Corporeidade e formação docente: cenário geográfico das histórias de vida

L étude vient de présenter la recherche qui a eu lieu pendent la formation des professeurs d l'Institut d'Enseignement Supérieur Président Kennedy à Natal-RN, dont les sujets son les professeurs de la septième période du Cours Normal Supérieur. L objet d´étude sont les pratiques formatives de ces professeurs en formation par des difficultés qui ils présentaient pour comprendre les relations entre les domaines de connaissance le l interface avec les expériences, et le processus de formation. L objectif a éte identifier dans l expériences ludopoèthiques, les lieus de construction de l autoterritorialité des professeus en tant qu en formation. Parmi les pressuposés théoriques qui ont soutenu le développement de la recherche comprennent: Enseignement Humain ; Corps-espace; Corporéité; Auto-formation et Transdisciplinarité. L'approche de la recherche qualitative adopte les principes de la rechercheaction- formation, dans une perspective etnophenomenologique. La discipline Memorial de Formação avec l'utilisation de jeu de sable,a été le laboratoire des expériences, l outil de la recherche qui a subventionné la construction des narratives autobiographiques. La perspective transdisciplinaire sur l'étude a rassemblé dans la dimension épistémologique les références théoriques de la Géographie, de la corporéité. et des histoires de vie dans la formation. L'Atelier Corps (Bio) Géographique a été développé par cinq rencontres: Paysage du Sensible, Lieu de Sentipensar, Territoires des Découvertes, Région des Savoirs et de l'Espace Géographique de la Ecoformação. Les expériences vécues dans l'Atelier par les participants de la recherche ont permis une sensible et attentive écoute sur leur propre histoire, en donnant la possibilité de la reconstruction de la mémoire, et en faisant réfléchir sur son l'auto-formation. La découverte des cartes et la construction d un nouveau paysage autoformatif par les memoires ludiques des différentes phases de la vie, a fait apparaître la propriété ludopoètique de l autoterriotalité, au même temps qui a enrégistré la construction ontologique dans sa corporéité

O projeto politico pedagógico de enfermagem e o sistema único de saúde: a visão de discentes

This research aims to analyze, in the view of students, the pedagogic project of undergraduate nursing course, of UFRN, and its articulation with the SUS, in an attempt to understand the issues that permeate the teaching and learning of nursing. This is a qualitative study that used the focus group technique as a tool to collect empirical data. There were three meetings, where we had the collaboration of 23 graduating students from the eighth period of the semester 2009.1. For the analysis of information, we use a theoretical framework based on curriculum guidelines and basic principles of the SUS, making the analogy of the results with the metaphor of Greek mythology, Ariadne's thread, in dialogue with authors who discuss education as a transformative practice. Thus, the texture of the yarn was built of five thematic fields: joint the pedagogic project with the SUS; the teaching/service and theory/practice relation; interdisciplinarity or transdisciplinarity; didactic/methodological and relational approaches; and co-participation of students in the pedagogic project. According to the discussions, we find many difficulties in the teaching and learning process of undergraduate nursing in UFRN to strengthen the SUS, including: dislocation of educational institutions with services, professionals, managers and community; dichotomy between theory and practice; reality of services as a learning field and working process in health; posture adopted by professionals, teachers and other subjects included in the process of health education; decontextualization and fragmentation of teaching with the practice in health and nursing; excessive use of very illustrative methodologies, but little problem-solving; difficult and precarious situation in the relations between teachers and between teachers/students, regarding the acceptance of differences; absence of participation of students in the evaluation process and conduct of the educational project in progress. In this sense, we understand the need an auto-reflexive act of teaching and conducting collective pedagogical course with a view to achieving the SUS. Thus, it is necessary to support practices motivated by the polyphonic dialogue and the exercise of symbiosis and autopoiesis of subjects/actors jointly responsible for the ongoing process of learning for life.

