Um novo olhar: atividade lúdica como instrumento de integração entre a universidade e escola pública

COSTA, Ivaneide Alves Soares de; Santos, Adriana de Souza; COSTA, Anderson Pereira, et al. Um novo olhar: atividade lúdica como instrumento de integração entre a universidade e escola pública. SEMINÁRIO NACIONAL DO ENSINO MÉDIO, 1. ,2011, Mossoró. Anais... Mossoró: UERN, 2011. p.955 - 965

Alfabetizar crianças na escola pública: fazeres docentes em discussão

The most recent data of the Brazilian Test (BRAZIL, 2005) and of the SAEB (BRAZIL, 2007) have reaffirmed the serious situation of the Brazilian public school, where great part of the students, after to conclude 4º year of basic education, does not present minimum knowledge of reading and writing. In this picture, the situation of the state of Rio Grande do Norte, whose students had presented, in the last evaluation is particularly difficult, the worse performances of the country, in this area. The data also discloses that the failure pertaining to school, closely tied with the failure in the literacy, not only remains, as takes other aspects. In consequence of this picture, the literacy, even so widely argued in the last few decades, still instigates inquiries, as it is the case of this work. Our study got shaped due to reflections, as much to the theorizations to which we had access, as of the emergent questions of ours pedagogical practice. Through the past three decades, the studies in the area of literacy with the purpose to understand the constituent nature of the process, its aspects and its determinative ones has been intensified. The produced knowledge has contributed for the overcoming of the reductionist form as if it thought/thinks, in some contexts - this process. Such statements impel them to reflect concerning what is happening in the school, limiting or making possible the pertaining to school success. With these concerns, we delimit, as focus of study, the teaching action, having the following stunning question: What to make professors, in the context of the public school, to propitiate or hinder the process of literacy of the children? In this direction, our object of study is to make them professors who can propitiate or hinder the process of literacy of the children, in the context of the public school. The objective work to investigate, from practical of professors the teachers, that to make professors related to the literacy process - they can propitiate or hinder the learning of the written language, for the pupils of the public school, at the beginning of the school process. The work if inscribes in the qualitative boarding of research and if it configures as a case study, with characteristics of Research-Action, inspired by the following principles: authenticity and commitment and systematic restitution. For the retraction of the data, they had been used: half-structuralized interview; participant comment; meeting of studies and reflection; register in daily of field. We define as locus of study, a school of public net and, more specifically, a group of the initial years of school process that integrates the cycle of literacy . Of the five invited teachers, only one demonstrated interest in participating of the work. Its group of first year of the First Cycle of basic education is composed for 34 children, with ages between six the nine years. The data constructed by means of the described procedures, as well as its analysis, make possible to identify, between the many aspects and to make that they compose the pedagogical dynamics in the context of classroom, the following categories to make articulated with the literacy process: 1. To make of practical the relative ones to the planning, understood as To make relative: 1,1 distribution of the time-space/routine; 1.2 to the didactic activities and/or sequences and teaching interventions; 1.3 to the organization/election of the contents; 1.4 to the materials/didactic resources and 1.5 to the evaluation. 2. To make relative to the interaction professor-pupil, systemize in: 2.1 attention to the diversity; 2.2 to the affectivity. These to make, in the form as if materialized in the practical one observed, had been reflected, jointly with the teacher, as constituting parts of obstacles to a perspective of literacy. By means of the sharing of the reflections, anchored in theoretical conceptions concerning the practical one of teach-learning and, more specifically, of literacy, we register indications of new meanings of these to make on the part of the teacher in conducting them as providers of learning of its pupils, first purpose of its teaching performance. This finishing, possible synthesis at this moment is, therefore, point of fond and departure for new studies

Conselho de Escola: cenários e desafios de uma escola pública de Natal

This dissertation work studies the Board of Director , created in 1995, in the public schools of the Rio Grande do Norte. It aims to analyze if the creation of this collegiate at Berilo Wanderley State School contributes to accomplish the participation of school segments, democratizing the decision-making in the interior of the institution. This research configures itself as a study of case with information collected together to the representatives of Board through of semi-structuralized interviews. Also they had been essential in the investigation , the informal talks and the registered direct comments in a field diary. For the data analysis we contemplate the following dimensions of the object: the institutionalization process of the Board at Berilo Wanderley State School; the insertion form of the representatives in the collegiate one; the participation of the members in the Board decisions ; the Board s role in the school management and the Board as democratization space. Based in the theoretical and empirical information that we made use, we look for to identify the limits and possibilities of the Board performance in a state public school. The research results indicate that the institutionalization of the Board of Director at the Berilo Wanderley State School presents limits to materialize an effective participation of school community in the essential decisions to the functioning of the school. Also it was possible to underline the fragility of an understanding on the part of school community, the potentialities that the Board in the process of democratization of the school has, translated in the discrepancy between the saying and making of the council members. It can be highlighted that the Board in the school only exists to correspond to a educational policy guideline, with a little significant role , without corresponding to the democratizing possibilities of the collegiate participation. In spite of all the evidenced debilities in the Board of Director experience of the Wanderley Berilo State School , it is worth clarifying that the actor participation, for more limited than either, it represents new something in the setting of the school. In this direction we detach the importance to invest in the improvement of the Board s role, because it can form itself in an educative space for the building of democratic practices in the scope of the school

