A formação do pedagogo-professor no curso de pedagogia: limites e possibilidades na visão de professores formados no campus avançado de Patu da UERN

The inconclusive policies regarding the teaching background, specifically the Pedagogy Course, whose National Curricular Directives DCN were ratified by the Ministry of Education on April 4th 2006, have been causing protest from the various forces within the scope of the university, specifically in the Pedagogy Departments in which, through their professionals, express the several stands about the pedagogue profile, his/her professional acting field and a curriculum that meets the background needs of this professional. This paper tried to assess, from the viewpoint of the student who graduated from the Pedagogy Course and who acts in classroom in the first years of the Elementary School, to what extent this course meets the background needs of the professional who works as teacher. In specific terms it was this paper's objective to identify the most important background needs of teachers who graduated in Pedagogy, who act in the first years of the Elementary School; To list the contributions and limitations of the Pedagogy Course of CAJIM/UERN in the teachers' background, outlined by the graduates of the course; to raise suggestions for the improvement of the teachers' background in the Pedagogy Course of the CAJIM/UERN. In order to turn these objectives viable we opted for the qualitative approach in research, more precisely for the case study methodology, from which we used as instruments for the execution of the field work the observation in classrooms, semi-structured interviews which became the main instrument used for the data construction and analysis. The data analysis process took place through the content analysis technique based in Bardin (2000). The theoretical line is based on the studies from Schön (2000), Nóvoa (1997), Perrenoud (1993), Alarcão (2003), Ramalho (2003) we also used the National Curricular Directives which serve as current Parameter for the Pedagogy courses. The study indicated that the Pedagogy Course contributed for the personal and professional enrichment, however, difficulties in the theory-practice articulation are still present in the everyday life. The theoretical knowledge assimilated, though represent increments to the professional practice, are not enough to enable a pedagogical practice with excellence. There is a need to consider a curriculum in a dialectic perspective, configurator of social and cultural practices sustained by the reasoning as praxis, thus it must not be seen solely in a theoretical plan, mas as a process that builds itself between the acting and the reasoning.

A teoria de Dienes no ensino de transformação de medidas de comprimento, área e volume no curso de pedagogia

The study was aimed to test a teaching module on the Zoltan Paul Dienes theory, focusing on the content: The transformation of measurements: length, areas and volumes. The study based on constructivist theory consisted in a methodological intervention with students of the 7th period of the Course of Pedagogy, in Central Campus, Federal University of Rio Grande do Norte (UFRN). A preliminary study with 40 students called diagnostic evaluation found that students did not understand the concept of measurements transformation and its processing steps. The latter was performed only with the help of the table of measurements transformation with no understanding of the content. He applied a pretest, a set of activities and a post-test. The latter was used as a tool for evaluation of the student learning process. The answers of these ones were evaluated according to the concept of reflective abstraction of Jean Piaget, one of the authors who influenced the Dienes theory

As contribuições do proformação/pedagogia/UERN para a melhoria da prática pedagógica de professores

