Um estudo sobre bullying entre escolares do ensino fundamental

This research, of quali-quatitative nature. had the aim of characterizing the phenomenon of bullying in two state public schools of Presidente Prudente-SP through the use of questionnaires applied to two hundred eighty-three Students of 5(th) and 8(th) grades. It was taken into consideration frequency. gender. most common places and ages of bullying prevalence. students' place of living. effects on the behavior and the feelings of the victim, as well as the opinion of the participants about facing the problem. The questionnaire used was based on studies of Elliot (1992) and Olweus (1991). The results were likely to characterize the dimensions of bullying in the studied reality, what allowed Lis to confirm its presence in the school environment. requesting more attention from the education professionals concerning the phenomenon.

Representações de professores de língua inglesa de Natal-RN: um estudo sistêmico-funcional

Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice

Se inicia oração com pronome clítico? Atitudes linguísticas, na escola, em relação aos padrões brasileiros de colocação pronominal

Focusing on the empirical assessment issue, proposed by Language change theory (cf. cf. WEINREICH; LABOV; HERZOG, 2006; LABOV, [1972] 2008), this research assists to clarifying Portuguese teacher s attitudes in Natal- RN, regarding (a) to proclisis in three specific contexts: in the beginning of a simple/compound sentence (V1), after the subjects (SV), and proclisis after the secondary verb in complex verbal structures (V1V2); (b) to students who use such patterns in usage. Specific contexts were gathered thanks to their representing of the standard variety, as many studies have proven (Martins, 2012; Schei, 2003; Biazzoli, 2010, 2012). The research aims at: (i) verifying by means of a classroom assessment test, whether Portuguese teachers correct proclisis on referred contexts; (ii) identifying, via attitudinal tests what actions teachers take regarding to the usage of standards above mentioned, as well as students as users of those. Twenty Portuguese teachers, picked at random out of different of public schools in Natal-RN, responded to a classroom assessment test in addition to other two attitudinal ones. Results achieved point to a recurring high proclisis correction index of 50% in simple/compound sentences, even though such variety has been implemented to pronominal usage standards in Brazilian Portuguese. This setting of usage was generally assessed negatively, having no commonality between this assessment and the neutral one used by students. Unlike previous setting, the proclisis after subject did not receive any correction of the twenty teachers, what proves coherence with the positive evaluation both the varieties and the students attained. As for the second verb of complex verbal structures, proclisis correction went negative on presenting single results, despite their proximity, with correction indexes of 20% (infinite structures), 10% (present progressive structures) and 25% (participle structures). The assessment on these contexts of proclisis ranged between positive and neutral, also valid for the one students utilized. It means that proclisis in the beginning of simple/compound sentences are yet seemingly spotted in writing school scenario, much likely due to the negative evaluation, opposite to students . Later to subjects and earlier to secondary verbs in structures, proclisis appears to be acknowledged in writing school scenarios, which reflects on teachers assessment as compared to students who use proclisis in these contexts; being in general either positive or neutral

Conectores sequenciadores e e aí em contos e narrativas de experiência pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and AÍ, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and AÍ in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and AÍ in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

Projetos de letramento na educação de jovens e adultos: o ensino da escrita em uma perspectiva emancipatória

