A (re)constru����o do PCT: uma abordagem ��s pr��ticas dos professores no ��mbito da gest��o/flexibiliza����o curricular. Um estudo numa turma do 1�� Ciclo do Ensino B��sico RAM

Num mundo marcado pela globaliza����o e mundializa����o dos problemas, um mundo igualmente em busca da preserva����o das ra��zes locais e identit��rias, novas exig��ncias se imp��em �� escola, no sentido de esta acompanhar as mudan��as ocorridas e se adaptar ��s novas realidades. Uma adapta����o que passa por solu����es cada vez mais flex��veis e diferenciadas, pressupondo ou implicando uma mudan��a igualmente ao n��vel das pol��ticas educativas, numa sociedade tamb��m ela cada vez mais heterog��nea, pelo que a resposta est�� na ���diversifica����o e gest��o local do curr��culo���, em cujo ��mbito a ���(re)constru����o do PCT��� vai assumir uma import��ncia singular. Assim, o estudo que agora apresentamos prop��e-se analisar, de maneira cr��tica e fundamentada, as conce����es e as pr��ticas dos docentes de uma turma do 1.�� Ciclo do Ensino B��sico do Funchal ��� RAM, no campo da reorganiza����o curricular para este n��vel de ensino, estabelecida pelo Decreto-Lei n.�� 6/2001, procurando entender ���de que forma �� que eles (re)constroem o seu PCT���, enquanto ferramenta para uma gest��o curricular flex��vel e adequada �� diversidade da turma a que se destina, �� sua realidade mais particular ou espec��fica. Nesse sentido, a recolha de dados implicou uma abordagem qualitativa, consubstanciada pela an��lise de documentos referentes ��s entrevistas, aos inqu��ritos por question��rio, aos Projetos da escola (PEE e PCE) e ao Projeto da turma dos docentes nele envolvidos (PCT), e ainda ��s observa����es levadas a cabo na mesma. N��o obstante as limita����es que um estudo desta natureza apresenta, os resultados apontam para a urg��ncia de uma mudan��a ao n��vel das pr��ticas neste ��mbito. Por conseguinte, percebemos que os docentes, de um modo geral, dominam a no����o de PCT e as conce����es a ele inerentes, e reconhecem as vantagens da sua (re)constru����o, sobretudo ao n��vel da oferta educativa e consequente melhoria da aprendizagem dos alunos. No entanto, tamb��m percebemos que falta melhorar certos aspetos ao n��vel da a����o, melhor dizendo, da intera����o e colabora����o docente, para uma mudan��a significativa das pr��ticas, para uma verdadeira (re)constru����o do PCT. De qualquer modo, ficou patente a necessidade de uma aposta na forma����o dos professores, de forma a promover e estimular neles uma ���cultura de Projeto���, e a dot��los com as devidas compet��ncias que lhes permitam pr��ticas colaborativas e os ajudem na (re)constru����o de PCT com sentido, numa escola para todos.

Forma����o do educador no curso de pedagogia de Caic��-RN: reprodu����o ou transforma����o social

ARA��JO, Marta Maria de. Forma����o do educador no curso de pedagogia de Caic��-RN: reprodu����o ou transforma����o social. Porto Alegre, 1985. Disserta����o (Mestrado) - Curso de P��s-gradua����o em Educa����o. Universidade Federal do Rio Grande do Sul, Porto alegre, 1985

