A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso

The school inclusion presents a number of challenges that has been mobilizing initiatives and studies about its effectiveness. If on one hand in such studies and initiatives it becomes important to emphasize on the role and training of teachers, on the other, there is few studies about the role (and performance) of the pedagogical coordination in face of this process. In this sense, this research focuses on the role of educational coordination in face of the school inclusion of students with Special Educational Needs (SEN) and it undertakes the following study s questions: has the action by the coordinator contributed to the process of including students with Special Educational Needs? How is it presented in the process of inclusion of students with SEN in regular education? And it aims to: investigate the role of the pedagogical coordinator in the process of inclusion of students with Special Educational Needs of Primary Education at regular schools; and to analyze the limits and possibilities of the coordinator actions in the process of inclusion of students with SEN. For the effectiveness of the research, a state school of Elementary School located at the city of Natal/RN was taken as an empiric field. It was selected as research subjects 4 coordinators, 2 teachers of the Multifunctional Resources Room and 2 teachers of 6th to 9th grades. The methodological approach that was used in this research is consistent with the qualitative approach, and it is configured as a case study, as it is understood that this type of research responds to the objective of the study, assuming the observation of everyday school life, the educational document analysis and interviews with the subjects as procedures and tools to build data. The construction and analysis of the data were followed by a dialogue with the literature dedicated to coordinating education and school enrollment. Considering the responsibilities of the contemporary pedagogical coordination due to the challenges and possibilities of schooling for all students, specially regarding to what is referred as collaborative work and ongoing training of teachers, this study points out to the lack of an articulated action related to the school inclusion process, considering the monitoring of the teaching activity and its dialogue with the Multifunctional Resources Room. Moreover, the emphasis on meeting the daily school routines and the compliance with bureaucratic procedures, put it into second, restructuring of the Political-Pedagogical and the possibility of mobilization of school around the problematization and systematization of an inclusive school project. The effectiveness of school s inclusion, therefore, implies the scaling of the functions of the pedagogical coordination, as well as the reorganization of the school it self, to ensure the mediation of collaborative actions, contemplating the teachers continuing education, having as a landmark difficulties, problems and experiences constructed in the school context

Conhecimentos sobre o corpo: uma possibilidade de intervenção pedagógica nas aulas de educação física no ensino médio

The following study aims at the main conceptions around the body and the learning through physical education classes at school. Therefore, this research mainly presents a proposal of pedagogical intervention on physical education for Ensino Médio, centered on the knowledge about the body as well as how to evaluate the impacts of such interventions on the students‟ learning process. In order to surround our field of investigation, this work elaborates the following study questions: a) What have students learned about the body in physical education classes in Ensino Médio at IFRN? b) What methodological possibilities can contribute on the experience of meaningful learning processes in physical education in Ensino Médio related to the knowledge of body aspects? Regarding to the methodology used, this ethnographic research used several instruments for data collecting like dairies, diagnostic activities, self-assessment evaluations, portfolio, filming, photographs and posts on the social network facebook. The materialization of the pedagogical intervention and all of its implications allow us to consider that the physical education classes in Ensino Médio at IFRN, campus Parnamirim have supported meaningful experiences of learning. Also they motivate relevant discussions applicable to the students‟ everyday lives once they are supported by discussions related to the influence of media about the body of teenagers, the irregular use of steroids, massaging as a possibility of body relaxation. Also, we point out that the students had the chance to experience body activities which crossed the limits of physical education classes‟ hegemony at school, such as indoor soccer, dodgeball, volleyball, basketball and handball. Thus, the students could experience body activities beyond the limits of most common sports, which started several discussions about the juvenile universe and culture. Beside the professional and personal importance of this work, we list the scientific relevance for the production of knowledge on the educational field once the number of Works about the knowledge of the body are still only a few. This study is mainly about alternative body practices. Therefore, we consider that the knowledge about the body can and must be studied not only through alternative practices, but also in different approaches which can be attributed to body running phenomenon. Finally, we believe that the discussions hereby motivated about the matter are far from being enough, so we deliver our intention in deepening this study on forthcoming researches about the knowledge of the body in the field of physical education in Ensino Médio

