O domínio da leitura e da escrita : por que não eu?

The study and research field of Education is wide and rich, mainly when it goes towards the empirical area of social reality. This research focuses on young and adult subjects who cannot read or write, although they had had access to and attended schools in Natal/RN. The locus of the research are the Municipal Schools that develop the Youth and Adults Education program EJA, having representatives from the North, South, East and West zones of the city, in a total of 6 municipal schools. It analyzes these subjects' replies to the questions: "Why are there young and adults who attended school but still cannot read or write?", What are the exclusion situations they face by not being able to read or write?". From a dialectic view on the subject, the research's strategy for data collection is the semi-structured interview to collect the replies given by the interviewees; replies that are separated by analysis categories presented charts of ideas. The research's results are analyzed and lead us to the conclusion that the affective, organic, cognitive, social, political and pedagogical factors are mentioned by the subjects as reasons why they can not dominate the reading or writing skills. The youth and adults interviewed are not happy with their school failure; the reading and writing learning is something that eases their social inclusion into a society that privileges such abilities, and that with it they could avoid the social exclusion they faced at school, in the work place, at home, in church, at health centers, on the street, at their children's school and in public assistance institutions

Os anjos podem ferir: um estudo sobre a violência intrafamiliar

This work considers the comprehension of the intrafamiliar violence emphasizing violent mothers relationships with their children. The purpose is to understand the development of these relationships which turn into aggressive behavior of the mothers regarding family education. The research was carried out focusing on two aspects: analysis of the theoretical references and empirical research. The theoretical research was done through a bibliographic survey of subjects related to this study such as: the history of the family, motherhood and children, the intrafamiliar violence practiced by mothers against their children; as well as how those violent relationships emerge from family environment. We point out the Foucault s concept of discipline (FOUCAULT, 1975) and Caldeira s concept of circumscribed body (CALDEIRA, 2000). It was selected a sample of ten women to investigate the relationship between mother and son through a detailed interviews. Five mothers from this sample were denounced to the Tutelary Council and they were set in a so called Denounced Group. Similarly, the other five mothers, who live in the same social and cultural context of the selected families assisted by the Tutelary Council, were set in the Non-Denounced Group. Therefore, we work with representations of the own interviewers about the meaning of the pedagogic socializing discipline in their lives. Our priority was the study of case carried out with the denounced families for physical violence and with the other group in order to develop a comparative analysis of both groups. Such methodological choice is explained by the interest for understanding the violence between mothers and children. It is common to all mothers not to consider aggressive their behavior against their children. We observe that physical punishment is considered a way to discipline children and teenagers, hence that is perceived as necessary to repress, to control, and to adapt them. Thus, it is considered a necessary practice for education. However, the reason that made the community denounced against the mothers of the Denounced Group was due to those did not correspond to an ideal example of what was expected to be a mother (they took drugs, alcohol, and had several sexual partners), that is denounces were not for the physical violence itself. Therefore, those mothers were not denounced because they were not morally able to manage their children s education. The community tolerates the punishment against children, but not the amorality of the women, and they were denounced for disregarding their role as mothers

O trabalho doméstico de adolescentes: naturalização da exclusão e submissão

This work demonstrates important aspects of domestic work performed by adolescents between 16 and 18 years in residential spaces. This is to highlight the process of naturalization of invisibility, their source of insecurity and social exclusion, in view of the strong personal relationship of domination. Pointing out the relations of pseudo-affection that can obscure the exploitation of domestic labor. Highlight a preliminary discussion on the composition of social relations embedded in the context of domestic work, with emphasis on reflection on the condition of subordination of young domestic workers as a result of a process of socialization consists of relations of domination - gender and social class, resulting in formation of social identity-forming negative stigma. This paper results from a survey of the work of young maids, held in the city of Aracaju, whose main objective was to understand how they operated the differences and inequalities in the relations of domestic based, including information on adolescents' own. Fieldwork was conducted from August 2009 to January 2010 and data collection techniques were used oral history / life history, questionnaires and use of semi-structured interviews, as well as secondary data from PNAD / IBGE which formed the basis of comparative national situation and local context. It emphasizes the links of domestic work involving teenagers question the lifestyles of working class who are confronted by the various "systems" for each home, which leads to the development of adaptation strategies that make possible the coexistence of a stranger the house at the other. It focuses on how the work goes into their lives in terms of socialization offered by working families to their children's, and as this class habitus is adequate for the job market in domestic employment through a socialization process that sometimes opposes and now reinforces the practices and values seized in family socialization

