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

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

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

Ateliês de história e pedagogia da matemática: contribuições para a formação de professores que ensinam matemática nos anos iniciais

This paper presents a discussion about the use of the History of Mathematics as an educational resource and conceptual mediator in the formation of teachers who teach mathematics in the years of elementary school. It was a qualitative action method, in order to show the importance of holding workshops of History and Pedagogy of Mathematics as contribution to overcome the conceptual difficulties of teaching and teachers regarding the content covered in the course of education and afterwards they have to teach in the early of elementary school. We assume that understanding the historical, social and cultural comprehension as a conceptual and didactic focus effectively nurture the pursuit of a teaching and learning of mathematics students safe and justified in order to contribute to overcoming the difficulties of teaching and learning usually occurred in the classroom of the early years. In this sense, we organized a study group formed by students of Bachelors in Education and Mathematics at the University of Piauí. We developed five training workshops in History and Pedagogy of Mathematics, with a workload of 20 hours each and four follow-up sessions and advicement, totalizing 180 hours. The purpose of workshops was to develop studies on the History of Mathematics that could support the formation of a conceptual and didactic group with a view to prepare teaching materials and activities based on information drawn from undertaken historical studies .The products designed were used in formation of the group itself and will later be used in training teachers of public school in Teresina, in the form of workshop of History and Pedagogy of Mathematics in order to overcome problems arising from teaching and conceptual this education degree in Education Based on the obtained informations it was possible to suggest new referrals procedural level of education and university extension that may contribute to the reorientation of initial and continuing training of teachers in the early years elementary school

Sobre a ação do docente: os sentidos dados ao planejamento e formação continuada por professores de uma escola pública municipal de Natal

Este trabajo tiene como objetivo comprender los sentidos dados a la relación entre el planeamiento y el proceso de formación continuada por profesores de una escuela pública municipal de la ciudad de Natal (RN). La conjetura guía es la percepción de que los profesores parecen no concebir el planeamiento escolar como espacio de formación colectiva y continuada. Así, esta conjetura es motivo de reflexión a medida que el planeamiento puede ser visto como un proceso cargado por tensiones y conflictos estructurales reprimidos en la escuela. Nuestro principio teórico metodológico es una interpretación de múltiples referencias que parte de conceptos en diferentes modelos de análisis en la comprensión de una realidad en que diferenciadas dimensiones están entremezcladas. Adoptamos como metodología de investigación la Entrevista Comprensiva, en que el objeto de la investigación se construye por medio de la elaboración teórica de las hipótesis surgidas en el campo de la investigación. El investigador busca dominar y personaliza los instrumentos y teoría a un proyecto concreto de investigación, cuya imagen más cercana es lo que se denomina de artesanía intelectual . En el proceso de construcción comprendemos la necesidad de entender el registro de un saber social incorporado por los individuos a su historicidad, a sus orientaciones y definiciones de su acción en relación al conjunto de la sociedad. En este sentido, los profesores entrevistados comentan su entendimiento revelando sentidos sobre cómo hacer efectivo un planeamiento que atienda las realidades del cotidiano de los alumnos. Observamos en nuestros análisis que parte del grupo de profesores tiene consciencia de hacer del planeamiento como base del trabajo docente no apenas dirigido al aspecto práctico elaboración y ejecución -, sino relacionado a un proceso de otros aspectos simultáneos como la reflexión acción-reflexión sobre la acción. De este modo, existe la posibilidad de mejorar el planeamiento transformándolo en más dinámico y participativo a través de los proyectos de trabajo como alternativa de enseñanza y de acercar la práctica pedagógica a la realidad de los alumnos, por ese motivo el planeamiento diario es de fundamental relevancia, ya que el espacio escolar es complejo y dinámico. Sin embargo, percibimos que existe incomprensión del planeamiento como espacio de formación continuada en la escuela en consecuencia de prácticas sin reflexión, y por eso, el proceso de planeamiento tiende a ser visto apenas como técnico y no un proceso político que apunta hacia la acción reflexiva. Por estas razones surgen tensiones externas e internas, unidas a las incertidumbres del trabajo docente en el cotidiano escolar, asociada a los sentimientos antagónicos que pueden ser elementos que dificultan y limitan el trabajo profesional de los docentes, llevándolos a la improvisación. Los profesores sugieren la construcción de la propuesta pedagógica dirigida a la formación continuada, coligada a la introducción de una práctica reflexiva que considere a la colectividad, siendo incluidas la autonomía, la flexibilidad y la abertura del planeamiento, y resaltan la actuación mediadora del coordinador pedagógico como de fundamental importancia para fortalecer el trabajo colectivo en la escuela y de enfatizar practicas reflexivas

