��o da UFRN

Les pr��occupations g��r��es par les changements de l ��ducation nationale pouss��s par les r��formes mises en places par le gouvernement de Fernando Henrique Cardoso, notamment la politique nationale de formation de professeurs, et le besoin de conna��tre comment ces r��formes ont ��t�� incorpor��es par l Universit�� F��d��rale de Rio Grande do Norte - UFRN, constituent les questions centrales d��velopp��es par cette th��se. Cette ��tude propose �� montrer, �� partir d une approche socio-historique, la fa��on comment la l��gislation ��ducationnelle br��silienne sur la formation de professeurs pour l ��ducation basique expresse la politique de l ��tat br��silien et, en m��me temps, comment le PROB��SICA signifie une r��ponse de l UFRN �� cette politique. En ce sens, cette recherche, selon sa perspective exploratoire, descriptive et analytique a privil��gi�� plusieurs techniques et proc��d��s de collectes des donn��es conforme au mod��le de la recherche participative, �� savoir : enqu��te semi- structur��e, observations directes, contacts formels et informels; enregistrement des opinions de professeurs, coordinateurs p��dagogiques et ��tudiants; rep��rage, syst��matisation et analyses de plusieurs documents. L analyse des donn��es, qui a ��t�� faite d une fa��on fondamentalement qualitative, a r��v��l�� que le PROB��SICA a sa gen��se �� l int��rieur de l UFRN et repr��sente, en m��me temps, une r��ponse de cette universit�� �� la demande de la cat��gorie et la politique de formation de professeurs. Nous esp��rons que cette ��tude suscite d autres recherches qui d��veloppent des discussions sur les relations entre l ��tat br��silien, ses politiques ��ducationnelles et les pratiques p��dagogiques de formation de professeurs

A produ����o tardia da profissionaliza����o docente e seu impacto na redefini����o identit��ria do professorado do ensino fundamental

El objetivo de este estudio consisti�� en capturar y reconstituir el modo por el cual profesoras y profesores vinculados a la educaci��n infantil y a la fase inicial de la ense��anza fundamental producen su identidad docente, en el contexto de una tard��a profesionalizaci��n. El campo de esa pesquisa envolvi�� tres instituciones p��blicas de ense��anza superior, dos en Natal (RN) y una en Jo��o Pessoa (PB), que desenvulven programas especiales de formaci��n de docentes vinculados a las respectivas redes locales de ense��anza. Para el atendimiento del objetivo arriba propuesto, fue utilizada la teor��a de las representaciones sociales para la captura de los elementos constitutivos de las representaciones sociales del profesorado conforme la formulaci��n de Serge Moscovici y colaboradores, consider��ndose, aqui, especialmente, la contribuci��n de Abric en su complementar teor��a de nucleo central de las representaciones. Teniendo en vista la necesidad de identificaci��n de los elementos estructuradores de las representaciones, y definidores de las identidades en cuesti��n, se privilegi�� en la pesquisa la producci��n discursiva docente y sus condiciones de producci��n. La utilizaci��n de sus evocaciones, bien como de las fuentes escritas por los propios sujetos envolvidos, oportuniz�� el afloramiento de las diferentes faces constitutivas del ser profesor/a . El corpus decorriente de ese estudio fue entonces somentido a una serie de diferentes m��todos / t��cnicas condensadas en programas informatizados y otros manuales en um esfuerzo para conferir un mayor rigor al an��lisis de los resultados apuntados. Se utiliz��, a��n, un referencial de an��lisis del discurso para viabilizar la emergencia de diferentes ��ngulos de la configuracion de la identidad en foco. Los resultados apuntam para un significativo deslocamiento de las representaciones docentes, bien como permitem afirmar la hip��tesis, inicialmente puesta, de que la profesionalizaci��n docente ocurre no apenas de manera tard��a, como tambi��n viene provocando una resignificaci��n de los referentes de identidad de esos profesionales