Mulher chefe de família, na cidade de Aracaju:dominação e poder

The research was focada in the feminine head of family, the City of Aracaju and its impacts in the nuclear familiar nucleus. Considering that, the papers of the men are in general, not valued and rewarded that the papers of the women in almost all the cultures. The women generally load the responsibility to take care of of the children and the domestic work, while the men traditionally are born with the responsibility to support the family. However, we find changes in this mainly north-eastern scene and, where through quantitative research, already one evidenced that they are majority as family support, therefore, we observe the construction of social identities of the women family heads and uncurling of the adaptativos aspects, the existing mechanism between domination and power, in the familiar nucleus. The impacts in the family if had change in the social relation for them to be family heads. One is about qualitative research that has left of the construction of a theoretical landmark, analyzing given of bibliographical sources and from interviews with women family heads, power to observe the forms of joints in the nuclear families, as they deal with the power to decide power, the financial power, the fragility, the domination and the influences of the traditional models. Analyzing the familiar relations between the woman, the children and the spouse, searching the excellent questions for the briefing of the thematic one, demystifying the dichotomy between the mother/wife and woman head of family in the residential environment

Um tempo para Pandora brincar: etnografia acerca do tempo de lazer das operárias

The aim of this paper was to understand women s time as seen through the experiences of the women workers of Sobral-CE, who build free time and leisure time through the subjectivity of their histories as delineated by an everyday life as full of work as it is empty of leisure. The approach used here is an ethnographic one, through participative observation and narratives of working and leisure experiences. These workers everyday life reveals itself in the construction of their leisure time as related to their time of drudgery, in public as well as in private spaces. The responsibility of working away from home, as well as of carrying through domestic chores and of devoting themselves to their husband and their children was imposed upon women in a manipulative manner. This fact deprived women of their possibility of practicing and enjoying leisure activities. With the coming of the so called triple working day, women began organizing new strategies to elaborate, to organize, to create and to turn leisure activities possible. The interpretation of the trajectories of the lives of twenty women workers of a shoe plant in Sobral-CE was realized by the means of an ethnographic study. The thesis consists of the analysis of the construction of social times and of leisure practices, in a context interpenetrated by the cultural conditionings of much work and economic difficulties. The aim of the study was to understand how the women workers of Sobral-CE construct their practices and representations about free time and leisure in the web of sociabilities (possibilities, necessities, dilemmas and dreams). Everyday life is here defined as an ontological dimension of human life. Hence, it does not limit itself to the rituals, the celebrations or the exceptional conditions usually discussed by researchers

Avaliação dos impactos do programa bolsa família na renda, na educação e no mercado de trabalho das famílias pobres do Brasil

This study aims to verify the impact of the Bolsa Família Program (BFP) in income and school attendance of poor Brazilian families. It is intended to also check the existence of a possible negative effect of the program on the labor market, titled as sloth effect. For such, microdata from the IBGE Census sample in 2010 were used. Seeking to purge possible selection biases, methodology of Quantilic Treatment Effect (QTE) was applied, in particular the estimator proposed by Firpo (2007), which assumes an exogenous and non-conditional treatment. Moreover, Foster- Greer-Thorbecke (FGT) index was calculated to check if there are fewer households below the poverty line, as well as if the inequality among the poor decreases. Human Opportunity Index (HOI) was also calculated to measure the access of young people / children education. Results showed that BFP has positively influenced the family per capita income and education (number of children aged 5-17 years old attending school). As for the labor market (worked hours and labor income), the program showed a negative effect. Thus, when compared with not benefiting families, those families who receive the BFP have: a) a higher family income (due to the shock of the transfer budget money) b) more children attending school (due to the conditionality imposed by the program); c) less worked hours (due to sloth effect in certain family groups) and d) a lower income from work. All these effects were potentiated separating the sample in the five Brazilian regions, being observed that the BFP strongly influenced the Northeast, showing a greater decrease in income inequality and poverty, and at the same time, achieved a greater negative impact on the labor market

Podem os programas sociais e de transferência de renda influenciar a oferta de trabalho em atividades não agrícolas? uma análise para as famílias em condição de pobreza no meio rural do nordeste