Um estudo sobre a apreciação do raciocínio matemático na formação inicial de professores

The present work focused on developing teaching activities that would provide to the student in initial teacher training, improving the ability of mathematical reasoning and hence a greater appreciation of the concepts related to the golden section, the irrational numbers, and the incommensurability the demonstration from the reduction to the nonsensical. This survey is classified itself as a field one which data collection were inserted within a quantitative and qualitative approach. Acted in this research, two classes in initial teacher training. These were teachers and employees of public schools and local governments, living in the capital, in Natal Metropolitan Region - and within the country. The empirical part of the research took place in Pedagogy and Mathematics courses, IFESP in Natal - RN. The theoretical and methodological way construction aimed to present a teaching situation, based on history, involving mathematics and architecture, derived from a concrete context - Andrea Palladio s Villa Emo. Focused discussions on current studies of Rachel Fletcher stating that the architect used the golden section in this village construction. As a result, it was observed that the proposal to conduct a study on the mathematical reasoning assessment provided, in teaching and activity sequences, several theoretical and practical reflections. These applications, together with four sessions of study in the classroom, turned on to a mathematical thinking organization capable to develop in academic students, the investigative and logical reasoning and mathematical proof. By bringing ancient Greece and Andrea Palladio s aspects of the mathematics, in teaching activities for teachers and future teachers of basic education, it was promoted on them, an improvement in mathematical reasoning ability. Therefore, this work came from concerns as opportunity to the surveyed students, thinking mathematically. In fact, one of the most famous irrational, the golden section, was defined by a certain geometric construction, which is reflected by the Greek phrase (the name "golden section" becomes quite later) used to describe the same: division of a segment - on average and extreme right. Later, the golden section was once considered a standard of beauty in the arts. This is reflected in how to treat the statement questioning by current Palladio s scholars, regarding the use of the golden section in their architectural designs, in our case, in Villa Emo

Em que contextos aprenderam a ensinar os professores que propiciam aprendizagens pertinente à alfabetização?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

O Programa Pró-Letramento e a formação de alfabetizadores: repercussões nas concepções e práticas de professores cursistas

This paper intents to investigate the repercussions of the Pró-Letramento - Alphabetization and Language Course Program in the practices and conceptions of alphabetization of learning teachers, according to their own perspectives. The program, part of the National Formation Network of the Education Ministry, in partnership with public universities since 2006, is destined to aid the formation of teachers acting in the first three years of public basic education, with the goal of qualifying them to work with alphabetization and improve quality of learning processes and results. This investigation adopted the qualitative research paradigm as well as the Case Study methodology, being our empirical field a Belém do Brejo do Cruz/PB public school. The subjects are five Program graduation female teachers, including the tutor-trainer and four graduated teachers that already teach in the first three years of basic education. The data, gathered with documental analysis, individual and collective semi-structured interview, and non-participant observation, were analyzed according with Speech Analysis principals. Based on those principals, we intersected teachers enunciations, observation sessions registries and the Program s propositions and built interpretations based on theorization taken as fundaments of the investigation, among which we highlight: studies on a criticalreflexive perspective of a teacher s formation; continued formation as a permanent development process; the principals of historical-cultural approach on alphabetization processes and development with the centrality of language; alphabetization in a interactionist approach. The analysis focused on the Program s repercussions: 1) in the teachers conceptions about: 1.1) learning; 1.2) Alphabetization and literacy; and in the practices and conceptions related to: 1.3) alphabetization in a literacy perspective and 1.4) appropriation of the writing system. The corpus analysis evidenced relations of continuity and discontinuity, approach and distancing between the teachers conceptions and the Program s propositions, as well as conceptions/significance of their speeches and related or observed practices. Observing teachers elaborations evidences the repercussion of the Program s formation, whilst also showing gaps and mismatches in their appropriation process in concepts/assumptions as well as teaching propositions. These mismatches involve interaction relationships between teachers and students, with their possibilities and limitations surrounding the Program s knowledge objects complexity, also linking to the social, economical, political, and cultural conditions that involve both the implementation of the Program in each context and the conditions in which alphabetization in public schools are developed, demanding permanent and accompanied formation processes, investments to improve work conditions and valuing teaching