A prática pedagógica de professores de alunos com transtorno de déficit de atenção/hiperativadade

This study is inserted at the Line of Strategical Research of Thinking and Knowledge production which scientific projects about the relation of thinking and knowledge production are realized. The accomplishment of this dissertation involved an empiric research at a school of the municipal district of Natal RN. Our purpose was to investigate the practice of the staff working with students who present Disabilities and Attention Deficit Hyperactivity (DADH) at regular classes due to the organization of thinking in pedagogical strategies. The object of this study is presented at the center of the questions which involves the conscious analysis of the problems and needs that emerge at the school. Considering the specialty of the theme, we choose a methodology whose focus is the dialogue and the sharing of meanings with the partners of this research through the observation of the activities developed at class/school and interviews/conversations with six teachers of first and second cycles of primary education. According with the study, some theoretician presumptions of Mr. Freire (2001), Mr. Nóvoa (1995), Mr. Bohm (2005) and son on. The results reveled at the research indicate the fragility of a continuous formation directed to the development of critical-reflexive thinking of the teachers.The teachers revel conceptions due to formation, pedagogical practices and the relation with the parents and coordinators, through their performances and speeches, allowing us to identify some pedagogical strategies used. We identified some negative response about the process of learning-developing of these pedagogical strategies such as the one we call unconcern . The strategy of sitting the student at the front row chairs can have positive and negative responses depending on the way the teacher act and follow the student. Other strategies identified as positive response bringers at the learning-developing process and that should be reinforced by the staff are the playful and the group assignments . At this perspective, the school needs to develop a collective project between the pedagogical team and teachers to overcome the needs of all students, and as a consequence, of the staff and improve the positive strategies, minimizing the negative ones and allowing the organizations of new strategies that promotes the improvement of learning-teaching process of the students with DADH

O corpo como matriz pedagógica

The contemporary conjuncture based on the capitalistic knowledge converges to the corporal consciousness that makes us see, feel, taste and hear, be in/to pieces. Disembodied reason legitimate and legislate ways of being and living socially and its development is the dehumanization of human relations causing pain and suffering. The objective of this work is to discuss the body as pedagogical matrix through imagistic/artistic elements: music, painting and literature. Metaphors lead to self knowledge of human subjectivity and approach us to the kaleidoscope of sensitive knowledge and enables learning to learn with the infinite combinations of images, knowledge, feelings and worldviews. The song Memória da Pele comes in the voice of Maria Betânia speak of the memories that are not mine, but are tattooed in me in the memory of skin, singing the memories of a love lived by who tries to forget rationally, but the body insists on remembering. It is password to think about what we are. The short story by Clarice Lispector, entitled Miss Algarve, narrates the life story of an unmarried and virgin woman, and her encounter with an alien called Ixtlan. Until then, she who lived as if every day were a Monday, found herself seduced by the pleasure of having a body in contact with another body, which also allowed her to give visibility to the bodies of others. She had repudiation by the immorality that her body and the other s perspired. The discovery of the body brings important lessons for nursing, involving our body and the others'. The painting the flying bed or Henry Ford Hospital, by Frida Kahlo, is our final metaphor. The traumatic experience of abortion is shown in this painting trough the picture of the artist naked in a hospital bed. This painting invites us to reflect on our work process. We need to think in multiple dimensions of the being and accept the invitation of art, so that the lightness confronts us with the weight imposed by the hegemonic ideology. I believe it is not a single view, but the many views that should justify the knowledge and practices of nursing; what matters is that they are woven into the dialogue, democracy, provided that protagonism of those individuals involved in this process, in the wandering and uncertainty, in the rewiring, solidarity, plurality. To this end, the body must be the great pedagogue that is able to be viewed not as a tapestry seen by the right view, as the logical knowledge sees, but seen by the opposite side in its singular, irregular, discontinuous weavings

Aprendendo e ensinando o sistema de numeração decimal: uma contribuição à prática pedagógica do professor