This dissertation aims at analyzing some relations established between teachers‟ formative proposal for docent knowledge and pedagogical practices in the Special Program of Professional Formation to Basic Education (Proformação in Portuguese) with the objective of investigating how teachers evaluate knowledge acquired during their course formation to identify its improvement in their pedagogical practice. This is a Pedagogical Program of the State University of Rio Grande do Norte chosen to be analyzed. The objective is to investigate how teachers, Proformação/Pedagogy course students evaluate privileged knowledge in that university formation and how the relation between this knowledge and their pedagogical practice are experienced in classroom as teachers, defining in which way knowledge constructed and reconstructed during the course contributes for an improvement of their pedagogical practices. We have interviewed fourteen Proformação/Pedagogy last-term teachers, emphasizing the analysis of their point of view as social actors related to docent university formation in service. The principles for this investigation comprehend a qualitative approach, in a case study modality, with an exploratory tendency, presented in the introductory section and along four chapters. The research is theoretically guided by Andoino (1998), Bardin (2009); Laville e Dione (1999); Bogdan and Biklen (1994), Hernandez Sampieri, Hernandez Collado and Baptista Lúcio (2006), among others. We justify this thematic choice, considering docent formation and its interface with an improvement for students‟ leaning, taking into account the strict relations between those elements. We have discussed on docent formative paradigms, based on a multireferential perspective, whose main authors that developed research in this area are: Gómez (1998), Sacristán e Gómez (1998), Tardif (2002), Altet (2001) Paquay e Wagner (2001), Garcia (1999), Baldi (2008), La Torre e Barrios (2002). We interviewed fourteen teachers, all of them in the last term of the Program. In the second chapter, we justify the choice of the subject, approaching docent formation and its relation with basic teaching. We understand that there is a strong relation between those aspects. In the third chapter, we discuss on some docent formative paradigms, among them, Gomes (1998), Sacristán and Gomez (1998), Tardig (2002), Altet (2001) Paquay and Wagner (2001), Garcia (1999), Baldi (2008), La Torre and Barrios (2002). We introduce the Pedagogical Program structure and specify which formative paradigms characterize it and identifying that one of the most prominent paradigm is a practical perspective with emphasis on reflexivity about the practice based on the premise that docent formation is be based on from learning to practice theory. We present an data analysis obtained from thematic categorization extracted subjects‟ discourses and, at the end, we discuss on evaluation of the teachers involved in the research related to the course contributions to provide an improvement for pedagogical practices developed by them inside their classrooms. We consider, thus, that teachers evaluate the Program as a guideline for (re)construction of diversified knowledge, which, in turn, provides the development of abilities to analyze classroom situations based on pedagogical theories and to develop investigative practice based on everyday experience. The results point out that some implications are relevant, among them: the thematic-choice, discussed previously, needs other kinds of investigations. The relation between theory and practice proposed in formation programs requires more systematic studies considering others aspects that characterize teaching process, and mainly, to provide investigative proposals of and about such practices

Ateliês de história e pedagogia da matemática: contribuições para a formação de professores que ensinam matemática 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 Piauí. 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

O fazer docente: representações sociais de alunos de curso de pedagogia da UFRN

Cuando consideramos los procesos de formación del profesorado pensamos en los nuevos conocimientos que podrían ser aprendidos por los estudiantes involucrados, centrándose en el debate de cuales contenidos y conocimientos deben estar presentes en la formación que se desea para estos profesionales. El propósito de esta investigación es analizar el tema desde un ángulo diferente, invertido, desde la perspectiva de los estudiantes de pedagogía en la formación inicial, mirando cómo utilizan los conocimientos adquiridos durante la licenciatura, en un proceso de construcción y reconstrucción de los conocimientos que empiezan a permear a sus prácticas pedagógicas. Dado este marco, nuestro propósito ha sido estudiar los elementos de construcción de la identidad de los futuros licenciados en Pedagogía por la UFRN, intentando caracterizar las representaciones sociales expresadas por estos estudiantes acerca del trabajo del maestro, a través de la identificación de los elementos definidores de las dichas representaciones (conocimiento del contenido de estas) y la comprensión de la forma dinámica de organización de tales elementos. Tomamos como referencia la teoría de las representaciones sociales (MOSCOVICI, 1978), que proporciona una idea de cómo los futuros docentes construyen sus representaciones acerca de los objetos de conocimiento que rodean la formación docente. Participaron del estudio 120 estudiantes de la graduación en Pedagogía, cuándo nos acercamos a los contenidos simbólicos traídos por ellos utilizando el Procedimiento de Múltiples Clasificaciones (PMC) como el enfoque metodológico. El material incautado por tal procedimiento se sometió a análisis multidimensional (Smallest Space Analysis (SSA) y Multidimensional Scalogram Analysis (MAS)) y de contenido, con la intención de un entendimiento más amplio de las dimensiones simbólicas. Los resultados de la investigación mostraron las siguientes dimensiones: la afectiva, con el nombramiento de las características necesarias a construcción simbólica del maestro; la formativa, que resalta los elementos necesarios para una enseñanza profesional; el aspecto ético y profesional, que aborda los elementos necesarios para el desempeño docente, en la perspectiva de transformación social mediante la educación; y la dimensión conflictiva, poniendo de relieve las dificultades del trabajo docente. Por lo tanto, estos aspectos muestran que la representación de ser maestro, construida por los estudiantes en la formación, parece constar de diferentes matices, articuladas y complementares, que dan sentido a la profesión, lo que justificará la práctica diaria de los futuros profesionales