This study aims to analyze the main effect of social programs and cash transfers on the labor supply of non-farm family members in poverty in rural areas of the Northeast. Among the specific objectives, we sought to investigate the effects of these programs and individual characteristics on the decision of participation and allocation of working hours of parents and children in non-agricultural activities. It was assumed, as a theoretical basis, the model of neoclassical labor supply as well as the principle that the decision of allocation of working hours, non-agricultural, is subject to the initial choice of the worker devote or not the non-agricultural employment . The hypothesis assumes that access to social programs and income transfer contributes to the dismay of rural workers, in poverty, in its decision to participate and offer hours of work in non-agricultural activities. To achieve this objective, we applied the models of Heckman (1979) and Double Hurdle, of Cragg (1971), consisting of associating the decision to participate in the labor market with the decision on the amount of hours allocated. The database used was the National Survey by Household Sampling (PNAD) of 2006. The results of the heads of households showed that transfers of income, although they may have some effect on labor supply rural nonfarm, the magnitude has to say that there may be some dependence on benefits. The estimates for the joint children of 10 to 15 years showed that the programs have negatively influenced participation in suggesting an increase in school participation, although for the allocation of working hours the results were not significant on the incidence of child labor

Trilhando os caminhos da educação: um olhar sobre a universidade da floresta Acre

!Acre! Un lugar místico marcado por las luchas y conquistas que traen en su historia las bellezas de sus riquezas naturales y la diversidad cultural. Este es el escenario en que se constituye ese trabajo como resultado de estudios sobre la implantación de una universidad en la región del Alto Juruá-Acre, denominada de Universidad de la Floresta. Esta surge como proceso de fortalecimiento y expansión del Campus de la Universidad Federal de Acre, en el município de Cruzeiro del Sul. Envuelto por los movimientos sociales que cambiaron los rumbos de su historia, incluyendo la identidad acreana, Acre resguarda a sus hijos el derecho de exigir conciencia ecológica y desarrollo con la preservación de la floresta y de la sustentabilidad. Así, los movimientos como empates, socioambientalismo y florestanía impulsionarán el proyecto de implantación de la Universidad de la floresta, donde el reconocimiento de los saberes de las poblaciones tradicionales y el convívio diário de eses pueblos con la naturaleza representa un nuevo paradigma para el concepto de universidad. Todo eso apunta para una nueva forma de pensar y sistematizar la educación. Para el desarrollo del análisis sobre la implantación de esra universidad me fundamenté en los princípios referendados por el abordaje de la complejidad a travéz de los pensamientos de grandes sábios, entre los cuales destaco Edgar Morin, Claude Lévi-Straus y Conceição Almeida. Para transitar metodológicamente opté por trillar en caminos futiristas, donde mi escrita se construye a partir de mi punto de vista, de mi sentir y de mis conversaciones con la Floresta. De esta forma, presento los princípios y la estructura interinstitucional de la universidad de la Floresta, formada por tres grandes ejes: Centro de formación y tecnologías de la Floresta CEFLORA, Instituto de la Biodiversidad y Manejo Sustentable de los recursos Naturales IB y el Campus UFAC / Floresta. Estas tres unidades deverán funcionar de modo integrado componiendo el tripé enseñanza, pesquisa y extensión de la Universidad de la Floresta. Por fin, delante de la especificidad de esta universidad y de sus propuestas, afirmo la importancia de interactuar los saberes de la tradición a los saberes de la academia como forma de valorizar lLa cultura de los pueblos de la floresta

Aquelas leituras formadoras de culturas (Caicó-RN, século XIX)

La lecture faite du livre Seridó − XIXème siècle (Fazendas & livros), des historiens Medeiros Filhos et Faria, a été ce qui a déclenché l écrit de cette thèse de doctorat. La lecture intensive de ce livre a conduit au corpus documentaire de la recherche (livres scolaires, religieux et laïques, chronique, discours, documents ecclésiastiques, inventaires, testaments, mémoires d'enfance, articles journalistiques, rapports), et aussi au corpus du référentiel théorico-méthodologique de l'histoire culturelle de la lecture, en correspondance avec Roger Chartier et Robert Darnton. Dans la rigueur de l'écriture de la thèse, la recherche relative à la thématique lecture et absorptions culturelles nous a menés à définir comme objet d'étude les pratiques culturelles appropriées pertinemment aux lectures faites, entendues, murmurées, de nombreuses fois répétées et mémorisées, de livres scolaires imprimés, religieux et laïques qui circulaient à Caicó, dans les années mille huit cents. En vue de la lecture intensive et de l'extensive, l'objectif est d analyser, d'une part, des indices d'absorptions ou appropriations culturelles des enseignements de ces pratiques de lecture et, d'autre part, les entrelacements des enseignements relatifs à l'oralité, à la lecture, à l'écrit et à la scolarisation. La thèse défendue est que l'histoire de la lecture à Caicó, au XIXème siècle, est l'histoire de la lecture faite, entendue, murmurée, répétée et, encore, mémorisée, qui, soutenue par des textes de livres scolaires, religieux et laïques, se convertissait dans la production de biens culturels spécifiques, comme des cartes, inventaires, remèdes homéopátiques et faits maison, testaments, prières fortes de cure, vers de cordel, parmi beaucoup d'autres. En commençant avec l'intention d écrire une histoire de la lecture à Caicó, au XIXème siècle, nous comprenons que les pratiques culturelles, spécialement les pratiques des coutumes seridoenses, sont, excessivement, le résultat des appropriations de lectures de textes scolaires, religieux et laïques, stimulatrices d'autres pratiques de lectures intensives et extensives. Si la lecture faite, entendue, répétée, mémorisée et reconnue est liée à des pratiques de coutumes universelles et locales, malgré cela la force de l'oralité aurait été l élément essentiel de la reproduction et de la longévité de cette lecture, ainsi que de son passage du XIXème siècle au XXème et, encore, des vestiges de certaines permanences de ce XXIème siècle. En partie, ce réseau de pratiques culturelles, reproduit par la force de la transmission orale, persiste depuis l époque de nos arrière-arrière-grand-parents

A formação de professores surdos de Libras: a centralidade de ambientes bilíngues em sua formação

The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in these educational institutions for the deaf and our own journey, as a teacher and researcher. The study was conducted on the theoretical-methodological principles of (auto)biographical research in education and socio-historical studies on the social formation of the human. The corpus used for analysis was consisted of six narrative interviews conducted in sign language and transcribed into portuguese, documents and personal files and institutional. The analysis allowed us to define three hinge moments of this story: the creation of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism (1995 to today). The analyzes show that the trajectories of teacher formation of the research participants reflect the history of the three schools which have costituted bilingual social spaces of paramount importance to the subjects and the deaf community as a group of linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate between the two generations of research participants. The generation of heirs of oralism, which had delayed access to the Libras and lived an education referenced in oralism, whose reminiscences of childhood and adolescence are strongly marked by suffering for the lack of communication, which hinders their social and professional career until today. And the generation of the sons of bilingualism, the youngest in age, who had childhood access to Libras and education within the framework of bilingualism, whose reminiscences are not marked by suffering and have a positive vision of the future. With respect to your teacher formation, three figures stand out as a teacher. The teacher's improvised, closer to the first generation of teachers who were called to teach without proper training. The figure of the teacher craftsman, which corresponds to the image that most of them have of yourself now, understanding that their knowledge are based on the exchange between peers. And finally the figure of the real teacher, which stands on the horizon of expectations as future graduates in Letters |Libras. The narratives allowed to realize that the evolution between these figures is based on the contributions of the other: hearing teachers of EDAC and the Federal University of Campina Grande and deaf teachers of the two generations who learn from each other. The analyzes and reflections allowed to defend the thesis of the centrality of bilingual environments for the establishment of the deaf person as a citizen with full rights, based on the voice of the deaf, muted by the history of education, conducted by listeners

A auto formação maternal: cenários de uma educação vivencial humanescente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Das tendas às telhas: a educação escolar das crianças ciganas da praça Calon-Florânia/RN

El presente trabajo es el resultado de una investigación llevada a cabo con un grupo de etnia romaní Calon, en el territorio de Seridó, específicamente la ciudad de Florânia, estado do Rio Grande do Norte / RN, como un lugar con la Escola Municipal de Domingas Francelina das Neves . El grupo se trasladó a las pruebas de un nuevo espacio en la ciudad en los principios de l980, la construcción de casas para vivir de esta manera y fundar una escuela para sus hijos, desde el consumo de una cultura diferente a la manera de vivir y estar en el mundo, si los usuarios que hacen de las políticas públicas establecidas grupos sociales. Hemos elegido como base para el análisis de la importancia teórica y metodológica de la Escuela de Cultura Cultura Historia, conceptos y prácticas, estrategias y tácticas (Michel de Certeau), la entrevista completa (Kaufmann) y la memoria (Le Goff). Como una estrategia en la investigación de campo, se utiliza la técnica de observación participante (Minayo). En este trabajo, encontramos el ejercicio de la educación para la vida familiar, la práctica social y cultural de los gitanos, el trabajo de la institución de educación y los elementos postulada por los teóricos que abordan los cambios en los estilos de vida de la inclusión en la escuela, las culturas silenciadas o negada. La investigación representa una labor de diálogo intercultural en una investigación como resultado de intensas búsquedas en fuentes documentales y de archivo, después de haber sido un cuerpo empírico, con material de lectura en los archivos públicos de la Cidade de Florânia, Escola Municipal de archivo Domingas Francelina das Neves entrevistas, fotografías, películas, cuadernos, documentos personales y diarios de circulación nacional. Nuestra investigación tuvo como resultado en los estudios de la cultura escolar y la escuela, el lugar de la escuela como un instrumento de inclusión social de grupos marginados y los grupos étnicos, sin poder, los estudios para la comprensión de la convivencia con los distintos temas de la diversidad, así como la comprensión y posibilidades de la formulación de declaraciones de política, teniendo como punto de partida las prácticas sociales y culturales de la rutina escolar

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 PROEJA ensino médio no ifrn, campus Caicó: causas da desistência e motivos da permanência

This dissertation deals about the theme of National Integration Program of the Professional Education to the Basic Education in the form of Youth and Adults Education - PROEJA, which was developed at the Federal Institute of Education Science and Technology of Rio Grande do Norte - IFRN - Campus Caicó. It aims to analyze the causes of the abandonment and the reasons for the permanence of students within the mentioned program. To substantiate this research, we used methodologically, some procedures such as bibliographical research, documentary analysis, semi-structured interviews and focus group. To analyze the data, we discussed the contradiction that involves duality and educational compensation based in the struggles and achievements of rights at the core of public policies for high schools, for vocational education and the education of youth and adults in the 2000s. We analyze the integrated high school under PROEJA, having as reference the conception of the total human formation; the inseparability of the primary education system and vocational education and the integration of knowledge and expertise as a whole, discussing the specificities of the modality EJA, discussing the causes of abandonment and the reasons for the permanence of the students of education for youth and adults (EJA) in the primary education system. As for the results, we found that although the PROEJA be a program that aims to provide a complete human formation to contribute to the full citizenship of their graduate members, what is announced in the document that guides its creation has not been materialized in Caicó Campus. The curriculum of the course was not designed for the students of EJA, nor teachers have had an adequate training to work with these specific individuals, and its specificities of being workers with differentiated learning times have not been considered. In addition, the courses are predominantly of instrumentalist characteristics. This indicates that the material and institutional conditions to achieve the promised total and complete training have not being fully materialized at the researched school. Associated with the difficulties concerning the intra-school and extra-school conditions, personal and socioeconomic conditions which are related to the obligation to work that implies in limitations to balance work, school and family, they influenced in the interruption of the school trajectory of these subjects. Through research, we confirmed that the motives of students who remain have to do also with intraescolares conditions the quality of education (qualification of technical staff and teachers) involved in the educational process, as well as socioeconomic and personal issues represented by the support of colleagues and family.Then it is concluded that the causes of abandonment and the reasons of the permanence are of institutional, socioeconomic and personal origins. Finally, it is observed that capitalist society demands as much as possible high levels of educated workers, and at the same time makes difficult the access to that education for much of the population, and it is not randomly. The objects of that exclusion are the popular worker classes and their children

Herdabilidade de preditores do risco cardiovascular

genetic and environmental factors contribute to the development of cardiovascular risk and that influence can be differentiated by factors characteristic of each population, age and sex. Aim: To investigate the heritability of anthropometric and biochemical markers as predictors of cardiovascular risk in men and women of different age groups, using the method of twins. Methods: A sample of 88 subjects and of these 52 children and adolescents (08-17 years old) 32 monozygotic (20 female and 12 male) and 20 dizygotic (12 female and 08 male) and 36 adults (18-28 years age) 24 monozygotic (08 female and 16 male) and 12 dizygotic (06 female and 06 male), living in the metropolitan region of Natal / RN, Brazil. Anthropometric measures were taken as the height, body mass, waist circumference (WC), sum of skinfolds (ΣDC), fat percentage CUN-BAE, BMI and conicity. Biochemical markers analyzed were: fasting glucose (GLU), total cholesterol (COL), HDL-C, LDL-C and triglycerides (TG). After processing the data the index of heritability (h2) = (S ² MZ) / S ² DZ (DZ S ²) X100 was applied disaggregated by sex and age. Results: The variables showed differential heritability of behavior for men and women, depending on age. The variables with the highest heritability values were ΣDC, GLU, HDL, TG, in men and BMI, WC, ΣDC, GLU, HDL-C and TG in women. And more influenced by the environment variables were: body mass, BMI, Chol, LDL-C in men; body mass and LDL-C in women. Conclusion: Differences index of heritability by gender for cardiovascular risk predictors may assist in planning specific intervention strategies according to gender and stage of life of that individual. It is from the level of environmental influence that can run interventions for changes of components related to cardiovascular risk