Cosmoeducação: uma abordagem transdisciplinar no ensino de astronomia

This work proposes a transdisciplinary approach that integrates transpersonal psychology exercises with astronomy teaching, seeking to allow one to reintegrate the sky in his/her daily life, expand his/her environmental awareness and eventually experiment the unity between human and cosmos. This proposal intends to collaborate with the supplying of education, which lacks initiatives of this kind, with the promotion of an integration of the scientific knowledge with the human experience that transcends the materialistic and fragmentary objectives of the current educational system. As a result of that lack, the teachers formation is also poor as for an integral and transdisciplinary approach. Besides, we also approached in this research the necessity to propose alternatives so that the educators may work in a more assertive way with the environmental and anthropological crisis in which we are living. Our working hypothesis is that the contents of astronomy, when they are dealt in a holisticanthropological focus and are related with transpersonal psychology practices, can come to be an efficient cultural-academic vehicle, capable of propitiating an expansion of consciousness and changes in the way one conceives the world. Such changes are necessary so that a more solidary, fair and ecologically balanced life may come to exist and prevail in the planet. Part of the collection of data was done through the ethnographic method, once an anthropological interpretation is inextricably associated with this kind of educational intervention, which will naturally include ethno-visions of the universe as well as specific cultural elements. In the beginning the scope of this research was a group of students attending the Astronomy assignment in an undergraduate Geography course (UFRN), in which we accomplished participant observation, half-open interviews and the first experimental practices mentioned. After the evaluation of the first data collected from that initial group, we elaborated an academic extension course, Laboratory in Cosmoeducation, and we offered it to teachers of the 1st and 2nd cycles of the fundamental level of the Alceu Amoroso Lima State School, located in the North Zone of Natal. We prized self-experimentation in that course, so that the teachers could enrich their repertoire of personal experiences, stimulating meditative reflections and eventual changes in the ways of conceiving the world and in their pedagogical practice. The transdisciplinary attitude permeated all our educational action, because this approach transcends the boundaries of disciplines, seeking essentially the integral development of the human being. The process has made us realize that the practice of looking at the sky , as a way of reintegrating it into daily life, provokes a process of expansion of the consciousness and of reintegration of the self in a wider level of environmental interrelation. According to the results, the occurrence of conceptual and existential changes of the world vision of the participant teachers was evident, reassuring ourselves of the idea that the interface between astronomy teaching and the practices of transpersonal psychology can contribute to the recovery of a holistic relationship between the human being and the cosmos and to inspire the arising of a more wide-ranging ethics, based on universal, impartial and sustainable values

Entre o sagrado e o profano: os efeitos de sentido revelados nos testemunhos de um blog evangélico

The testimonial is a way of statement that demonstrates or admit the existence of a reality with which the enunciator has contacted. This is, thus, pushed to say what he saw, heard or touched. In this paper, we verified the effects of senses produced in the blog of Bishop Macedo, founder of the Universal Church of the Kingdom of God (UCKG), from a corpus which consists of nine testimonies of presumed believersselected among 64 statements distributed during the year, 2012. Instead of instantaneous testimonials, on a live presentation, these media narratives are underpinned by attributes such as hyperlinks, visuals, language translators, besides mechanisms of interaction and sharing in other spheres from mediatic slant. The problem of this analysis was born from the observation of regular points in the discursive architecture of these testimonials, when was identified the existing relation force between the sacred and the profane, everyday practices. During six months, analysis of the empirical material, we found some effects of the senses on the testimonials, as the dialectic structure and the need for denuding a precarious past, an engagement to shield the figure of Macedo and the UCKG towards society; a update of a crusade against other religions; and the presence of certain sensuality in self-deprecation of the deponents, and an unequal relation of forces (sacred and profane) in the construction of truth. In order of succeeding in this investigation, we used the theoretical and methodological assumptions of Analysis of French Discourse (AD), denouncing the qualitative nature of the research. As a methodological principle, we still use transdisciplinarity, which validated some of our dialogues, especially with philosophy. The conception of discourse modeled by a media support and transpassed by the subject(s) and story (ies) characterized the perspective of the research