This ethnographical research-action is included in the Applied Linguistics area and its study object is related to literacy projects (KLEIMAN, 2000), since they bring a new sense to the literacy practices in school and emphasizes the agentive writing character and the role of the discursive genres in the formation of literacy agents who aim at the action and the social change. Considering the emancipatory potential that these didactic organizations have in the civic literacy of those who live in social risk and vulnerability situations our aim in this investigation is: to reflect about the role of the redefinition of the literacy school practices and investigate how the action of teachers and students as literacy agents occur. The specific aims are: to promote literacy events which encourage the writing practice for the action and social change; to comprehend how the identity construction of the literacy student-agent occurs by the reflection of its agency process in the literacy projects; to identify teaching strategies and procedures which enable the development of emancipatory language practices; to investigate the axiological values constructed by the learners in and about the writing work in literacy projects. Our discussion is based on the language conception supported by Bakhtin (BAKHTIN/VOLOSHINOV, 2000; BAKHTIN, 1990, 2003); in literacy studies (KLEIMAN, 1995; BAYNHAM, 1995; BARTON; HAMILTON; IVANIC, 2000, LAZERE, 2005); on critical studies which defend the idea that the texts are ideological instruments able to give power to the individuals (MCLAREN, 1988, 1991, 1997, 1999, 2000, 2001; FREIRE, 1971, 1978, 1979, 1982, 1992, 1996, 2001a, 2001b, 2009; GIROUX, 1983, 1986, 1990, 1992, 1997, 1999, 2003; APPLE, 1989); on the social genre approach inspired by the New Rhetoric (BAZERMAN, 2005, 2006, 2007; MILLER, 1984, 2009). The data were generated between 2006 and 2010 in the Youth and Adult Education (YAE), in public schools in Natal-RN. The research permitted us to deduce, firstly, that the redefinition of the work with discursive genres provide the learner to read and write to act discursively in the social world, earning, thus, empowerment, autonomy and emancipation; secondly, that involving the students in literacy projects goes beyond didactic competence related to specificities and content domain. It is necessary that the teacher is certain about to whom, what, why and how to teach and that he/she gets a reflexive posture, becoming a learner as well; thirdly, that through the literacy practices which were developed, the collaborators of the research have constructed a more conscious and a more critical view in relation to the language and to the world where they live through the social-political writing and they have improved as interventive and politicized citizens

As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

Abordando o ensino de óptica através da construção de telescópios

A proposta deste trabalho é a construção artesanal de um telescópio refletor do tipo Newtoniano relacionando conteúdos abordados na disciplina de óptica, como a formação de imagens em lentes e espelhos, aberrações esféricas e cromáticas, interferência e difração, com cada fase do processo de construção. Com o aparelho construído é possível abordar a fotografia lunar e planetária com alta resolução e sua utilização por alunos do curso de Licenciatura em Física já demonstra ser um grande incentivo à contemplação do céu e à compreensão de muitos fenômenos físicos, com ocorrências de eclipses, formação das marés, estações do ano, etc, que geralmente são pouco abordados nas escolas de Ensino Fundamental e Médio. de acordo com diagnóstico realizado pelos alunos de graduação em algumas escolas do município de Bauru, verificou-se que a única abordagem de astronomia é apenas em relação ao sistema solar, especificamente órbitas planetárias, nas disciplinas de Física ou Geografia. Além do telescópio, a utilização de animações produzidas por alunos de graduação também pode ser considerada como uma ferramenta eficiente no ensino de astronomia, principalmente para alunos de Ensino Fundamental.

A influência do feedback verbal na cooperação em crianças

Human cooperation is a hallmark of this species due to its wide extension to genetically unrelated individuals and complex division of labor. It is considered an evolutionary puzzle, because the theory of evolution by natural selection predicts that self-interested individuals tend to be selected. Different theories have been proposed to explain the evolution of cooperation, which the most important are kin selection and reciprocal altruism. Considering the evolutionary continuity between species, humans and other primates have several common traits that help to promote cooperation between individuals of these species. Two features, however, seem to be particularly humans: inequality aversion and preferences in relation to others. Although human cooperation is not necessarily related to morality, cooperative traits are the basis for moral tendencies. The development of human morality is a combination of early prosocial tendencies, cooperative skills displayed at different ages, social learning and cultural transmission of norms. The social stimulus seems to be particularly important in promoting cooperative behavior in children and adults. In order to study the influence of social stimuli, as verbal feedback, on children cooperation, a study was conducted with children in a public goods game. 407 children from public schools in Natal / RN, divided into 21 groups, between six and nine years, participated in eight rounds of this game. After each round, seven groups received praise for larger donations, seven groups have been criticized by smaller donations, and the other seven received no comment. Children cooperated more when criticized, without significant differences between sexes, although young children have cooperated more negative than older children. The results are likely related to the anticipation and avoidance of punishment associated with the feedback (although this did not occur), and greater sensitivity to the authority in younger children. Nevertheless, the cooperation decreased in all groups until the last day of play. The results suggest an early sensitivity to moral punishment, whose role in the maintenance of social relations must have been important in the evolution of cooperation in humans

Prática de coordenação pedagógica e concepções acerca da atuação em psicologia escolar: desvendando um contexto, repensando caminhos

