1000 resultados para Pesquisa educacional Guiné Conacri
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Ensaio em que se defende a necessidade de o pesquisador estar atento para as diferenas entre a indagao e a convico. Cincia e ideologia situam-se em domnios distintos - o da indagao e o da convico - o da produo do conhecimento e o da ao poltica. No mbito das Cincias Sociais e Humanas, as fronteiras entre esses dois planos so frequentemente problematizadas, seja para negar, seja para afirmar a sua pertinncia. Admitindo as dificuldades de traar essas fronteiras, o ensaio defende a procedncia de se procurar preservar o distanciamento entre os dois mbitos. No campo cientfico, a curiosidade e a indagao, o escrutnio racional da realidade so os mveis legtimos do ofcio. Aps indicar algumas questes derivadas do trnsito entre ideologia e cincia na pesquisa em educao, finaliza indicando problemas que decorrem das polticas acadmicas
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Este trabalho discute o conceito de excluso social e suas implicaes na educao, tomando como fundamento terico o pensamento de Karl Marx. Seu objetivo possibilitar embasamento conceitual slido para as pesquisas no campo da educao, bem como a articulao de uma rede categorial adequada para a compreenso e interveno nos fenmenos educativos. Inicialmente, feita uma exposio do conjunto da obra de Marx, sob a perspectiva temtica da excluso. Em seguida, investigado o fenmeno da excluso social na literatura contempornea, tanto nas cincias sociais, em geral, quanto na educao, em particular. Como resultado da pesquisa, concluiu-se que: 1) o crculo excluso/incluso constitutivo necessrio da lgica do capital, como condicionante de seu processo; 2) o conceito excluso pode ter valor analtico, dentro de uma rede categorial complexa, como instrumento de reflexo do aparecer imediato do sistema do capital.
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A presente Dissertao conta uma breve histria acerca do cotidiano de um programa de formao contnua de professores municipais, na periferia da Grande Porto Alegre, que iniciaram a lecionar no SEJA Servio de Educao de Jovens e Adultos- proposta poltico-pedaggica de Ensino Fundamental Regular de Jovens e Adultos. O pesquisador, aceito como partcipe reflexivo pelo grupo de professores de uma escola, desenvolveu uma modalidade de Pesquisa-Ao buscando contribuir na identificao e soluo das situaes-problemticas que surgiram ao longo do referido programa de formao. A dissertao teoriza alguns saberes emergentes e vivenciados na pes-quisa-em-campo : concepo de currculo, prtica docente e poltica de forma-o contnua de professores para o Ensino Fundamental Regular de Jovens e Adultos; bem como, concepo de pesquisa educacional na escola. Durante a pesquisa-em-campo, o pesquisador-em-ao assumiu um po-sicionamento poltico de parceria crtica com o grupo de professores frente aos conflitos polticos surgidos nas relaes destes com a respectiva Secretaria de Educao, gerando , por sua vez, outros conflitos devidamente discutidos no texto. Em funo desses conflitos e demais circunstncias a pesquisa sofreu alteraes no seu objeto inicial de estudo, bem como nos respectivos procedi-mentos especficos, seguindo, portanto, a flexibilidade metodolgica inerente Pesquisa-Ao. So propostos princpios poltico-pedaggicos para as polticas pblicas de formao contnua de professores para o Ensino Fundamental Regular de Jovens e Adultos. No relato reflexivo dessa caminhada o pesquisador encontrou seu pr-prio processo de aprendizagem, suas lacunas e limites de formao vivncia aproveitada em sua prtica docente acadmica.
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Este estudo examina o modo como se encontram distribudos os recursos humanos e materiais, destinados ao ensino formal de 1o e 2o Graus, em amostras de escolas de cinco pases da Amrica do Sul (Argentina, Bolvia, Brasil, Paraguai e Peru). Mediante o emprego de uma metodologia quantitativa, a distribuio dos recursos estudada segundo a localizaao geogrfica, a dependncia administrativa, o nvel de ensino e a origem social da clientela das escolas. A anlise dos dados indica a existncia de flagrantes disparidades na dotao de recursos as escolas, cujas causas devem ser buscadas no sistema social mais amplo, e no apenas no contexto interno do sistema de ensino de cada pas.
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O objeto central desta dissertao a anlise das funes assumidas pelo ensino superior na regio do Cariri Cearense.