The central question of the present study is to identify the epistemological knowledge that the teachers-trainees possess regarding the characteristics (properties) of the decimal numbering system; its purpose is to offer a contribution to the pedagogic practice of the teachers who work within the Basic Literacy Cycle, in terms of what concerns both the acquisition of contents and the development of the knowledge that helps them in the elaboration of adequate strategies to working with the Decimal Numbering System in the classroom. The study is based on the constructivist sociointeractionist approach to teaching Mathematics and it constitutes, in itself, a methodological intervention with the teachers-trainees engaged in the Professional Qualification Program in Basic Education of the Federal University of Rio Grande do Norte. The foundations of the study were found in investigations of researchers who had carried out studies on the construction of numerical writing, showing, for instance, that the construction process of ideas and procedures involved in groupings and changes to base 10 take a lot longer to be accomplished than one can imagine. A set of activities was then elaborated which could not only contribute to the acquisition of contents but that could also make the teachers-trainees reflect upon their teaching practices in the classroom so that in this way they will be able to elaborate more consistent didactic approaches, taking into consideration the previous knowledge of the students and also some obstacles that often appear along the way. Even when teachers have access to the most appropriate dicactic resources, the lack of knowledge of the content and of the real meaning of that content make the Decimal Numbering System, a subject of fundamental importance, be taught most times in a mechanical way. The analisys of the discussions and behaviours of the teachers-trainees during the activities reavealed that they made them reflect upon their current practices in the classroom and that, as a whole, the aims of each of the activities carried out with the teachers-trainers were reached

Física para geografia: desafios de uma proposta pedagógica interdisciplinar

This study has as its aim the elaboration, presentation and application of a proposal which makes possible an inter-disciplinary relationship between knowledge of physics and geography in the graduation course for forming geography teachers in the Dom Aureliano Matos Faculty of Philosophy in the city of Limoeiro do Norte in the State of Ceára. Initially, we observe in pertinent literature and opinions of specialists what capacities and abilities are suggested for a future teacher of geography. Following that, we select subject matter which broaches upon physic concepts and may be contextualized within topics present in the daily fare of a geography teacher, such as natural phenomena related principally to natural environment and climate, envolving astronomic features, using didactic materials and resources in easily understood language and without the excessive presence of mathematical formulas. An evaluation of the experience allows us to affirm that inter-disciplinary treatment, as an important alternative for curriculam organization, when applied in the classroom shows that there is better learning, a reduction in class evasion and a significant fall in failures when compared with traditional proposals for the teaching of physics in relation to geography. On the other hand, it is notable that to maintain and augment such measures it is a challenge to be met, with the purpose that students of other courses may perceive that physic concepts have much to do with their reality, and that understanding them is relevant for their professional and personal formation

Formação continuada de professores que ensinam matemática: o papel do ábaco na ressignificação da prática pedagógica

The present dissertation performs a study about abacus part on the continuous education of Elementary School s Mathematic teachers on what concerns the basic operations of addition and subtraction with (re)unification by using the manipulative and/or informatical abacus. Therefore, the research intends to answer the following question: How does a teacher reframe the pedagogical practice while teaching the Decimal Numeral System and the conventional operations of addition and subtraction with (re)unification through manipulative and informatical abacus? In order to do so, we rely ourselves on the Guy Brousseau s Theory of Didactic Situations (TDS) from 1996 that affirms the necessity to trace a way in accordance with the teaching situations that lead the student s learning; and on the work of Pierre Lévy (1993), in which the poles of communication oral, written and virtual create three ways of communication through which the learning process happens. The methodology of this paper was based on the Strategic Research-Action of Franco (2005). The didactic sequence was elaborated in accordance with TDS and used the manipulative and informatical abacus as didactic resource. With the application of the didactic sequence, it was verified that the continued formation of Elementary School s teachers concerning the operations of addition and subtraction on the initial years/levels is pertinent once it has been observed some difficulties of the teachers concerning this mathematical subject. Besides, the analysis of the didactic sequence has allowed one to realize that teachers had some difficulties concerning the numeric representation with order zero, the resolution of operations of addition and subtraction using the manipulative and informatical abacus and the realization of (re)unification on the subtraction with meaning. These observations has been discussed with the teachers and, after that, it has been done some didactic-methodological routings of the operations of addition and subtraction with re(unification) that contributes with the teaching and learning process.