Considering the necessary approaches with the quotidian of the pedagogical field mentioned in the recent productions in Psychology about the insertion of psychologists in the school field, the objective of this work was to know and to understand the dynamics of functioning of a team of pedagogical coordination, intending to produce reflections on the possibilities of action in school psychology with these professionals. Our field of research was the Municipal School Teacher Emília Ramos (EMPER), considering its peculiar history, distinguished by a constant effort of achievement of the school success by its pupils. As subject of the study, six pedagogical coordinators participated, who worked at the school in the diurne turns, where regular classrooms of 1º cycle of basic education functioned. As procedures, we use participant observations and open interviews, focusing the activities performed by the coordinators and its possible demands to psychology. We use the analysis of content for the production of results. These results evidenced a work of coordination realized on a structured routine, but flexible, centered around the activity of conduction of groups of studies with the teachers. We grouped the demands to psychology in four thematic groups: diagnosis and attending the pupils; orientation to the families, contribution in the formation of the professionals and clinical listening of the professionals of the school. In this way, it is made clear that, in a context where happens a well articulated and consistent pedagogical work, the possible performance in school psychology is not scrumbled or confused with social and pedagogical practical others which many times takes attendance. With these information, we expect to contribute for the theoretical and practical elaborations, in Psychology and the Pedagogy, compromised with the success of the educative work realized in the public schools

A Relação entre a saúde organizacional e a Síndrome de Burnout

We studied about the organizational health and the syndrome of burnout in professionals of the education and health field, with the objective of establishing a connection between those two constructs. This research was realized in three public schools and in three hospitals, two publics and one from the military. We obtained 168 valid questionnaires for investigation about the syndrome of burnout, being 83 in the hospitals and 85 in the schools, among the questionnaires given in those two organizations. Worked with accidental sample, although it was decided the professional proportions, with the objective of reproducing the population characteristics. In the schools the sample was planned with the teachers. In the hospitals the sample was planned with doctors, nurses and nurse assistants, nutritionists, psychologists, dentists and social assistants. To assure the syndrome of burnout, it was used the Maslach Burnout Inventory (MBI), followed with social demographic information. We used semi-structured interviews, based in the indicators, with the organizations key persons, directors, coordinators, and people involved in the human resources department, for research about the organizational health. Only among the hospitals were found significant statistics differences between the scores of factors and the incidence of burnout. Besides that, it was observed as well that it is possible to establish a connection between the organizational health and the syndrome of burnout, this research main objective

Processo argumentativo na (re)significação de concepções ético/morais

This study analysed the relationship between the production of argumentative discourses and the development and (re)signification of ethical/moral concepts, conceptions and reasoning. It focused on ethical-argumentative reasoning concerning other people and their different points of view. The specific aims of this research were: (1) to investigate the considering alternative positions on adolescents previous views on a specific topic; (2) to verify whether the ability to generate counterarguments was associated with higher levels of moral reasoning, according to Kohlberg theory, and (3) to have a better comprehension of a possible relationship between adolescents abilities to use cognitive and verbal-argumentative strategies and the (re) signification of concepts/beliefs of an ethical/moral nature, and also the solution of conflicts of the same nature. The participants in this study were seventh grade students of private and public schools. Four empirical tasks were used in order to evaluate argumentative and moral reasoning. These tasks focused on: the evaluation of moral dilemmas (DIT); the evaluation of moral dilemmas with the presentation of a written justification for subjects responses; the production of arguments and the reaction to counterarguments. There was also a group-debate situation in which both argumentation and the discussion ethical/moral issues were observed. The moral dilemmas tasks aimed to evaluate the level of moral reasoning of the participants. The argumentation tasks investigated whether the adolescents generated and justified a point of view and how they dealt with counterarguments or alternative information which could lead the participants to modify their initial positions on the topic under discussion in a monological situation as well as in a group-debate setting. The results showed that, in a monological situation, most of the adolescents produced only a partial developed argumentative discourse, whereas in a more social-verbal interaction situation their discourse appeared to be more elaborated. As a general result, it was observed that the confrontation with the other s views, or dealing with counterarguments allow the adolescents to re-evaluate and re-elaborate their own views on a debatable topic. Regarding the relationship between counterargumentation and moral reasoning, it was verified that there was a subtle tendency associating the two processes. However, other factors, such as, social, emotional and cultural aspects might also influence the development of moral reasoning

As condições e o sentido do trabalho doméstico realizado por adolescentes que residem no local de emprego