As rela����es entre os saberes pedag��gicos do formador na forma����o docente

Las relaciones de saberlos pedag��gicos en la formaci��n de ense��anza, el dirigir de la tesis, si presentes como ocasi��n de reflejar en saber b��sico pedag��gico el profesor pr��ctico a ��l, en especial a la formaci��n de profesores. Se considera que con ��stos que saben, el profesor adquiere sensibilidad para desarrollar su elemento formativo pr��ctico. Su funci��n principal es favorecer a la relaci��n teor��a pr��ctica us��ndose, para el, de la reflexi��n como ocasi��n de concreci��n de las direcciones. Actuando en diversos cursos de la formaci��n de ense��anza, el nivel de la graduaci��n y algunas instituciones, fue parecido con situaci��nproblemas cu��l si est�� instigado, para buscar cada tiempo m��s para entender porqu�� en esos diversos contextos pr��cticos el pedag��gico si est�� configurado diferentemente. Con prop��sito para entender las direcciones de los formadores de los profesores en cuanto a las relaciones de saberlas pedag��gicos en la formaci��n de ense��anza, la investigaci��n se convierte en un continente acad��mico - tres instituciones p��blicas de educaci��n superior que act��an en el estado del gran r��o del norte - UFRN, UERN e IFESP. Los participantes de la investigaci��n, entrevistadas con, de 12 profesores-formadores de funcionamiento de los cursos de las matem��ticas (licenciatura), de Pedagog��a y de normal superior de estas instituciones. Metodolog��a pauta desarrollada en la entrevista comprensiva, el subir de metodol��gica de la naturaleza cualitativa, b��sica para interpretar las direcciones y los valores para ser explicitados en el acuerdo los discursos entrevistados. Finalmente, se considera que los cuatro saber si explique para la interrelaci��n que poseen. Para saber para saber si une con para saber para hacer para dar y concebir la idea para hacer. Para saberlos para hacer y para saber se ha sentido solamente habr�� tenido con qui��n a la parte para saber para coexistir. Para saber para ser ��l ser�� solamente significativo frente las lecciones de los otros para saber. El formador va a redimensionar, gradualmente y concienzudo, cada uno de ��stos a saber con la educaci��n. La direcci��n de aprender se desarrolla en un proceso inverso a la educaci��n, puesto que, el aprendiz, una ��poca el saber a ser, sabe para coexistir con sus pares, sabe para hacer e. Finalmente, sabe para saber. A este movimiento puede ser llamado de sociointeracionismo. Toda esta mediaci��n solamente sucede si el aprendiz sujeto, el estudiante o el profesor, es concienzudo de su desarrollo y de la transformaci��n gradual de la educaci��n y de la sociedad. Saberlos, las filas en pr��ctico son, otra vez, conocimiento constituido desarrollado, complejo y transformado para rehacer el paso. De este modo, si percibe la necesidad de una base para saber destinado pedag��gico al profesor y a los ayudadores pr��cticos de la formaci��n continuada de profesores

Autoconhecimento e pr��ticas corporais: para uma educa����o transpessoal integradora do saber ao ser no processo de forma����o inicial dos alunos de educa����o f��sica

This thesis deals with the self-knowledge importance and corporal practices and the contribution of the Transpersonal Education for the initial formation process of students of Physical Education. In this context, students are stimulated to come in contact with the bases of learning to know, to make, to live together and to be for the promotion of integral education. We give priority to holistic conception of educating based in Emergent Paradigm. In this conception, student in initial formation is led to get back the view of integral being, life and love as education basis. We had as starting point, the essential dimensions to the learning geared toward the embodiment integration, autopoiesis and trans-disciplinarity. This work presents tracks for the teacher formation of Physical Education. It deals with the unfolding of teaching experiences in 2006, in Graduation Course in Physical Education of Universidade Federal do Rio Grande do Norte, in subject of Corporal Conscience, offered to undergraduate students which can be characterized as an action-research. This process was chosen as knowledge and intervention method because it allowed knowing and acting at the same time, studying the conditions and results of accomplished experience. In shared meetings with reflected experiences, we appeal to the experiences of situations that had mobilized the corporal, emotional, mental and spiritual dimensions of participants. The data collected through observations, accounts, questionnaires and interviews of learning processes had been starting points for the beginning of dialogue along with students of Graduation Course in Physical Education. The findings had been interpreted through of hermeneutics and discourse analysis. In this research, participants are considered as protagonist and boosters of educative process. The theoretical basis was supported by Transpersonal Education which contributed for a peace culture and respectful relationship. In its initial formation process, this research protagonists had evidenced of the importance of transpersonal education, geared toward action and changing, new ways of being and living together, facing the daily conflicts from a human and rational perspective. The research emphasized the importance of a new look on the teacher formation of Physical Education to face the limits of fragmented formation. Thus, we recognize that through the teacher education process, the transpersonal education provided wide significant changes reported during research, extending and re-meaning different learning levels such as: cognitive, emotional, attitudinal, and behavioral geared toward the personal and transpersonal development, reiterating the relevance of self-knowledge for development and establishment of pedagogical practice which prioritizes the life direction. The necessity of integrating knowledge to being in the initial process of teaching formation was emphasized in all the transpersonal meetings

Olhares sobre a forma����o do professor de matem��tica. Imagem da profiss��o e escrita de si

