A dimensão europeia da educação: (des) construções ao nível do projecto educativo e do currículo do ensino secundário: um estudo de caso múltiplo

Defendemos a ideia de que factores como a globalização e a europeização, aliados a constantes critérios de convergência, cuja fuga se torna sinónimo de fracasso e distanciamento face a uma Europa que se pretende competitiva, apelam a um redesenhar das acções quer sociais como educativas. Esta investigação visa explorar e descrever os processos que ao nível das escolas de ensino secundário público do Concelho do Funchal consubstanciam a dimensão europeia da educação. A partir de um estudo de caso múltiplo recorremos à análise documental dos Projectos Educativos de Escola, bem como de dezoito Programas de disciplinas e das orientações para as áreas curriculares não disciplinares, focalizando a interpretação da Europa na acção da escola por intermédio das noções chave, dos temas e tópicos relativos à dimensão europeia da educação, segundo a Recomendação n.º R (83) 4 e a Resolução n.º 1 do Conselho da Europa. Concluiu-se que a dimensão europeia da educação é vivenciada nas escolas analisadas, pela variedade de actividades que exploram daquela dimensão, muito embora a visão educativa que o texto dos Projectos contempla não seja, na maioria dos casos, directa no propósito de valorização da dimensão europeia da educação. É uma questão formal que importa ser rectificada para que dentro deste discurso haja uma maior congruência entre a teoria e a prática. Já ao nível dos curricula verificou-se que é pela transversalidade da educação para a cidadania que a dimensão europeia da educação se personifica. Todavia, destacámos os Programas Nacionais em que a Europa é revisitada sob os temas e tópicos que a norma europeia recomenda, concluindo-se que pelas áreas ou domínios de referência subjacentes à visão geral do desenvolvimento dos conteúdos programáticos, há uma valorização de temáticas como a preservação da diversidade cultural e geográfica da Europa; o pluralismo linguístico e a riqueza sociocultural que daí advém; as alterações climáticas e o posicionamento da política comum europeia para as questões ambientais; a história e evolução da Europa e suas instituições, como ainda, a valorização de grandes temas como a consciencialização dos jovens para a cidadania europeia activa, sob os pilares da tolerância, solidariedade, cooperação, paz e democracia.

Construções dos Números Reais

Neste trabalho estudamos várias construções do sistema dos números reais. Antes porém, começamos por abordar a evolução do conceito de número, destacando três diferentes aspectos da evolução do conceito de número real. Relacionado com este tema, dedicamos dois capítulos, deste trabalho, à apresentação das teorias que consideramos assumir maior importância, nomeadamente: a construção do sistema dos números reais por cortes na recta ou secções no conjunto dos números racionais, avançada por Dedekind, e a construção do número real como classe de equivalência de sucessões fundamentais de números racionais, ideia protagonizada por Cantor. Posteriormente, e de uma forma mais sintetizada do que nas anteriores, apresentamos outras construções, onde procuramos clarificar a ideia fundamental subjacente ao conceito de número real. Finalmente utilizamos o método axiomático com o intuito de mostrar a unicidade do sistema dos números reais, isto é, concluir finalmente que existe um corpo completo e ordenado, e apenas um a menos de um isomorfismo, do conjunto dos números reais.

Show de Mamulengos Heraldo Lins: construções e transformações de um espetáculo na cultura popular

The theater of puppets is one of the many expressions of popular culture which is marked by ongoing constructions and transformations in its symbolic representations as well as its characters and performances. In the city of Natal/RN, there is a manipulator called Heraldo Lins, an artist who operates such puppets, and has been performing his puppet since 1992. Lins has his own look at how he produces his performances and seeks to adjust his puppets to social and rentable contexts. Lins‟s performances are tailor-made in accordance with the request of his customers, as he makes up the passages and lines of his puppets according to his audience. This research aimed to study how the Heraldo Lins Mamulengos Show is built, especially its changes. We note that Lins chooses to dismantle the symbolic values of the tradition in the regular puppet theater once he adapts to modern patterns, placing himself between the traditional puppet theater and the cultural industry. The work in camp was made through a methodological focused in a participative observation and an audiovisual registry

Interesses da habitação social : políticas e processos no Rio Grande do Norte

En 2003, le gouvernement brésilien (gestion Lula) a initié une nouvelle phase dans son histoire de l habitation, en intensifiant les constructions de logements sociaux au Brésil. Un tel accroissement a eut des répercussions tant en ville comme à la campagne, et fût marqué dans le Rio Grande do Norte, par la production a grande échelle d ensembles d habitations, dans les programmes de Gouvernement. Afin de viabiliser ces transformations, des instruments politiques, financiers et de gestion ont étés articulés conjointement, utilisant la répétition d une typologie d édification, comme modèle, accompagnée de la reproduction d une morphologie dans les constructions de logements sociaux. Afin de comprendre ce processus nous introduisons une recherche urbanistique et socio-économique du problème du logement social au Brésil, en cherchant à mettre en relation les aspects techniques avec les questions historique, professionnelles et culturelles, éléments complémentaires. Notre analyse cherche a identifier comment les politiques de gestion et financement officielles (administrées dans sa grande majorité par la Caisse Économique Fédérale -CEF-), influencent le processus de conception de projets, en provoquant les répétitions de type/morphologiques, déjà citées. Basée sur l observation directe au cour de deux expériences différenciées pour du logement social en milieu rural, au Rio Grande do Norte, nous montrerons aussi certaines limitations et possibilités des acteurs sociaux, face aux agents et politiques officielles pour le logement social au Brésil, proposant des solutions alternatives standardisées qui caractérisent le résultat des projets financées et gérés par la CEF. Nos principales références théoriques et méthodologiques sont Nabil Bonduki (1998), David Harvey (2009,1982), Henry Lefèbvre (1970), Ermínia Maricato (2010, 2009, 2000, 1987) et Raquel Rolnik (2010, 2009, 2008, 1997)