Tessituras poéticas da corporeidade na formação humana do educador infantil

Cette étude a comme sujet principal la formation humaine de l instituteur. L objectif général est d analyser et décrire les conditions créées par les vécus d un atelier corps biographique pour la resignification de la corporéité de l instituteur, fixant les questions suivantes pour l investigation : Quelles sont les implications du vécu de l atelier corps biographique dans la vie des instituteurs ? La recherche a été exposée sur l approche qualitative, suivant les principes de la recherche-action reliée à la méthode des histoires de vie. Pour révéler la beauté et la complexité du processus poïétique de la formation humaine, nous nous sommes servi de la métaphore du "dessus de lit en patchwork" comme opérateur cognitif en attachant les principes de la corporéité fondés sur la Théorie de la complexité (MORIN, 2005), la Théorie autopoïétique (MATURANA ; VARELA, 2001), la Théorie du flux (CSIKSZENTMIHALYI, 1999), les approches de transdisciplinarité (LA TORRE; MORAES, 2008), et d autobiographie (JOSSO, 2004; PINEAU, 2003; PASSEGGI, 2000;), joignant la conception de l éducation comme pratique d autonomie, de liberté, d espoir et de l enchantement (FREIRE, 1996, 1992; ASSMANN, 1995). Nous avons eu comme scène du développement de la recherche, l Unidade Educacional Infantil (UEI), la garderie qui accueille les enfants des fonctionnaires de l Université Fédérale du Rio Grande do Norte. Treise élèves (enfants), des institutrices titulaires, vacataires, boursières ont participé de l'investigation. En conptant sur eux, nous avons développé un atelier corps biographique, dans lequel nous avons réalisé 10 vécus dans la période qui a couvert le deuxième semestre de 2007 jusqu au deuxième semestre de 2008, en manifestant la réflexivité autobiographique, le ludique, la créativité, la sensibilité et la réflexivité du vécu. Nous avons utilisé comme instruments pour la construction des donnés, l observation participante, les propres vécus, le port folio, la technique du jeu de sable et l'enregistrement photographique. L analyse a montré que le vécu de la formation humaine à partir des principes de la corporéité, implique dans un parcours vers soi-même dans lequel émergent les expériences qui nous ont constitués en tant qu êtres existentiels. Pour finaliser, nous avons aperçu les répercussions dans la vie professionnelle et personnelle de ces institutrices, qui comme moi pensaient avoir besoin d exposer leur luminosité intérieure pour que l on la redécouvre. Lors des vécus des tissages, les institutrices se sont montrées impliquées aux moments de jeux, de création, de réalisation, d afection et d action réflexive, dans lesquelles la teneur humaine cachée, a été révélée, en ouvrant les possibilités pour le sentiment du mouvement de naissance de l humanisation intérieure. Pour conclure, le corps joyeux de savoir et de beauté a été révélé, et dans sa rencontre avec soi-même et avec l autre, a pu être auto- recréé

Análise do processo de internalização de propostas de educação ambiental em escolas de Ensino Médio no município de Acaraú-CE

To insert environmental education in the school is a very hard task, although the question has been largely discussed since some years ago. The main object of this research is limited to the way the contents of Environmental Education are inserted in school programs, as well as to assert that, as a law, it must be put in practice not only because it is obligatory, but because it is important to school programs, especially to Acaraú´s primary and secondary schools, having in view the importance of the natural resources in which schools are inserted and the development of ways to solve problems related to the quality of life of the dwellers of these places. It is important the study of the law 9795/99 on Environmental Education, passed on July 25th, 2005, by means of the decree no. 4.281, established in the Municipal Organic Law and other documents ruling the Environmental Education. Our purpose is to give orientation on Environmental Education to the above-mentioned schools aiming at the permanent formation about that subject, in order to constitute, in the future, a real net between school and community and to spread out concepts about sustainability. This way, poverty conditions should be faced as environmental problems, bringing about the relationship between natural resources and poverty. The making of shrimp beds, predatory fishing, swamp degradation and irregular occupation constitute elements to this research. The theoretic terms are based upon principles of Environmental Education, area sustainability and inter-disciplinarily and trans-disciplinarily in Environmental Sciences, which have been applied under the form of capacities and the presentation of documents, projects, maps, discussions and reflections about the mass social movements as a positive consequence of the implementation of this project

Unidade e multiplicidade do tempo: uma abordagem transdisciplinar

Procurou-se, neste trabalho, pensar o tempo no contexto das ciências da saúde, no qual se entrelaçam aspectos físicos, biológicos, psicológicos e sociológicos. Enquanto em nossa percepção do mundo e de nós mesmos o tempo se apresenta sob muitas facetas, na física clássica, conforme o modelo newtoniano, assumia-se a existência de um tempo absoluto, unilinear, homogêneo e independente do observador. Com a teoria da relatividade e o estudo dos sistemas complexos, um novo conceito de tempo apresenta-se na física: o tempo fractal, o qual possibilita maior compatibilidade com as abordagens psicológicas e sociológicas. Nesta perspectiva, a experiência de vida de uma pessoa, e seus respectivos processos de construção da saúde, envolveria uma multiplicidade de tempos, que coexistem e se organizam segundo um padrão coerente de auto-similaridade. Uma quebra desse padrão estaria correlacionada com a ocorrência da doença. Sugere-se que uma abordagem mais adequada do adoecimento deveria levar em conta, como referência para o profissional de saúde, o conceito de tempo fractal, possibilitando maior sintonia do paciente com a complexidade da natureza e, por conseguinte, consigo mesmo.

A construção de um modelo de saúde complexo e transdisciplinar

A saúde como um estado dinâmico coerente e construtivo do ser vivo é o fundamento da proposta deste texto. Nessa ótica, uma visão sistêmica e integrativa do ser humano a ser cuidado na prática diária da saúde está sendo proposta com base nos conceitos de pesquisadores e educadores das últimas décadas. Conceitos de caos, complexidade, transdisciplinaridade e auto-organização são introduzidos e fazem mais sentido como temas orientadores dos procedimentos sugeridos. Maneiras de promover a saúde assim compreendida são discutidas em algumas situações práticas, incluindo o atual programa oficial da Estratégia da Saúde da Família.

O poder e as injustiças nas pesquisas em seres humanos

Após considerações gerais sobre a ética na pesquisa envolvendo seres humanos, focaliza-se a possibilidade de ocorrências de injustiças, sob a égide de diversas formas de poder. Exemplificam-se situações concretas. Enfatiza-se a análise das possíveis injustiças à luz da Bioética, com destaque para multi e transdisciplinaridade. O autor se posiciona quanto às características atuais da Bioética, cuja ótica levou à elaboração das Diretrizes éticas para a pesquisa envolvendo seres humanos, no Brasil (Resolução 196/96 e complementares do Conselho Nacional de Saúde). Descreve-se a sistemática das atividades do Grupo Executivo de Trabalho - GET, designado pelo Conselho Nacional de Saúde (órgão de controle social na área da saúde), para elaborar as Diretrizes. É dado destaque à participação dos diversos segmentos da sociedade, evidenciando multi e transdiciplinaridade, sob a coordenação do GET, do qual o autor foi Presidente. Comentam-se os principais tópicos das Diretrizes brasileiras, enfocando-se a sua relação com o tema de poder e injustiça. Salienta-se o papel dos Comitês de Ética em Pesquisa - CEP e da Comissão Nacional de Ética em Pesquisa - CONEP.

LER/DORT: multifatorialidade etiológica e modelos explicativos

Parte-se de uma breve revisão bibliográfica sobre as LER/DORT (Lesões por Esforços Repetitivos/Doenças Osteomusculares Relacionadas ao Trabalho), analisando os fatores etiológicos envolvidos e os modelos explicativos vigentes. Discute-se a proposta de uma abordagem integradora de fatores biopsicossociais envolvidos na gênese e evolução das LER/DORT. Considera-se que a transição do estudo dos fatores isolados para a consideração de formas dinâmicas de interação desses fatores possibilitará a evolução da atual abordagem multidisciplinar para um modelo transdisciplinar.

Tambores da missão: a conservação como instrumento de preservação da memória afro-brasileira

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Mapas mentais: uma proposta de metodologia de design para a sustentabilidade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Subjetividade e complexidade em design: um mapeamento acerca do design de relações

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uma investigação etnomatemática sobre os trabalhos dos jesuítas nos Sete Povos das Missões/RS nos séculos XVII e XVIII

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Diferentes realidades: ticas de matema na matemática escolar

Pós-graduação em Educação Matemática - IGCE