The main focus of this thesis is the formation of a mathematical teacher at a college institution. The general aim is to describe and to analyze the formation process of a mathematical teacher which is an undergraduate student in Mathematics at the Instituto de Educa����o Superior Presidente Kennedy IFESP, in Natal-RN. It is based on a qualitative ethnographic approach, and has its theoretical anchorage in the (auto)biographical narratives, the social representative theories, and the mathematical education. The number of participants in this investigation was 12 undergraduate students, which corresponds to 25% of the total number of students. The corpus utilized in our analysis included 48 (auto)biographical essays, 12 (auto)biographies (formation's memories), and 12 contextualization files, besides the research's diary. The sources were obtained from the whole program of studies, i.e. from November 2003 to December 2006. The analysis revealed that the reminiscences of the 12 students' academic trajectory influenced their professional formation, since their images of a mathematical teacher were intrinsically related to the one they had before. These representations were being either demolished or constructed in a network along the assertive image of their profession, changing afterwards the mathematical representation and the teaching way of this discipline. Our study also shows that the beginning of their teacher career was marked by mechanical practices influenced by their old teachers. The (trans)formation of themselves and their teaching practices happened in a smooth way as soon as they increased their knowledgements in Mathematics, and it reflected upon the way they learned mathematics. The writing of their (auto)biographies helped the set up of new knowledgements, leaving to a self-consciousness as well as a self-formation, and contributed for the construction of a new way to see and to live the profession. Therefore, a mathematical teacher, for the undergraduate students of the IFESP involved in this work, is made at the interface of the familiar, academic, and professional context, besides the reflexive writings about the formation path, the way of life and the relationships among them

A forma����o do professor alfabetizador em cursos de Pedagogia: contribui����es e lacunas te��rico-pr��ticas

To the we assume the disciplines of the area of Literacy of the course of Pedagogy, our intention has been the one of working the literacy, the reading and the writing as alive processes, as social practices inserted in the history, continuators of the subjectivity, done in the culture and producing of culture. The importance of the course of Pedagogy in the teachers' formation is unquestionable; however our goal is to highlight, in this work, the paper of that course in the formation of the teacher alphabetized, while mediator of the literacy process with an inclusive vision. In that to walk, it appeared us the following subject: which the contributions and the gaps theoretical-practices - of degree courses in Pedagogy - experienced for the exits of that course, in the specific pedagogic work of alphabetizing children, young adult and/or our study aims at to investigate, under the perspective of teachers alphabetizer licensed in courses of Pedagogy, the contributions and the theoretical-practical gaps of those courses, in the formation of the educator alphabetizer. In this sense, our work if it bases on the presuppositions of the qualitative investigation that leaves of the foundation that there is a dynamic relationship among the real and subjective world, an alive interdependence between subject and object, an entail indissoluble between the objective world and the subjective (CHIZZOTTI, 1998, p.79). The research is characterized as a descriptive and interpretative study and for the collection of data; the questionnaire, the semi-structured interview and the documental analysis were used. We took the following providences for the choice of Locus and of the subject of the research: it visits to the schools; compatibility of the criteria previously defined for choice of Locus and of the Subjects. For the choice of those schools, we defined the following criteria: that, in your individuality / totality, they were located in integral neighborhoods of, at least three of the four administrative areas of the city of Natal; that, in your individuality / totality, they contemplated the public spheres and private of attendance; that, in the year of accomplishment of the research - 2004 - they were offering infantile education and/or fundamental teaching; this last one gone back to the children of the initial years and/or for the youth and adult of the first levels of the modality of EJA; and that made possible the researcher's access. Front to the particularities of our study object and considering the criteria of choice of the locus, four public schools and three private schools were selected. Like this being, in those schools, we would look for the subject of our work that they would owe: 1) to be working, in 2004, with children's literacy, youths or adults: they as teacher (the), it as coordinator (the) that guides teachers alphabetizer, in public schools or peculiar of the city of the Natal-RN; 2) to be exit (the) of the degree course in Pedagogy, supplied by institutions of superior level (public or matters) of the city of the Natal-RN; 3) to have concluded your course of Pedagogy in the period of 1990-2004; 4) to have, at least, 01(one) year of experience in literacy rooms (TARDIF, 2002). The subjects interviewees concluded your courses of Pedagogy, in the period from 1990 to 2004, in institutions different from the city of Natal/RN, being five to the whole: two public IES and three deprived IES. Of the analysis of the data, the theme emerged, ' teacher's Alphabetizer Educational Formation in Courses of Pedagogy', with the following categories: contributions of the courses of Pedagogy; More important disciplines in the educational formation; Areas / Aspects lacunars of the courses of Pedagogy. The pedagogic practice of the teacher alphabetizer demands a formation from him found in you know educational, requested in the children's literacy, youths and adults. In that work, we defended the thesis that the course of Pedagogy is the locus, par excellence, for that formation, in spite of possible structural limitations and curricular of the referred course. In spite of the countless contributions of the pedagogy course for the formation of the teacher alphabetizer, our data appear for the need of a revision of the proposals curricular of that course, getting the attention for the importance of a proposal formation curricular more gone back to the literacy process / literate and for the social inclusion. We thought that, although insufficient, the teacher's formation in that perspective is a fundamental condition for a practice pedagogic alphabetizer to be promoted, in fact, inclusive and promoter of the school success