Exclusão social e projetos habitacionais. Um estudo sobre conjuntos habitacionais, segregação e exclusão social em Natal/RN

In Natal s urban growth process it is given that the performance period of the National Housing Bank (BNH, 1964-1986) was marked by the intense expansion of the urban grid and configuration of outskirts, through the construction of social housing developments. Implanted in segregated areas of the existing formal city, the population installed in these complexes was also excluded from their rights, considering that the housing defines itself not only by the physical dwelling, but also by its access to urban infrastructure, facilities, services, and others. From this reality and the verification of the city s exclusion and sociospatial segregation processes, we aimed to quantitatively demonstrate levels of social exclusion in Natal, based on the methodology developed by Sposati (2000) and adapted by Genovez (2002), which relates IBGE s (Brazilian Institute of Geography and Statistics) database underlying variables such as income, schooling and dwelling s quality. The research unveiled some spatial patterns promoted by the social housings: in these areas islands were developed with higher indicators than surrounding areas, revealing internal hierarchies in the city s outskirts

A casa própria: sonho ou realidade? : um olhar sobre os conjuntos habitacionais em Natal

This dissertation is about housing provision under a capitalist system. It aims at analyzing the economic relevance of the Brazilian housing policy, in particular, looking at the housing estates built in Natal city. It also draws on a data-base about living and housing conditions in Natal, produced in the wake of a more comprehensive research of the 50 largest housing estates in the city. Theoretically, the dissertation discusses: the symbolic dimension of housing; housing as a commodity; the alleged social and economic stability of homeownership; and the urban dynamic of housing estates. It also discusses the historic and conceptual references of the Brazilian housing policy and its consequences to Natal city. From the 1960s, polilcy under the BNH privileged the production of large housing estates. Although this was more closely related to economic rather than social objectives, this policy helped expand the urban limits. This was the case for Natal. At the end, this policy was not targeted towards the poorest in society but towards those low income house buyers who could afford to pay for the mortgages on offer

Narrativas de Formação de Professoras dos Anos Iniciais do Ensino Fundamental:Concepções e Construções de Necessidades Formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system

Direito à moradia em cidades sustentáveis: parâmetros de políticas públicas habitacionais Natal 2013

The right to housing is included in several international human rights instruments and in Brazilian legal system integrates the constitutional catalog of fundamental social rights (art. 6) and urban development policy (art. 182 and 183). Besides, it is for all federative governments its effectiveness by building programs and improvement of housing conditions and sanitation (art. 23, IX), which justifies the investment in urban planning and public policy of housing affordability because they are tools for achieving this right. Newer strategies in this area have been based on tax incentives, combined with the mortgage as a way to induce the construction of new housing units or reform those in a precarious situation. However, there is still a deficit households and environmental soundness, compounded with the formation of informal settlements. Consequently, we need constant reflections on the issue, in order to identify parameters that actually guide their housing policies in order to meet the constitutional social functions of the city and ensure well-begins of its citizens (art. 182). On the other hand, the intervention of the government in this segment can not only see the availability of the home itself, but also the quality of your extension or surroundings, observing aspects related to environmental sanitation, urban mobility, leisure and services essential health, education and social assistance. It appears that the smoothness and efficiency of a housing policy condition to the concept of adequate housing, in other words, structurally safe, comfortable and environmentally legally legitimate, viable from the extensive coordination with other public policies. Only to compliance with this guideline, it is possible to realize the right to housing in sustainable cities

Narrativas de formação de professoras dos anos iniciais do ensino fundamental: Concepções e construções de necessidades formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system.

Construções metafóricas de vida e morte: cognição, cultura e linguagem

En esta investigación, tratamos de poner de relieve los aspectos cognitivos y culturales que subyacen a las metáforas en el lenguaje. Partimos de la premisa de que nuestra comprensión a cerca del mundo se construye socio-cognitivamente, sendo la metáfora un elemento clave de esta construcción. Por lo tanto, tenemos la intención de mirar debajo de la teoría de la Teoría Cognitiva de la Metáfora, visto desde el análisis del poema Morte e Vida Severina, de João Cabral de Melo Neto, la metáfora de la vida y muerte, inferíveis en el corpus forma patrones discursivos, llamado por nosotros como el Construccionismo del Bloques. Estas metáforas se encuentran en el nivel conceptual de nuestro lenguaje, emitido por modelos cognitivos idealizados, y mostrar las relaciones entre la lengua, la cultura y la cognición. Vemos una red de integración que implica la metáfora primaria llamada, elaborado a partir de los esquemas y los dominios conceptuales y metáforas congruentes, con la participación de la noción de marco.