Ensinar/Aprender ortografia: uma experi��ncia na formação de professores

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

A rela����o teoria-pr��tica do curso de formação de professores do campo na UFPA

Ce travail est une reflexion sur les pratiques ��ducatives d��vellopp��es par des ��l��ves/professeurs dans le Cours de Formation d ��ducateurs de la Campagne, r��alis�� dans un partenariat entre l Universit�� F��d��rale du Par�� (UFPA), Le Movimento dos Trabalhadores sem Terra (MST Mouvement des travailleurs sans Terre) et le Programme National d ��ducation dans la R��forme Agraire (PRONERA), en ayant comme son objectif strat��gique rechercher les ��l��ments facilitateurs de l articulation th��orie-pratique dans les proc��dures m��thodologique du Cours, fond�� sur Paulo Freire. Nous approfondissons des r��flexions sur la production d une proposition d ��ducation de la Campagne qui, entre autres ��l��ments, se fonde sur la P��dagogie de l Alternance, sp��cifiquement en ce qui concerne l��s cat��gories Temps ��cole et Temps Communaut��. Dans le proc��s de recherche, nous utilisons comme ressources les documents ��crits (d��s projets de cours, des rapports, des journaux de la campagne document qui registre le quotidien des activit��s et des choses r��alis��es), et les discours des ��l��ves de l Assentamento Palmares II , pendant et apr��s l�� Cours. �� l analyse, nous identifions comme ��l��ments facilitateurs de la relations th��orie et pratique, le Temps ��cole et le Temps Communaut�� en cr��ant des opportunit��s, la r��lation de ce qui se caracterise comme praxis (action-refl��xion-action), en utilisant la recherche comme moyen d insertion dans la r��alit�� et l��existence de groupe (colectif), ce qui a possibilit�� la participation colective aux r��alisations des pratiques p��dagogiques plus significatives dans le proc��s de Formation d ��ducateurs de la Campagne, en ayant comme objectif la contribution dans la formation des sujets r��alisateurs de leur histoire

Pedagogia Freinet :media����o para o social, o pol��tico e a formação de professores

Ce projet pr��sente dans son premier chapitre une ��tude historique-bibliographique bas��e sur la P��dagogie Freinet en France, ainsi que sa formation r��publicaine, ses courants politiques et id��ologiques qui ont moul��s l organisation sociale et ��ducationnelle de ce pays. Ce travail montre le r��le des courants de gauche dans ce processus, cela se refl��te aussi sur le jeune Freinet. Les changements op��r��s dans la d��cennie de 1950 dans le syst��me scolaire, dans le propre Mouvement Freinet et les ruptures qui ont eues �� l int��rieur de ce mouvement. Cela se termine avec les directions prises dans les derni��res d��cennies, son arriv��e au Br��sil et les perspectives actuelles. Le deuxi��me chapitre aborde la reconstitution historique du Br��sil dont sa phase coloniale et imp��riale. Les ��v��nements historiques de la IIIe, IVe et Ve R��publique sont mis en relief avec ceux du Mouvement Freinet. La phase militaire impos��e au Br��sil et les luttes pour la reconqu��te de la d��mocratie. Il se termine avec les consid��rations sur la LDBEN 9394/96 et l implantation du Curso Normal Superior; un bref historique de la P��dagogie Freinet au Br��sil, des th��mes importants travaill��s dans le troisi��me chapitre. Dans ce chapitre une recherche qualitative est d��crite bas��e dans l Etnographie Critique et Multir��f��rentiellel et aussi dans la Recherche-Action. Elle est d��velopp��e aupr��s d un groupe de cinq professeurs des premi��res classes de l ��cole primaire au coll��ge, inscrites dans le Curso Normal Superior. Les donn��es ont ��t�� obtenues �� partir de rencontres r��guli��res avec le groupe la m��diation didactique , des entretiens, des questionnaires, des observations dans les salles de classe, du travail final du cours, nomm�� M��morial de Formation. �� travers l ensemble des donn��es, on recherche les apports et l actualit�� d une proposition p��dagogique historiquement firm��e pour le d��veloppement de la praxis ��ducative

Concep����es de alunos do Curso de Pedagogia da UFRN acerca da natureza da ci��ncia: subs��dios �� formação de professores