O processo de aprendizagem de professores do ensino fundamental: apropria����o da habilidade de planejar situa����es de ensino de conceitos

La investigaci��n fue realizada con profesores de los a��os iniciales de la ense��anza b��sica, alumnos de la carrera de Pedagog��a Licenciatura Plena del PROB��SICA de Cear��-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiaci��n de esa habilidad, segundo las siguientes perspectivas te��ricas: hist��ricocultural, de L.S. Vygotsky, teor��a de la actividad, de A.N. Leontiev, y la teor��a de la asimilaci��n por etapas mentales, de P. Ya Galperin. La metodolog��a se desarroll�� organiz��ndose en tres etapas: el diagn��stico inicial, con el an��lisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientaci��n del aprendizaje, el control y la evaluaci��n del desarrollo; y el diagn��stico final, con el an��lisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizaci��n de los sujetos de la investigaci��n, el planeamiento de ense��anza de los profesores y el diario de clase, donde se registraba lo que ocurri�� en cada orientaci��n y realizaci��n del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de ense��anza de los conceptos. Durante el proceso de ense��anza y aprendizaje, los profesores han expresado sus dificultades, pero tambi��n las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el an��lisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de ense��anza con la definici��n y con la identificaci��n, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos l��gicos y las categor��as del planeamiento (objetivos, contenidos, estrategias de ense��anza, control y evaluaci��n). En cada etapa surgieron obst��culos, pero tambi��n aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiaci��n de nuevos fundamentos te��ricos. La pr��ctica docente se constituy�� en un elemento que facilit�� la comprensi��n y la apropiaci��n de las habilidades de planear situaciones de ense��anza de conceptos mediante la definici��n y la identificaci��n

A forma����o do professor em diferentes espa��os socializadores: um olhar sobre os alunos do curso Pedagogia da Terra da UFRN

This work is an analysis about the teacher's formation starting from certain aspects of its culture. It is supposed that the teacher is constituted in an individual that acts starting from singular aspects, in an individual point of view, but at the same time it interacts with other individuals in an environment strongly marked by the culture. Those two dimensions are representatives of the socio-cultural characteristics and they can be seen in the perspective of the individual and collective identity. Based on those presuppositions we chose, as reference, four environment of formation: the family, the school, the work and the Movement of the Rural Workers Without-Soil/MST (MST: The without-soil-ones in Portuguese) observing as the teachers refers to those environment highlighting, mostly, the formative aspects stood out. The individuals researched are teachers involved in the education of settled communities, who are students of the Earth Pedagogy course of the Universidade Federal do Rio Grande do Norte/UFFRN. For our analyses, we used narrative texts, written by the teachers, as conclusion of the discipline History of the Brazilian Education in which they tell their life histories. The speeches show as the environments of reference influence in their world conceptions, attitudes and values that not just mix in an individual dimension, but also collective. The research make us reflect about the possibility to think on the educational action starting from that understanding of wide formation considering the present elements in the courses of teacher's life

Pedagogia da fraternidade ecol��gica e forma����o transdisciplinar para um ensino educativo