Geometria e arirmética numa visão multicultural: uma experiência pedagógica

This paper aims to build a notebook of activities that can help the teacher of elementary school mathematics. Topics covered are arithmetic and geometry and the activities proposed here were developed aiming print them a multicultural character. We take as a base line developed by Claudia Zaslavsky multiculturalism and reflected in his books "Games and activities worldwide" and "More games and activities worldwide." We structure our work around four themes: the symbol of the Olympic Games, the pyramids of Egypt, the Russian abacus abacus and Chinese. The first two themes allow you to explore basic concepts of geometry while the latter two themes allow us to explore numerical notation and arithmetic operations

Estratégias argumentativas na construção do discurso ideológico: um estudo da produção didático-pedagógica do meb

This research studies the argumentative process developed by the Basis Educational Movement (MEB), using as corpus the booklet Viver é lutar , and other lesson plans of the Educational Rural Radio from Natal. It has as objectives reveal the argumentative strategies in the discursive production of MEB, exploring the meaning effects suggested by its production conditions, and the ideological positions defended, in addition to this, verify how the booklet and the radio classes dialogued in the argumentation of their theses. So, the study is guided by the Discourse Analysis presuppositions, by the Argumentation Theory, by the conceptions of Popular Education, as well as the conception language dialogical language conception, recurring to Bakhtin (1995). The research adopts the documental characteristic of qualitative nature with an interpretative basis. The analysis of the data permitted us to confirm that the pedagogical didactic material discourse of MEB was produced in a social-historical-ideological context in what the education was seen as a social liberation instrument, being able to transform the Brazilian people and the Brazilian unequal structure. The results reveal that the booklet and the classes assume a position remarkably in favor of the popular classes, structured by the argumentative techniques that intended to convince, and to persuade the auditorium. Thus, the argument was based initially on the convincing of youths and of adults for, afterwards, to construct a persuasion to the learners, in terms of referring to act on the reality to transform it, according to their desires of social justice

A ação pedagógica sob a perspectiva de Henri Wallon

This research was supported theory as the theory of Henri Wallon which proposes a reflection on the overall development of the child offering subsidies for a acting that values the child in its multiple dimensions. The objective is understood to seek subsidies in theory that can guide the construction of an education in the Children's activites, focused on the development aspects of cognitive, affective and motor of the child. It adopts as methodology the bibliographical revision, the intervention, observation and data collect, using as pedagogic resource playing activities in an institution of Infantile Education. The research noted the possibility of action with the concepts proposed by the Wallonian theory, furthermore, the Children's Fitness, using the recreational activities such as teaching resources boost child development. Therefore, concluded that physical education should include Child in the process of teaching-learning the full development of the child.

Formação de professores de matemática: um estudo sobre a influência da formação pedagógica prévia em um curso de licenciatura

O presente texto tem como objetivo discutir a influência da formação pedagógica prévia em um curso específico de Licenciatura em Matemática. Como instância prévia de formação este artigo considera o CEFAM, e o curso de Licenciatura em foco é o da Faculdade de Ciências da UNESP de Bauru. O enfoque metodológico é nitidamente qualitativo, tendo sido os procedimentos analíticos pautados no estudo de convergências e divergências detectadas nos discursos dos estudantes-depoentes.