Formação de professores, saberes, reflexividade e apropriação da cultura digital no Projeto Um Computador por Aluno (UCA)

This study investigates teacher training and cognitive practice of teachers in a Basic Education school that adopted the Project One Computer per Student (OCS) in their school routine. Its relevance consists in provide directions for the continuation of training activities on the Project and guide the teachers with their pedagogical practices using the laptop model one to one. The thesis defended is that the educator formation for social using of digital media (specially the laptops from the Project UCA) gives space to establish new sociotechnical relationships, of new social and professionals practices, new identitary components and a process of reflexivity and knowledge reconstruction to teach. We reaffirm the importance of reflexivity and appropriation of digital culture for the better development of teaching practice using the Information and Communication Technologies (ICTs), giving focus to the aspects of social and professional use of the technology. The study is part of the qualitative aspect and is a procedural tracking based on principles of ethnographic research. As procedures and methodological tools, were used: intensive observation of school environments, documental analysis, focal group, semi-structured questionnaires and semi-structured individual interviews. The research was held in a public school in the city of Parnamirim - RN. The subject sample relates to 17 teachers, coming from the elementary school I and II, Youth and Adult Education and High School, who went through the process of training UCA and having entered the laptops in their teaching. The research corpus is structured based on the messages built into the process of data collection and is analyzed based on principles of Content Analysis, specified by Laurence Bardin (2011). Was taken as theoretical reference studies by Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), among others. The analysis indicates a process of reconstruction / revision of knowledge to teach and work in digital culture, being these knowledges guided by the experience of the subjects investigated. The reconstructed knowledges will be revealed from a categorization process. The following groups of knowledges: "technical knowledges", "didactic-methodological knowledges and knowledges of professionalization" were built on the assumption of ownership of digital culture in the educational context. The analysis confirms the appearance of new ways of sociability when acquiring other forms of acting and thinking ICTs, despite the environment adverse to the reflexivity shared among the teachers. Also reveals, based on the ownership concept present on the data analysis, the construction of meanings of belonging and transformation of individuals into social routes from the interweaving of the teaching practice with the digital culture. Emphasizes, finally, the importance of a training for use of ICTs that exceeds the instrumentation, in other words, what we call "technical knowledges", but taking on its structural basis the shared reflection, the opening for the ressignificance (new meaning) and reconstruction of new knowledges and practices and that really allows, to the teacher, the living of an experience capable of providing socio-technical transformations of their relationships

Contar no caminho: escritas de si, percursos de formação e inserção institucional de professores da infância