Os jogos com regras na perspectiva do desenho universal: contribuições à educação matemática inclusiva

To think about a school that is for everyone has been a challenge for many people connected to education worldwide demanding from researchers of each level of knowledge an association to such effort. The study presented on this paper unites itself to the voices, movements and researches of these scholars, seeking to contribute on building possibilities on which mathematics can be thought and worked on schools in order for every student to learn, whether they have some sort of deficiency, disorders, syndromes or not. This essay has the goal to investigate the possibilities of inclusive pedagogical practices mediated by math games with rules, developed and used throughout the Universal Design perspective; a qualitative research took place with a collaborative methodology that involved managers, teachers and students from a public school situated on the city of Natal/Brazil. On the investigation math games with rules were developed and made according to the Universal Design concept, starting from initial studies which articulated theoretical groundings to the reality of school and the teacher s conceptions. After that, classes using these tools were planned collectively which oriented inclusive pedagogical practices of classes from the 1st to the 4th year of elementary school. Throughout the process many instruments such as: tape recording, video footages, notes from the researcher; the teachers and the students were used for constant work evaluation and also to record the research data. In the end, the data indicated effective contributions of the mediated pedagogical practices by games with rules under the perspective of Universal Design for Inclusive Mathematics Education

O Evangelho segundo a Pastoral da Criança :por uma pedagogia da sobrevivência

This work aims to analyze social and educational actions at Pastoral da Criança, using education as a survival tool. This was done at Parque dos Coqueiros, a neighborhood in Natal, Rio Grande do Norte. The methodology for data collection was composed of comprehensive interview (Jean Kaufmann), participant observation (Robert Bogdan) and documental analysis (Le Goff); all os which bring reflections related to concepts such as strategies, tatics and know how (Michel de Certeau), configuration (Nobert Elias), and control technology (Michel de Foucault), care ethics (Leonardo Boff) and etno-theories (Natália Ramos). Pastoral da Criança is a social action organism that belongs to the National Conference of Bishops of Brazil, originated at Florestópolis, Londrina (Paraná), in the year of 1983. These actions have been an expression of a new logic of actions of the Catholic Church. It values the participation of laymen in the activities of the Pastoral. Thus, the parish is seen as a nucleus that irradiates the Church s Social Doctrine. At Rio Grande do Norte this institution has guided poverty stricken families on issues related to children s health as well as working with laymen for volunteer work. This is considered devotion, that is firmed by an individual and group mystique. The social and educational actions are done in three axes: 1) Monthly home visits, where there is mother-child support; 2) Life Celebration Day, where they weigh children and promote nutritional surveillance; 3) Meeting for Evaluation and Reflection, that aims to articulate community leaders to think about problems attached to the social actions they realize. This action tripod , as it is called by the Pastoral Agents are the types of actions that fundament survival education for poor children ranging from 0 to 6 years old. The families learn to deal with prevention, the essential, the alternative and probabilities of survival tactics due to exclusion matters or even social extermination. The Pastoral da Criança aims to recover childhood emotions in poverty stricken areas. It also has influence in the diminishing of malnutrition and mother and child mortality. This education for survival is the base on the art of teaching and learning of poverty stricken children. It is a social educational action, non assistencialist, but considered a shy action in order to promote mobilization of the communities that are accompanied for the emancipation and change of social conditions

O Brasil que Portugal escreveu: pedagogia e política sem comemorações

O estudo aqui proposto centrar-se-á nas imagens do Brasil expressas por manuais didáticos, por periódicos e por intelectuais portugueses do século XIX. Pretende-se, a partir de tal documentação, reconstituir alguma atmosfera mental que circundava as idéias de Brasil e a percepção da nação portuguesa sobre o tema do Brasil, da emigração e dos brasileiros. Mediante tal enfoque, entendemos ser possível tanto compreender as identidades que configuravam uma dada mitologia cultural quanto a demarcação de distâncias e diferenças.