La s��paration entre les deux cultures (Snow, 1995) a battu la compr��hension du monde, a influenc�� l'��ducation �� tous les niveaux et a fragment�� les ��tres humains dans leur fa��on de penser et de produire des connaissances. L'accumulation des connaissances h��rit��es d��s la naissance de la science moderne au XVIIe si��cle, n'a pas ��t�� suffisantes pour relever les nouveaux d��fis du monde contemporain (Morin, 2000, 2001, 2002a). Maintenant c est le temps de chercher une nouvelle compr��hension du monde et des nouveaux fa��on de comprendre et r��soudre les ��v��nements et probl��mes de l'��ge moderne. La P��dagogie de la fraternit�� ��cologique "est d��fendue et construite �� partir d'un point de r��f��rence cosmologique nouvelle, bas��e sur le grand r��cit de l'univers, et inspir��s par la vie fraternelle, l'amour, la po��sie et la sagesse de saint Fran��ois d'Assise (Italie , sec. XII-XIII) et l'exp��rience des connaissances traditionnelles et la ��logique du sensible�� (L��vi-Strauss) de Francisco da Silva Lucas, un r��sident de la communaut�� de Areia Branca, sur les rives du lac Piat�� dans la ville de Assu, Rio Grande do Norte. Une ��pist��mologie fond��e sur le grand r��cit de l'Univers rachetera des relations fraternelles entre l'homme et la nature. �� partir de ces r��f��rences j ai elabor�� une nouvelle formation pour les ��ducateurs, ��formation interdisciplinaire pour enseigner de l'��ducation��, dans lequel je d��veloppe ce que j'appelle ��Architecture transdisciplinaire de savoir pour la formation des enseignants, fond�� sur les principes de la complexit�� et de la transdisciplinarit��. Nous comprenons que notre r��le est plus large int��grant l'homme dans l'histoire de l'univers, car le bien de la terre et le bien��tre de la communaut�� humaine sur terre peut ��tre le point que rejoindra l'enseignement de l'avenir

A Fogueira do conhecimento: religa����o de saberes e forma����o

Les r��cits sur les exp��riences de vie se constituent en apprentissages signifiants dans le processus d�� auto-formation des ��ducateurs. La formation est un phenom��ne qui extrap��le l ambiance scolaire, incluant les exp��riences qui servent de matrice pour la construction de la connaissance au long de la vie. Dans cette perspective, ��la connaissance de soi��, telle quelle propos��e par SOUZA, NOVOA et JOSSO, est la notion centrale au tour de laquelle se d��veloppe cette dissertation. La recherche a comme id��e principale transposer pour la realit�� des professeurs l��exercice reflexif de son enseignement, m��diant la red��couverte de ses exp��riences de vie, a travers des histoires de soi que, potentialis��s, peuvent transformer ses pratiques dans la classe scolaire. Je prends comme point de d��part mes propres exp��riences comme ��ducatrice assumant la conviction de la indissociation entre sujet et objet de la connaissance, comme propose ��dgar Morin pour parler de la science de la complexit��. Je fais aussi l��usage des r��cits de six professeurs du r��seau publique de l enseigment, r��v��lateurs de la construction de la connaissance appuy��e dans la coh��rence de la praxis p��dagogique avec son mode de comprendre et sentir le monde. Les oeuvres ��Mes D��mons�� d ��dgar Morin, ��O Tempo e Eu�� de Luis da C��mara Cascudo et ��O Banquete dos Deuses�� de Daniel Munduruku, ont ��largit le champs des r��cits d exp��riences que se constituent en matrices des processus de formation. Le travail avec les r��cits de formation d��montrent qu���� partir de la r��flection du sujet sur sa propre exp��rience, il est possible de se proj��ter des nouvelles configurations de la connaissance tenant comme base, la reliaison entre vie, id��es, et pratiques p��dagogiques. �� partir de la m��taphore du b��cher il est possible de se comprendre la force de combustion des exp��riences de vie dans la formation des enseignants

A forma����o / a����o multiplicadora da pr��tica infantil: um estudo das pr��ticas formativas do PIDEPE RN.

This study examined the training of teachers in service developed by the Integrated Program for the Development of Early Childhood Education in Rio Grande do Norte - PIDEPE / RN - UFRN, whose central focus of action is the action of the multiplying practice within Natal. The methodology used is a reflection on the training strategies of the practice of early childhood education in order to build a knowledge that can be generalized to other formative experiences of teachers. The instruments used for data collection were the desk research and literature from the perspective of qualitative research. The study focused on the instrument were related to the structure and organization of the stage and the process of action multiplying of the infantile practice. We concluded that the process of training needs to be carefully reviewed. It is necessary to rethink the definition of objectives, criteria and tools for continuous evaluation that they wish to maintain and / or setting up on stage. Look not only for the formative role of education but also indicators of professionalization of teaching.