The house work is a reality for girls of humble class and one of the most found forms of work among adolescent workers. Moreover, it is a mean of work which reproduces poverty and gender relations within the society. The purpose of this essay in to understand the house work in the life of adolescent workers, emphasizing the meaning produced by these teenagers concerning the job they perform. In order to achieve such goal, questionnaires were applied to 332 adolescents, under 18 years old from public schools (from EJA-supletivo) in Natal, with the purpose of mapping the registration of this activity among young students. Next, 14 adolescents were interviewed in order to recognize the meaning of this work and its repercussions over the teenagery, such as school education, socialization, relations with employers and adolescent s self-image. Later we have noticed most workers among the students from public schools are housemaids. Furthermore, this work is used as a form of social ascension and it contributes for the search for better opportunities in the state capital for adolescents who leave the countryside trying to agree to education and remuneration. This work plays an important role, which is to reproduce gender relations, as a woman works to maintain the private space as a female space and maintains the man out of this relation. Besides it reproduces class relations, ethny and generation conflicts, in which the employer replaces the control the parents have in the adolescent s life. Summing up, this study about house work have negative aspects, related to exploitation, humiliation and mistreat, as well as positive ones, for it permits the adolescent to improve his life conditions. The most important thing is to look for a mean of work in which human and workers rights are respected

Lócus de controle e conceito de maternidade e paternidade em adolescentes

Locus of control is a construct that seeks to explain people's perceptions about the source of control of events, if the subject's own - internal - or belonging to some element outside of oneself - external. The location of individual s locus of control will suffer influence of their developmental period. During adolescence, individuals turn to the construction of their identity, and the structuring of sexual identity is a relevant part of this process, since the roles of males and females are the most important from the socio-cultural point of view. One of the roles that adolescents can take is the mother or father. We chose to head the adolescents who are not mothers and fathers, and question them about their concepts of parenthood. It is hypothesized that adolescents with internal locus of control will probably develop concepts of maternity and paternity in which they attach to themselves the responsibility for children. The aim of this study was to relate the locus of control s predominant dimension in adolescence and the way that these young people conceptualize parenthood. This is an exploratory analytical cross-sectional study accomplished with 400 adolescents from the classes of the sixth to ninth grade of high school at public schools in Natal / RN. We used as protocols: structured questionnaire involving sociodemographic questions and questions about the concept of parenthood, and the Multifactorial Scale of Locus of Control. Data were analyzed using descriptive and inferential statistics, with the aid of statistical package SPSS 18.0. The results regarding questions about the concept of maternity and paternity were analyzed using the analysis program often ALCESTE 4.7. The results showed that for boys and girls, maternity and paternity were characterized by the acquisition and assumption of responsibilities of adulthood. This concept is supported by the locus of control s classification of individuals, since most of the subjects of this study was characterized as individuals who tend to take responsibility for their life's events. For young people from lower classes (as the subjects of this research), the project of autonomy and social mobility is realized by the constitution of his own family and the ability to sustain it

Projeto criança saudável, educação dez: resultados com e sem intervenção do nutricionista

OBJETIVO: Planejar e aplicar um programa de orientação em nutrição, realizado por nutricionista e destinado a professores de 1ª a 4ª série do ensino fundamental, visando analisar a contribuição desse profissional no resultado do projeto Criança Saudável, Educação Dez quanto ao conhecimento dos escolares. MÉTODOS: O trabalho foi realizado em duas escolas públicas, A e B, nas quais foi desenvolvido o projeto educativo, sendo que na primeira os professores foram apoiados por um programa de orientação realizado por profissional nutricionista. Antes e depois do desenvolvimento do projeto educativo foi aplicado um instrumento para avaliar o conhecimento dos escolares sobre alimentação e nutrição. RESULTADOS: Os escolares da Escola A apresentaram mudança significante (p<0,01) no conhecimento de alimentação e nutrição após o desenvolvimento do projeto educativo, o que não ocorreu entre os estudantes da Escola B (p>0,05). CONCLUSÃO: Os resultados obtidos sugerem que a realização de programa de orientação, prestada por nutricionistas aos professores para desenvolverem o projeto educativo, maximizou os resultados, gerando mudança significante no conhecimento dos escolares sobre alimentação e nutrição. Tais resultados apontam a importância da capacitação do nutricionista para atuar em educação nutricional, indicando que o campo pedagógico merece aprofundamento nos cursos de graduação, de modo a permitir ao aluno e futuro profissional uma compreensão alicerçada e sólida do processo educativo.

Eficácia do treinamento de habilidades fonológicas em crianças de risco para dislexia

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)