Entre a fé, a obra social e a publicidade: uma análise crítica do discurso da responsabilidade social da Igreja Universal do Reino de Deus

Situated on Applied Linguistics (PENNYCOOK, 1998; MOITA LOPES, 2003, 2006, 2008, 2009), this thesis, which is inscribed in a qualitative-interpretative approach of a critical analysis perspective , lies on the speech of social responsibility and the way like that is employed in seeking for legitimacy and prestige within the neopentecostal brazilian religious field, more specifically of the Universal Church of the Kingdom of God. The general goal of this research is t reflect upon the speech on social responsibility and the rethoric of selfpromotion of the Universal Church through the role of social actors in the making of his her identities, materialized in the newspaper Folha Universal. In order to achieve that, we have conjugated, in this research, social and discursive analysis. On the linguistic-discursive approach, the research is based on the Critical Analysis of Discourse (ACD), specially in Fairclough (2001, 2003, 2006), a proposal that provides theoretical-methodological tools to investigate the language beyond the linguistic structures , that is, the discourse, social practices in which it occurs and more ample structures. Theoretical assumptions were also used of Sistemico-Functional Linguistics(LSF), matching with categories of the Transitivity System of Halliday (1994, 2004), of the forms of representation of social actors in the socioeconomic perspective by Van Leeuwen (1997, 2008) and of the Appraisal system by Martin and White (2005). As we develop the argumentation on thesobre social role of religion in this thesis, we make use of the authors such as Freston (1994), Oro (1997, 2003), Campos (1996, 1999), Mariano (1999), Meneses (2008), among several ones. We have also used a series of concepts and categories coming from the field of communication and marketing on the business social responsability and social marketing . In this area, we take as references the contributions of Bueno (2003), Fossá and Sartoretto (2003) and Zenone (2006). The corpus of the work is framed by news taken at the newspaper Folha Universal, in which are given the social responsibility actions of the church . The timeframe used was on the editions of 2010 thru 2012. Results found at he analysis of the News lead to semantic features of Assessment of Affection, Judgment and Appreciation, many times followed by Gradation, and the Attribution, one of the subsystems of the Attachment, are evidence of positive assessments for the Universal Church and its agents and make up rethorical elements which provide structure for the discourse of the Universal Church at the newspaper Folha Universal consisted of its image (style) of social responsibility . Results show that the most frequente social actors of the discourse are, on one hand, the Universal Church itself and its volunteers, famous (actors, actresses, presenters), politicians and authorities, on the other hand, the population which was helped by the Church social projects . The first group seems to be Always activated, however the second one, most of the time rather passive. These are also represented by assimilation in most of the occurrences, however the other ones by individualization and nomination entitled by honorification, except for the volunteers that are represented either as an individual, or as a group

Por uma pedagogia do oprimido midiático: meios de comunicação e suas intervenções na escola

En este trabajo nos ocupamos de la convergencia de la fotografía, el vídeo y la música, intermediado por una estación de radio en la escuela, instalada en la escuela Municipal de Djalma Maranhão, Natal, Rio Grande do Norte, en una clase de 5º año de jóvenes y adultos en el año escolar 2007. Se analizan las intervenciones causados los que participan en la vida escolar, a partir de las actividades realizadas por ellos, en la producción de programas de radio. Los procedimientos metodológicos sobre la base de la etnometodologia (COULON, 1995a, 1995b), en la investigación cualitativa (BOGDAN, BIKLEN, 1999, DENZIN y LINCOLN, 2006), participante como observador (MAY, 2004) y la investigación-acción (THIOLLENT, 1992). La comprensión de Paulo Freire en la comunicación e la educación es nuestro principal referente teórico. Los experimentos citados en los medios de comunicación revelaron varias posibilidades de mejora en la enseñanza y el aprendizaje, como el aumento de la autoestima de los estudiantes, social y de inclusión educativa de personas con discapacidad, disminución de la timidez y facilitar la comunicación entre los sujetos, lo que permite el diálogo entre ellos, intervino en sus relaciones sociales, más allá de los límites de la escuela. La investigación confirma, entonces, que la comunicación y la educación son parte de la misma naturaleza