En el campo de la Educaci��n en Ciencias, los estudios acerca de las concepciones de profesores sobre la naturaleza de la ciencia est��n en crecimiento en las ��ltimas d��cadas en virtud de la importancia atribuida al saber sobre las ciencias. Manifestando preocupaci��n con la tem��tica, los trabajos de esta l��nea de pesquisa est��n investigando concepciones de profesores en formaci��n como tambi��n los en ejercicio. Inserido en esa problem��tica, y preocupado con la formaci��n inicial de profesores, este trabajo tuvo como objetivo principal investigar las concepciones de los alumnos de la Carrera de Pedagog��a de UFRN (Universidad Federal de Rio Grande do Norte) acerca de la naturaleza de la ciencia, una vez que los alumnos son, o lo ser��n, profesores que dar��n clases de ciencia. El aporte te��rico del estudio fue el abordaje ofrecido por la filosof��a de la ciencia contempor��nea, como tambi��n trabajos de literatura especializada sobre la tem��tica NdC (Naturaleza de la Ciencia). En la parte emp��rica del trabajo utilizamos, como principal instrumento de colecta de datos, un cuestionario abierto, en el cual los alumnos marcaron posiciones sobre varios aspectos de la naturaleza de la ciencia. Fueron sujetos de la investigaci��n 81 alumnos de Pedagog��a, que estaban en el primer, quinto y noveno semestres (tambi��n dichos per��odos ). Los resultados presentaron un acercamiento a las concepciones de los sujetos sobre la tem��tica, indicando la presencia de una serie de concepciones poco satisfactorias de la ciencia, al lado de concepciones m��s consistentes con la epistemolog��a contempor��nea. En el comparativo entre los grupos, el quinto semestre present�� resultados un poco mejores que los dem��s, trayendo a la superficie elementos para evaluar el impacto de la formaci��n en la construcci��n de las concepciones de ciencia por los alumnos

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

Habitus, representa����es sociais e a constru����o do ser professora da educação infantil da cidade de Campina Grande - PB

We present here the results of a study whose objectives were to identify the social representation of being a professor of early childhood education in Campina Grande - PB, in the public state and municipal levels, and detect structural diagrams of a possible mental habitus of professorial faculty of education child, which would form the basis for the construction of this representation. As a theoretical base, we adopted the model developed by Domingos Sobrinho (1998, 2000, 2003, 2010, 2011), which articulates the Theory of Social Representations, Serge Moscovici, and the foundations and concepts of Pierre Bourdieu praxiology. It is based also on the Central Nucleus Theory, which focuses on the structural approach of social representations. Thus, puts in evidence the relational dynamics and symbolic, through which individuals come into contact, describe, understand and reproduce the outside world in his image and likeness. 199 teachers participated in the study of child care and pre-schools of Campina Grande - PB and 109 of the state. The methods and techniques used were: a) participant observation of everyday life of teachers of kindergartens and preschools, b) semi-structured interview, c) free associations of words with inducing the expression 'being a professor of early childhood education is ...' and d) semi-structured questionnaire. The data were analyzed in the case of interviews through the categorical content analysis, as proposed by Bauer (2010); free-associations, using the software Ensemble L'Analyse des Programmes Permettant evocations (EVOC), developed by Verg��s (2002), which combines frequency and average order of recall (or association) and the questionnaire data, the Statistical Package for the Social Sciences (SPSS). It was verified the existence of a unique social representation shared by the population studied, but its content is structured differently. For local teachers, the centrality of the content is given by the elements commitment, dedication, responsibility, and rewarding teachers for this state revolves around the elements of love, patience, and rewarding responsibility. However, it is constructed mainly based on the related produced by a religious habitus and maternal habitus, which are part of the genesis of the establishment of professorial habitus in focus, among other cultural references of secondary influence. We conclude that a teacher of early childhood education actually researched, is materialized in the practices of educating and caring, in a clear fusion of the role of teacher and mother

Praxiologia e representa����o social sobre formação de professores nas licenciaturas da UFPI