Interação entre professora e alunos em salas de aula com proposta pedagógica de educação inclusiva

Correntes teóricas presentes na literatura científica têm demonstrado a importância das relações interpessoais para o processo de construção do conhecimento. É no contexto da interação professor e aluno que se configura a relação entre as necessidades educacionais dos alunos e as respostas pedagógicas a elas disponibilizadas, o que envolve o domínio do conhecimento pelo professor, sua capacitação técnico-científica, a competência de ensinar pesquisando, as características sócio-culturais e o perfil psicológico dos atores sociais envolvidos- professor e aluno. Buscando melhor compreender este universo, elaborou-se este estudo que teve como objetivo descrever as interações ocorridas entre uma professora, e seus alunos, em classes em que se propunha adotar uma prática pedagógica inclusiva. Os dados foram coletados em 2 salas de aula, em escola estadual de Ensino Fundamental, no município de Bauru. O processo de coleta de dados se deu através do registro da realidade de sala de aula em vídeo tape. Optou-se por este método, por permitir a recuperação posterior dos dados. A coleta se deu no transcorrer do 1º semestre do ano letivo de 2001. A análise fundamentou-se em sistema prévio de categorias, e tratou os dados quantitativa e qualitativamente. Os resultados demonstraram peculiaridades e diferenças nas interações da professora com os seus alunos, em função da presença ou ausência da deficiência. Indicaram, também, que a interação vem demonstrando avanços na prática educacional, no que diz respeito à atenção pedagógica, da professora, ao aluno com deficiência.

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

As representações sociais da Geografia escolar: um olhar sobre a prática didático-pedagógica

To present research had for study object to understand the social representations of the school geography for the students of the Municipal Schools Lions Prata and Dr. Francisco Brasileiro, located in the neighborhood of Catolé, and in Santa Terezinha District, respectively, in the municipal district of Campina Grande/PB. The objective of that study consisted of identifying, to understand and to analyze those apprehensions in the form as they are communicated and executed at the school and in the society. That search is due to the fact that the constant reproduction of the same ones in the current world context in that we are inserted doesn't to the understanding of the being's complexity and of the knowledge in the educational and social extent. Like this, we considered urgent their dialogues in practice didactic-pedagogic of the geography for ressignificar the geographical knowledge produced in the city. Authors as Moscovici; Jodelet; Bourdieu; Tuan; Foucault; Castoriadis; Morin among others contributed in the reflexive mediation of the imaginary symbolic emitted by the interior speeches of the 281 (two hundred and eighty and a) researched students. Those corresponded to 64,0% (sixty four) integral of the enrolled ones in the two schools of the municipal public system of teaching (INEP, 2005). A qualitative-quantitative survey was used and its answers were categorized by using the statistical description of the Statistical Package for the Social Sciences SPSS Program. The freeassociation of words technique was also used in order to verify some information. The results revealed that the social representations of geography are still grounded in fragmented, content-based, positivistic and functional conceptions of man, society and the world. Manifestation of a traditional and organicistic teaching, this unveiling excludes the historical capacity of the students creative construction of knowledge, as well as a competent and demanding educational mediation

O professor coordenador pedagógico nas escolas estaduais paulistas: da articulação pedagógica ao gerenciamento das reformas educacionais

Este artigo apresenta os principais resultados de uma pesquisa concluída que teve como objeto de estudo a função de coordenação pedagógica na rede estadual paulista, com destaque para o trabalho do professor coordenador pedagógico (PCP). A partir de um estudo bibliográfico-documental, analisamos as principais resoluções publicadas pela Secretaria de Estado da Educação de São Paulo no período de 1996 a 2010. Para a definição do período de análise, foram consideradas as sucessivas medidas educacionais de natureza neoliberal ocorridas na referida rede de ensino. A partir das resoluções selecionadas, foram estabelecidas algumas categorias de análise relacionadas à função: denominação, justificativa e atribuições legais; requisitos necessários para os professores coordenadores e critérios de escolha; avaliação do trabalho realizado e bibliografia básica solicitada nos processos seletivos. A análise dos documentos legais permite identificar a apropriação da função pelas reformas educacionais recentes, reconhecendo as implicações para o trabalho docente e para a organização da escola. Influenciadas por princípios gerencialistas e performáticos, as reformas educacionais promoveram profundas alterações na natureza do trabalho do professor coordenador pedagógico, o qual, de articulador no âmbito da escola, passou a ser legalmente o sujeito responsável pela disseminação das medidas oficiais e pelo controle das atividades docentes.