El trabajo tiene como objeto de estudio la percepción de profesores de la infancia respecto sus itinerarios de formación y proyectos de inserción institucional, y como objetivo analizar como los participantes de la investigación articulan, narrativamente, sus itinerarios de formación y proyectos de actuación profesional para inserción institucional en un Colegio de Aplicación. Adopta principios epistemológicos y métodos de la investigación (auto)biográfica: Ferrarotti 2010); Delory-Momberger (2008, 2011, 2012); Josso (2010); Nóvoa (2007); Nóvoa y Finger (2010); Dosse (2009); Passeggi (2011, 2012, 2013); Souza (2004, 2010, 2013). El corpus está constituido por diez memoriales académicos; diez proyectos de actuación profesional; la transcripción de entrevistas realizadas en dos grupos de discusión y el diario de campo de la investigadora. Las analises se basan en las contribuciones de Jovchelovitch y Bauer (2010), Schütze (2010) y Weller (2006). Los resultados de la investigación permitiran concluir que el proceso de biografización y el proyecto de actuación profesional introduce una doble función: constituirse en una herramienta de evaluación y como dispositivo de formación, permitiendo a los profesores la reflexión sobre las particularidades del proceso de biografización en el contexto de injunción institucional y el conocimiento de las potencialidades de sus percursos de formación. Permitiran, todavia, la definición de tres eixos organizadores de una cartografía de formación, tomando lo que Nóvoa (2007) sugiere sobre los procesos de Adesión, Acción y Autoconsciencia en la constitución de la identidad docente. Ao relatar sus percursos de formación los profesores reconstituyen adesiones a los principios, valores y proyectos en diferentes contextos de formación, revisitan acciones desarrolladas en el ejercicio de la profesión y elaboran reflexiones que resultan en la autoconciencia de potencialidades y limitaciones de sus acciones en la institución. El trabajo contribuye para pensar la producción de memoriales y proyectos académicos de experiencia profesional como espacio fundador de reflexión sobre la formación del profesorado de la infancia

O currículo e as práticas pedagógicas na EJA: concepções e crenças dos professores da escola municipal Francisca Leonísia Cruz

The present investigation deals with the Curriculum and Pedagogical Practices of Young and Adults, EJA, and articulates with the conceptions and beliefs of teachers sitting. The empirical scope of this investigation consisted in the Municipal School Francisca Leonísia, located in the Agrarian Reform Settlement Serra Nova, city of Florânia/RN. Seeks to analyze the relationship between the Curriculum and Educational Practices of Young and Adult EJA - conceptions beliefs of these teachers. This work is based on qualitative research, interpretative character reflective and makes use of documentary analysis, structured interviews and reflective sessions as methodological procedures which ensure the achievement of our goals in research. These procedures allowed us to enter the practice setting and curriculum for teachers to understand how they think, prepare and practice of adult education in school curriculum research field. The documentary analysis provided the rethinking of the curriculum selected references, Political Pedagogical Project and Proposed Course of EJA, from a critical reading of concepts and conceptions given in these references, with a view to construction and reconstruction of concepts that reclaim the identity of young people and adult field, inserted in the Rural Workers Movement landless/MST. As reflective sessions were constituted in spaces of collective training and allowed the group to selfreflection e collective reflection about the ideas and beliefs that permeate the curriculum and guide their practices education in adult education. In these areas of training are also discussed current problems of adult education, the construction of an educational project of the adult education field to, warranties of learning and cultural identity of the adult education field and placed in the context of the MST. Under this view, it is concluded that the conceptions and beliefs of teachers seated directly relate to the curriculum designed, developed and practiced in adult education, as well as the educational practices that permeate the curriculum. This relation is in the midst of adversities of Rural Education, inserted in the Movement of Landless Rural Workers-MST, and requires the commitment of teachers to the necessary changes to an education are critical and emancipatory

O Fundef e o Fundeb como política de financiamento para a valorização do magistério: efeitos na carreira e na remuneração dos professores da rede pública estadual de ensino do RN