At this investigation it was analyzed the content and the organization of the social representation on the object teachers education, built by teachers of degree courses from Universidade Federal do Piau��(Ufpi), understanding such representation articulated to the teaching habitus of these educators of teachers, what takes under consideration the position that they hold in the structure of the national field and in the subfield of teachers education. For that, it is searched: a) to emphasize the properties of the place in which the trainers act Ufpi as the office of those field and subfield; b) to understand who are the trainers, that is, to grasp the teaching habitus of the trainers with a view of its origin, social trajectory and the specifics of their position in the analyzed field and the subfield and c) to know what they think about their work object, that is, identify and articulate the content and the organization of the social representation analyzed with their properties of field and subfield agents. The research includes the specific degree courses of the Campus Ministro Petr��nio Portella , from Teresina(PI), and it was applied to 134 professors of degree courses from this Campus. The data collect joined to the participants happened on the second period of 2008 and on the first semester of 2009. The starting point of the study is the corroboration that the reform of Ufpi degree courses, determined by the legislation and stablished at this Institution in 2005, altered a little the previous situation. It is comprehended that Ufpi and its structures of teachers education as a trainer institution, is limited by the national academic field and by the subfield of teachers education. From this last one, it was listed some of its properties, to show that it is about an academic subfield in construction process. It is emphasized division of the subfield, that separates the trainers into two subgroups the ones who dedicate themselves to the specific education on the contents and those ones who are specialized on pedagogical education placed in antagonistic position and competing by the symbolic power of imposing the meaning and the sense of the teachers education in the degree courses. To understand the comprehension of the problem, it is searched for the models that are in the root of the construction of the University and its project of teachers education in the degree courses, to clarify the matrixes in which the social representation searched is stablished. The theoretical referential articulates the contributions of Moscovici, the theory of social representations, and of Bourdieu, with the concepts that compose its praxeology, as habitus, social field, capital, symbolic power and others, as well as their interpreters and continuators, as Domingos Sobrinho. From the literature about the university and teachers education, it was used Dermeval Saviani, Luiz Ant��nio Cunha, Maria Isabel da Cunha and Mirian Jorge Warde, besides others. Plurimethodological procedures were adopted, combining associative techniques adjusted to the access to the social representations, and a classic technique, a questionnaire about teaching habitus. The condition is that the teachers build different social representation of the object teachers education because of the distinct positions that they occupy in the structure of the academic field and the subfield of the teachers education. The reached positions in the field and subfield are due to the differences in the origin and social trajectory of these agents, who, therefore, have different teaching habitus from which they build their social representation about their work object. It is highlighted that the teaching habitus and the social representation of two subfields, identified by the belongings to different dimensions of the teachers education in the degree courses, they have similarities and, also, differences. These ones permit to support that the subjects are holders of distinct teaching habitus that conceive different practices, struggles, tensions and conflicts around the sense of teachers education

Est��gio Supervisionado na formação de professores em servi��o dos anos iniciais do ensino fundamental

This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piau�� and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsible

O grupo escolar modelo augusto severo (1908-1928): vinte anos de formação de professores

Ce travail a pour objet d'��tude le Groupe Scolaire Augusto Severo, situ�� �� Natal, premi��re institution du type dans l'��tat du Rio Grande do Norte. Il analyse la pratique p��dagogique, le mod��le d'��ducation primaire et d'exp��rimentation des personnes en formation de l'��cole Normale de Natal, entre 1908 et l'ann��e de 1928. Dans cette p��riode, se sont produites des tentatives d'organisation scolaire par le biais de la R��forme de l‟Enseignement Primaire (1908) et de la R��forme de l‟Enseignement (1916). Nous nous sommes bas��s sur l'Histoire Culturelle d��finie �� travers la conjonction de l'histoire des objets dans sa mat��rialit��, des pratiques dans leurs diff��rences et configurations, des dispositifs dans leurs variations. Nous avons utilis�� les journaux A Rep��blica et Di��rio do Natal, la revue Pedagogium, des Lois, des D��crets et Messages du Gouvernement, des Codes d'Enseignement et le R��gime Interne des Groupes Scolaires, documents qui proviennent du fonds de l'Institut Historique et G��ographique do Rio Grande do Norte (IHGRN) et des sources iconographiques, provenant de l'Institut du Patrimoine Historique et Artistique National (IPHAN/RN). Dans les Archives Publiques de l‟Etat (APE/RN) nous avons recherch�� les Livres d'Enregistrement des Groupes Scolaires et ��coles Isol��es, Offices, Inscriptions, Rapports et Actes de r��unions de la Direction G��n��rale de l'Instruction Publique et Journal de Classe. Nous avons analys�� l'action des professeurs dans cette institution primaire, ainsi que l'histoire des disciplines scolaires et des programmes d'enseignement, la probl��matique des contenus et m��thodes. Nous avons observ�� que la m��thode intuitive ��tait la dynamique de la pratique p��dagogique efficace et que les rites de r��compense, les c��r��monies civiques composaient l‟ensemble des id��es modernisatrices de l‟��poque

Ateli��s de hist��ria e pedagogia da matem��tica: contribui����es para a formação de professores que ensinam matem��tica nos anos iniciais