Conhecimento sobre saúde bucal por concluintes de pedagogia

Este estudo teve por objetivo investigar as opiniões e o conhecimento de concluintes do curso de Pedagogia da cidade de Araçatuba, São Paulo, Brasil, em 2009, sobre saúde bucal. Para tanto, foi utilizado um questionário semiestruturado, abordando as opiniões dos estudantes sobre educação em saúde bucal e seu conhecimento sobre aspectos relativos à cárie dentária, à odontologia preventiva e à odontologia na primeira infância. de um universo de 120 estudantes, 92 (76,6%) consentiram participar do estudo. Destes, 86,8% acadêmicos acham que o professor deve atuar como educador em saúde bucal e 92,4% consideram importante a sua integração com profissionais de saúde. Responderam corretamente sobre o conceito de placa bacteriana e cárie dentária, respectivamente, 9% e 34,8%. Sobre o surgimento da cárie e sobre a possibilidade de se ter dentes saudáveis a vida inteira, responderam corretamente 67% e 83,7%, respectivamente. Assim, os concluintes de Pedagogia têm opiniões positivas em relação à educação em saúde bucal; entretanto, o seu conhecimento sobre a temática abordada é insatisfatório, uma vez que eles serão futuros professores e formadores de opinião.

Flexibility and Torsional Strength of ProTaper and ProTaper Universal Rotary Instruments Assessed by Mechanical Tests

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A educação musical sob a perspectiva da pedagogia histórico-crítica

This work, from of theorist perspective of Historical-Critical Pedagogy, presents the school Music Education like a social mediator environment between the practices, listening and musical everydaylife knowledges and the not-quotidian, which are constitution and accumulated, throughout the centuries of History, by the human societies. The purpose is to present a possible theorist foundation to define the importance of Music Education insert in the elementary school, like a subject destined to guarantee the whole children formation and the enrichment of their relations with the music. It is a theorist reflection that indicates the importance of observation of the quotidian and not-quotidian knowledges characteristics, moreover of complete importance of formal education and, in specific, of school Music Education on human development.

Pedagogia do esporte: livro didático aplicado aos jogos esportivos coletivos

The study deals with the pedagogical possibilities of text books as a resource for Physical Education (PE) classes based on sports, specifically team sports. It started from a bibliographical review on the cited terms and after that we advanced our studies in order to propose a didactic text book on Team Sports for PE classes considering two benchmarks: one technical-tactic and the other social-educational. In order to do so, we used methods from linguistics, and the development of a Didactic Sequence allowed the selection and distribution of the contents to be presented in the book in an orderly and judicious way. The focus in Team Sports is justified by its social-cultural insertion and by the need to transform recent studies into new pedagogical procedures for practicing them. The didactic text book, as well as the adequate preparation of the professionals who will use it, is pointed out as facilitator in the process of teaching, experiencing and learning team sports.

Universal scaling in Bardeen-Cooper-Schrieffer superconductivity in two dimensions in non-s waves

The solutions of a renormalized BCS model are studied in two space dimensions for s, p and d waves for finite-range separable potentials. The gap parameter, the critical temperature T-c, the coherence length xi and the jump in specific heat at T-c as a function of the zero-temperature condensation energy exhibit universal scalings. In the weak-coupling limit, the present model yields a small xi and large T-c, appropriate for high-T-c cuprates. The specific heat, penetration depth and thermal conductivity as functions of temperature show universal scaling for p and d waves.