Le présent étude analyse les effets de la politique de financement de l éducation de base, par les Fonds contables, Fundef et Fundeb, et sa proposition de valorisation de l enseignement, en considerant les dimensions de la carrière et de la rémunération des professeurs de l éducation publique de l état du Rio Grande do Norte, entre les années de 1996 et 2000. Pour comprendre les contraintes de l évaluation des politiques publiques, en cherchant aussi les contribution en Marx (1996) selon qui « le concret est concret » et que la dialétique du concret peut appuyer pour la tentative de capter le fenomène étudié. On a utilisé encore le référentiel bibliographique relatif au financement de l éducation et la valorisation de l enseignement à partir de la littérature reférente aux dimensions de l objet (Fundef et Fundeb) et (carrière et rémuneration). Dans la recherche documental, au-delà des législations, directrices nationales et locales pertinentes, se sont utilisés des donnés référents aux ressources, disponibles à la Finbra, Trésor National, SIOPE/RN, INEP/MEC, des informations du résumé de la feuille et feuille de payement du Secrétariat d État, de l Éducation et de la Culture (SEEC) et 289 bulletins de salaire de 21 professeurs. On a réalisé interview semi structurée avec une quantité de 9 professeurs, reférent à la carrière, et un questionaire appliqué à 12 professeurs relatif à la remuneration. On considère que sur les résultats reférents aux indicateurs éducationnel, dans la période Fundef il y a eu une réduction des inscriptions aux écoles de l état comme aussi aux fonctions des professeurs de l Enseignement Fondamental, et cela correspond à 37%. À partir de la vigence du Fondebe (2007 - 2010) ces indicateurs ont équalisé. Pendant toute la période, 1996 et 2010 il y a eu une augmentation des inscriptions de 119,03%, et aussi aux fonctions des professeurs de 77,44%. Par rapport aux informations de financement, on a constaté que, du minimum exigé (60%) sur l aplication des fonds à la rémuneration de l enseignant, on applique pour la période des deux fonds, plus que le minimum exigé, c est-à-dire de 83,29% à 98,89% des fonds. Les effets des fonds sur la carrière des 9 professeurs n ont pas été satisfactoires, si l on considère la promotion et la progression. Au cas de la promotion des 9 de ces professeurs, un seul a évolué son niveau (les titres) mais a, au même temps, rétroagit dans sa progression. Pour la progression des 9 professeurs, 8 d entre eux ont sa progression retardée, ce qui correspond à entre 2 et 5 classes, et ce qui provoque un préjudice qui varie entre 10% à 45% sur sa remunération. La différence d une classe à l autre correspond à 5% de son salaire. On évalue que les avantages financières contribuent pour la remunération avec un pourcentage plus élevé que son salaire, ce qui diminuent pendant lo Fundeb. Par rapport à la remunération un professeur de 24 ans de service avec formation, n arrive même pas à gagner 2 salaires minimums. Le professeur de 30 ans de service, maître, reçoit un salaire, en 2010, qui correspond a moins de 3 salaires minimums, c est-à-dire, une proportion de 2,82 et une remuneration qui correspond à un peu plus que 3 salaires minimums, c est-à-dire, une proportion de 3,66. L enseignement n est pas très favorisé si on le met face à d autres profession qui ont aussi l exigence de formation supérieure, ce qui provoque un effet négatif pour voir l enseignement comme profession. À propos des effets sur la rémuneration, on conclue qu il y a eu une amélioration mais encore insufisante, surtout si l on compare au Salaire Minimum annuel. On évalue que les fonds Fundef et Fundeb n ont pas été capables de promouvoir la valorisation de l enseignement dans le contexte de carrière et rémuneration. On observe quelques résultats négatif dans la politique de fonds, une fois qu il y aurait en avoir avec l incapacité de tel politique en promouvoir la dite valorisation de l enseignement, ce qui est une des causes, le financement avec des restriction budgétaire