This paper presents a discussion about the use of the History of Mathematics as an educational resource and conceptual mediator in the formation of teachers who teach mathematics in the years of elementary school. It was a qualitative action method, in order to show the importance of holding workshops of History and Pedagogy of Mathematics as contribution to overcome the conceptual difficulties of teaching and teachers regarding the content covered in the course of education and afterwards they have to teach in the early of elementary school. We assume that understanding the historical, social and cultural comprehension as a conceptual and didactic focus effectively nurture the pursuit of a teaching and learning of mathematics students safe and justified in order to contribute to overcoming the difficulties of teaching and learning usually occurred in the classroom of the early years. In this sense, we organized a study group formed by students of Bachelors in Education and Mathematics at the University of Piau��. We developed five training workshops in History and Pedagogy of Mathematics, with a workload of 20 hours each and four follow-up sessions and advicement, totalizing 180 hours. The purpose of workshops was to develop studies on the History of Mathematics that could support the formation of a conceptual and didactic group with a view to prepare teaching materials and activities based on information drawn from undertaken historical studies .The products designed were used in formation of the group itself and will later be used in training teachers of public school in Teresina, in the form of workshop of History and Pedagogy of Mathematics in order to overcome problems arising from teaching and conceptual this education degree in Education Based on the obtained informations it was possible to suggest new referrals procedural level of education and university extension that may contribute to the reorientation of initial and continuing training of teachers in the early years elementary school

A recep����o da crian��a com defici��ncia intelectual ao texto liter��rio na educação infantil

The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic

Dan��ando com gatos e pass��ros: O movimento ecossist��mico da ludopoiese na educação infantil

This study shows the movement of educators ludopoiese ecosystem of the Center for Early Childhood Education Marise Paiva-CEIMAP. We used the metaphorof dance as an opportunity to stimulate scientific creativity. Ecosystem Thought, complex thinking, the theory of autopoiesis and Flow Theory, constituted the main theoretical steps to understand the phenomenon of ludopoiese, from the look of your totalidadem with the following objectives: 1 - Identify and interpret the process of self ludopoi��tica CEIMAP of Early Childhood Educators in the actions of the play, care for and educate in school life; 2 - Analyze Ecosystem Thought from ludopoi��ticos how these processes affect and / or possible changes and transformations in practice humanescenteseducational CEIMAP. The theoretical metod��gicos steps to address the proposed objectives are grounded in existential action research part of the appreciation of the complexity of the real, considering the human being a whole dynamic. In this sense the game of sand, recreational experiences, the systematic studies and video training were explored with a view to the transdisciplinary relevance of everyday phenomena. New knowledge acquired in accordance with the directions given indicating the movement of the ecosystem studied ludopoiese educators, involved in four main streams: love, play, care for and raise it from love streamline interdependently. The ludopoiese eachteacher would then be fed by this web generated by love that permeates all other educational activities, nurturing and maintaining a constant creative self-organization of knowledge and know-how to be teachers. Thus, every network that generates andstream lines the system emerges ludopoi��tico biology of love, the open dialogue and playing in the wishing well to the student, the aesthetic beauty of caring and educating, as a human conditionand relevant as possible to live / live not only in teaching children, but in other educational contexts of teaching and teacher education

Concep��es e pr��ticas pedag��gicas de professoras da educação infantil na inclus��o de alunos com defici��ncia

This research focuses on inclusive in childhood education. Its purpose was to investigate and analyze the conceptions and expectations of teachers of childhood education, childhood education center form Natal/RN, on the inclusion students with disabilities, school and pedagogical practices developed and implications for students learning. Theoric base of the cultural historic perspective, the search took by qualitative analysis of numbers form the case study method. It was used methodological procedures: documentary analysis, participant observation, field journal and semi structures interview.Three teachers participated in the survey of that school had student with disabilities in their classrooms. These teachers were called: Rapunzel, Snow white e Pretty. The teacher s nouns involved the refered kind of education. The data obtained from the observation indicated the regular school of childhood education provides educational practices that promote the participation and participation and development of students with disabilities, live situation that may create barriers to learning and to the development of these children. The analysing data of interview from Bardin content analysis (1994) was based in Cunha s studies (2001) Brun (2006, 2008), Mantoam (2006, 2008), Palacios, Paniagua (2007), among others. The dada showed that correlation and divergence of perceptions and expectations about the issues surrounding inclusion in childhood education. The results shaved that teaching strategies, affective ties, sensitivity and own routine of childhood education are factors that can promote inclusive proposal, but also needs a greater fulfillment individual differences of each child in order to their potentiality. The study also shaved that the negative of pedagogic support to teacher, the ignorance of them as guidelines and strategies that include the student s diversity, the importance having positive conceptions about the learning and development of student with severe learning disabilities and the need for a pedagogic training and of a collective work at school which everybody collaborates : parents, direction, coordination getting inclusive school. Believe that this study pointed relevant issues to be focus new research, since the theme is still lacking in study, therefore emphasize, the importance of conducting research that continuous this job