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Moderador: Marcelo Cortes Neri
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Coordenadora: Goret P. Paulo
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O item no apresenta o texto completo, pois est passando por reviso editorial
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The docent formation has been instigating researchers who look for ways to better qualify teachers in a way they can form and reform their practice in class. The category we brought for investigation and discussion is the formation that happens in the school these teachers work. This paper aims to study the repercussion of an inter-formative practice for the professional development of teachers from EJA 1st segment. The empirical field for the study was Professor Emlia Ramos State School in Natal-RN/Brazil where, since its creation in 1988, has been developing a practice of formation continued on services characterized as Procedure of Inter-formation. The study fits in the qualitative approach of educational research. In methodological terms, it is a study case. Also, we were inspired by some elements from life history since we work on the teachers experiences in the School. Methodological tools such as semi-structured interviews, analysis of documents and participant observation were used. We invited 07 (seven) teachers from the night period of the school to revisit their formation history as teachers from EJA, counting on by their narrations apprehending the contributions of this formation on their professional development. The results collected show the school grants privileges to inter-formative practices based on collective and pair work, as well as on the teacher s reflection about his/her own practice. The Inter-formative Practice that happens in the School has an action-reflection-action basis where the docent action is read under the light of the theoretical support that fundaments the School s Pedagogical Proposal. The results also highlight the relevance of the inter-formative practices on the teachers professional development. This practice contributes to the construction of knowledge and competences, as well as to the identity of the teacher from EJA. For all the teachers interviewed, the School s formation has been the most significant contribution to their development as a teacher from EJA. Despite of the limitations found on using this kind of approach, we hope our study that talks about a well-succeeded experience can contribute to the widening of this type of practice, increasing then, the chances of making the dream of having a democratic high quality public school, despite all the difficulties, come true
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This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education
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This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education
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This study aims to contribute with the professional development of the Trainers of childhood education teachers of the City Department of Education of Natal/RN, through a formation in context, trying to understand the teaching knowledge required in the practice of these professionals. The focus of the research is in teaching knowledge understood as the ideas, beliefs, conceptions, reasons, arguments, speeches that the trainers builds during his life (ALTET, 2001; PIMENTA, 2002; TARDIF, 2001; 2002). The study inserts itself in the qualitative approach of the educational research and the chosen methodology has characteristics of an inquiryaction. In the process, the following instruments had been used: questionnaires, press conferences, personal documents. The relevance of the present research is in achieving reflections concerning the role of the trainers of teachers, who needs to be seen as a mediator in the formation of teachers, in view of the fact that he interferes and is determinative in such a way in the formative process as in its results. The findings demonstrate that: a) the identity of the trainer is in a development process, what it is resembled to the effective situation of that, symbolically, the trainer exists, however, his attributions still are not enough clear; b) the teaching knowledge of the formation in the childhood education are related, among others points, primordially, to the function / role of the childhood education, child and teacher s point of view of this stage of the basic education; c) the Trainers teaching knowledge, concerning the teaching performance, ratifies the multiplicity of knowledge that the trainer must has, beyond the necessary complementarities and conciliation between the administrative and pedagogical aspects in the exercise of the function; d) the Trainers have knowledge that are according to the speech, consisting as declarative knowledge; e) there is a conflict between the teaching knowledge of the Trainers and the actions that are part of real life, generating contradictions between the formative saying and making
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Neste artigo apresentamos resultados obtidos com parte das atividades de pesquisa desenvolvidas em estgio ps-doutoral sobre a ps-graduao stricto sensu e a pesquisa educacional no Brasil. Para tanto, foi possvel reunir uma vasta quantidade de estudos publicados, sobretudo no formato de artigo, em peridicos considerados de relevncia para a rea da educao. Nesses artigos, a opo foi pinarmos alguns aspectos que julgamos capazes de proporcionar uma leitura sobre a ps-graduao em educao no Brasil, luz dos estudos realizados na rea. em consideraes finais, destacamos, entre outros identificados nos estudos selecionados, aspectos que lembram aos integrantes das comisses que normatizam e avaliam o trabalho e a produo acadmico-cientfico nos programas de ps-graduao em educao no Brasil de que ela parte integrante de um projeto educacional geral do pas e que, portanto, possui papel scio-educativo de formao do pesquisador, do professor do ensino superior e de produo de conhecimento capaz de propor novas perspectivas para a nossa universidade e para os problemas educacionais brasileiros.
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Ps-graduao em Educao para a Cincia - FC
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Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