Educação inclusiva: práticas de professores frente à deficiência intelectual

The present work is a survey of pedagogical practices of teachers who experience the daily school with students with Intellectual Disability (ID) in their classrooms, considered inclusive. The study was conducted in academic year 2010 in a municipal school in Natal-RN, aimed at investigating the pedagogical practices developed by the participating teachers as well as its view of the front of Intellectual Disabilities students who are inserted in the initial years of Elementary School. In methodological choice, considering the nature of the phenomenon, we chose the qualitative approach and the case study method. The observation and semi-structured interview were used as procedures, which contributed to a significant collection of data in an attempt to answer the objectives. The study subjects were selected by convenience and were formed into two teachers from Elementary School I, linked to the public educational system, which volunteered to collaborate in this research. The analysis of the observations and of the speeches made possible build pedagogical considerations on the action with students with Intellectual Disabilities in a regular school. The results point to a practice covered with a traditional pedagogy, with a few adjustments, although there is an initial process of change, what we observe in the classroom and captured in the words, because, at various times, we saw an interest in developing a pedagogy of Freire. One aspect that caught our attention refers to the formative action at school for these teachers. We found its incipiency, because this does not happen in a systematic way at school. Throughout the years investigated, the teachers had no access to any form of training neither to any form of specialized monitoring. We realize that there is still a concept of Intellectual Disability that makes difficult to "see" this student as a human being having learning opportunities. The aspects that interfere in the formation hinder the development of a pedagogical practice that meets the uniqueness of its customers and promotes a truly effective school inclusion, consistent with social rights proclaimed in this century. We believe in the irreversibility of the inclusive process initiated a few decades ago and that obstacles to the practice of teaching students with ID are visible and possible to overcome if they are turned into challenges for all those who compose the school, the municipal education system and those who build public policies for inclusive education

Fundef (1996-2006): a remuneração dos professores do ensino fundamental da rede pública municipal de Natal/RN

This work discusses about the teacher salary in the primary school after the creation of the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e Valorização do Magistério (Fundef), in the public schools in Natal/RN, from 1996 to 2006. The salary is considered one of the politic dimensions of the valorization of teaching. We aim to analyze the implication of this fund to the teacher remuneration, with different levels of training, in the early career, comparing it to the annual minimum salary, during the same period. This study has a historic-critic approach, establishing the relationship between the elements into a particular context (valorization of teaching/ teacher salary) and the elements from general contexts (financing/ Fundef). Analyzing data of the teacher remuneration from municipal payroll and comparing them to the annual national minimum salary gave us the result that the teachers, in their early career, do not have remuneration with a satisfactory evolution. Teachers that finished high school received until three minimum salaries before the creation of Fundef (1996-1997), after that (in 1998) they received under two minimum salary. In addition to this, independently of the level of the teacher training, their remuneration is under three minimum salaries. Hence, we can infer that the politic of funds is distant from the ideal to valorize the professional of the municipal teaching

Uma viagem aos saberes das formadoras de professores da Educação Infantil

This study aims to contribute with the professional development of the Trainers of childhood education teachers of the City Department of Education of Natal/RN, through a formation in context, trying to understand the teaching knowledge required in the practice of these professionals. The focus of the research is in teaching knowledge understood as the ideas, beliefs, conceptions, reasons, arguments, speeches that the trainers builds during his life (ALTET, 2001; PIMENTA, 2002; TARDIF, 2001; 2002). The study inserts itself in the qualitative approach of the educational research and the chosen methodology has characteristics of an inquiryaction. In the process, the following instruments had been used: questionnaires, press conferences, personal documents. The relevance of the present research is in achieving reflections concerning the role of the trainers of teachers, who needs to be seen as a mediator in the formation of teachers, in view of the fact that he interferes and is determinative in such a way in the formative process as in its results. The findings demonstrate that: a) the identity of the trainer is in a development process, what it is resembled to the effective situation of that, symbolically, the trainer exists, however, his attributions still are not enough clear; b) the teaching knowledge of the formation in the childhood education are related, among others points, primordially, to the function / role of the childhood education, child and teacher s point of view of this stage of the basic education; c) the Trainers teaching knowledge, concerning the teaching performance, ratifies the multiplicity of knowledge that the trainer must has, beyond the necessary complementarities and conciliation between the administrative and pedagogical aspects in the exercise of the function; d) the Trainers have knowledge that are according to the speech, consisting as declarative knowledge; e) there is a conflict between the teaching knowledge of the Trainers and the actions that are part of real life, generating contradictions between the formative saying and making

Formação continuada de professores de ciências para o ensino de astronomia nos anos iniciais do ensino fundamental

Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching