O abraço do medo: violência e identidade na obra de Lygia Bojunga

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de professores: o campo dos afetos e a construção da identidade

In my participation at the project of extension Possibilities and events from childhood experiences and pictures cut out for a job with teachers , accomplished with teachers and coordinators of nursery school, which aims to discuss the training of teachers through the field of affections, I developed a reflection on traditional teacher training methods which tend to assign an identity to the professor. From this reflection it is necessary a theoretical deepening about the constant attempt to assign a specific and absolute identity to the professor, the need in the human being to produce sense and, bypassing the concept of intimacy, as these things are intertwined. In this work, with the bibliographical research methodology, present as objective: to present the possible definitions and explanations of the concepts ' production of meaning ', ' identity ' and ' intimacy '; relate these concepts and analyze the possible to train teachers according to a model, saying that this would be the ideal identity of professor

A construção da carreira docente e a identidade do professor

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Linguagens sincréticas e construção da identidade na Revista Unesp Ciência: um estudo semiótico

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Informação, memória e identidade: estudo sobre as associações japonesas em Marília

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A influência do contexto na identidade dos personagens de Ensaio sobre a cegueira, de Saramago

This research aims to investigate the consequences of a possible change caused by the social context in the life and behavior of the main characters in the novel Blindness, [by José Saramago]. Starting by that there is an allegorical correlation between the blindness white, discussed by Saramago in his novel and the construction of the Plato's Cave Myth, and taking as theoretical basis the reflections of some thinkers such as Stuart Hall (1992), Goffman (2002) and Antonio da Costa Ciampa (2005) it be sought to describe the occurrence of the phenomenon the social role change in the characters and its consequences to the identity deconstruction of fictional subjects

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...

Memória e identidade em Jaguariaíva, Paraná: contribuição à cartografia escolar

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

Informação, memória e identidade: estudo sobre as associações japonesas em Marília

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A influência do contexto na identidade dos personagens de Ensaio sobre a cegueira, de Saramago

This research aims to investigate the consequences of a possible change caused by the social context in the life and behavior of the main characters in the novel Blindness, [by José Saramago]. Starting by that there is an allegorical correlation between the blindness white, discussed by Saramago in his novel and the construction of the Plato's Cave Myth, and taking as theoretical basis the reflections of some thinkers such as Stuart Hall (1992), Goffman (2002) and Antonio da Costa Ciampa (2005) it be sought to describe the occurrence of the phenomenon the social role change in the characters and its consequences to the identity deconstruction of fictional subjects

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...

Memória e identidade em Jaguariaíva, Paraná: contribuição à cartografia escolar

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

Uma resenha, mesmo que tardia: Roberto Pontual e a sobrevida da questão da identidade nacional na arte brasileira dos anos 1980

Partindo do panorama traçado pelo crítico carioca Roberto Pontual em Explode Geração!, livro publicado em 1985, pretende-se analisar em que medida a questão da identidade brasileira na arte realizada no país encontrou respaldo na cena dos anos 1980, momento em que a produção de uma jovem geração de artistas foi alinhada à tradição do barroco brasileiro, tradição esta que, segundo o crítico, perpassaria e alinhavaria alguns dos trabalhos do período, fornecendo-lhes uma espécie de chancela de uma brasilidade insuspeita, a despeito de todo contato que travavam com a arte internacional. Esta "resenha tardia" propõe-se tão somente indicar caminhos possíveis para futuros estudos mais detalhados acerca de tal questão.

Da autonomia da boca: práticas curriculares e identidade profissional na emergência do ensino brasileiro da odontologia

Analisa como ocorreu a separação entre o ensino da medicina e o da odontologia no Brasil. Privilegia a institucionalização das políticas de ensino da odontologia no país como vertente produtora de identidade profissional. Políticas de ensino e práticas profissionais são interrelacionadas para mostrar como suas relações e sentidos mudam historicamente. Propõe que a autonomia do ensino da odontologia emergiu da necessidade de conformação do sistema de regulação das práticas de cura no Brasil e seu processo de instituição desenvolveu-se sob inspiração das políticas positivistas acerca do ensino livre. Práticas curriculares foram produzindo a subjetividade do cirurgião-dentista moderno e também da clínica por ele desempenhada.