Gestão escolar e alfabetização de crianças na escola pública

Dans le scénario actuel marqué par l'insuccès de l'école publique en alphabétiser les enfants, l'objectif de cet étude est d'analyser, dans le cadre d'une école publique (dont les enfants, d'après les numéros officiels, deviennent lettrés au cours des trois premières années), des actions de gestion scolaire qui favorisent le processus d'alphabétisation. Pour cela nous suivons les principes de la méthode qualitative et adoptons l‟études de cas. Le terrain empirique est une école publique de la ville de Parnamirim (RN) et les sujets sont sa directrice, la vice-directrice, trois enseignantes des trois premières années de l'enseignement fondamental, deux coordinatrices pédagogiques, deux parents et six enfants. Pour la construction des données nous adoptons le questionnaire, l'analyse documentaire, des entretiens semi-dirigés et l'observation non-participante. Les fondements théoriques qui servirent de jalon à nos interprétations se retrouvent dans les conceptions actuelles de gestion éducationnelle et d'alphabétisation, ainsi que sur le processus d'apprentissage et de développement et pratique éducative. Dans cette étude, le concept de gestion est pris comme manière de dépasser la perspective bornée, bureaucratique, comme condition fondamentale de la qualité d'enseignement et de transformation de la propre identité des écoles, des systèmes d'enseignement et de l'éducation brésilienne; un concept déposé sur (et à partir de ) la mobilisation dynamique des sujets humains organisés collectivement. L'alphabétisation d'enfants est comprise en tant qu'enseignement-apprentissage du langage écrit dans une processus qui entoure deux dimensions indissociables: l'appropriation du système d'écriture alphabétique et le développement d'habilités/pratiques textuelles, dont les spécificités de développement impliquent systématisation et internationalité, caractéristiques de l'école en tant qu'institution éducative. A travers l'analyse des données fondé en quelques principes de l'analyse de contenu nous constatâmes que la gestion de l'école objet de la recherche, bien que marquée par des contradictions, développe des actions qui exercent un rôle fondamental dans les processus et résultats de l'apprentissage de l'écriture par les enfants. Ayant identifié les actions, nous construisîmes les catégories suivantes: 1) Actions relatives à l'organisation de l'école comme institution; 2) Actions relatives à organisation du processus enseignement-apprentissage; et sous-catégories: 1.1 Création et manutention d'infra-structure adéquate; 1.2 Promotion du travail collectif et autonome des professionnels; 1.3 Construction/formation permanente de l'équipe de professeurs; 1.4 Participation des parents dans la dynamique de l'école; 2.1 Disponibilité de ressources pour l'apprentissage; 2.2 Systématisation de la planification du processus enseignement-apprentissage e 2.2.1 Systématisation de l'évaluation de l'apprentissage. La catégorisation construite, bien que sa réflexion, signale que les actions qui favorisent l'alphabétisation des enfants s'approchent des conceptions d'une éducation de qualité sociale et de la démocratisation de l'éducation, bien que la propre institution de la gestion de l'école ne soit, pas encore, démocratisée. Notre étude réaffirme que la gestion de l'école, comme tout pratique humaine et sociale, a un caractère essentiellement contradictoire, inachevé et lacunaire, mais qui, jusqu'aux limites des contradiction, l'on trouve des possibilités, mises en évidence dans les actions de la gestion intimement articulées avec le succès de l'apprentissage et qui, par conséquent, peuvent construire une référence pour la réflexion sur les pratiques de gestion de l'école engagées engagée avec l'apprentissage et avec l'alphabétisation des enfants

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

A autonomia da escola pública :um complexo movimento entre a outorga e a construção

The present research to explorer the configurations that come being given to the autonomy of the school, since the decade of 1990. We investigate the implementation of the principle of the autonomy in the public system of education of the State of Pernambuco and, specifically, in four school units and this schools its in the quarters of Stubborn Brasilia Teimosa and Casa Amarela, both located in Recife. We try to know if the implementation of the autonomy of the school is circumscribed in the process of productive reorganization, it was evidenced that the inclusion of this principle in the educational politics - in the scopes national and state - obeyed the dynamics of retraction that, in the neoliberal context, the performance of the State in relation to the public education and the school characterizes, with consequence impact in the investigated schools. From the empirical inquiry it was identified to the occurrence of a movement realized for the social actors of the schools research in direction to the construction of the pertaining to school autonomy; this movement presenting some limits and fragilities. It was evidenced despite this movement varied of intensity in the measure where the social actors of the schools had developed levels of dinamics processes (in greater or minor degree) related with the diverse expressions of democratic management that can occur into the school, such as: elaboration of the Politician-Pedagogical Project, institution and functioning of the Pertaining to school Advice, etc. The set of the carried through analyses made possible that it concluded that, in the context neoliberal and delimited to the investigated time and space, the implementation of the autonomy of the school comes if giving in way to a complex movement of construction

Contribuições de uma unidade de ensino potencialmente significativa UEPS para o ensino de ecologia em escola pública da educação básica

The research aims to evaluate the contributions of a teaching unit to enhance the learning contents ecological green areas in elementary school. The work was conducted with elementary students in a public school in Natal-RN. We sought to identify the students´ previous knowledge about the contents of ecology, develop and implement a Potentially Meaningful Teaching Units PMTU; assess learning of ecological concepts in Teaching Unit Potentially Significant; assess the contribution of interpretative trail as strategy teaching to learning content ecology. The survey of students´ previous knowledge through the pre-test was essential to identify the appropriate subsumers and partially correct, since they served as "anchor" for further expansion of scientific concepts contained in this research. The green areas of the school as an educational, contributed the motivational aspect, as students were protagonists throughout the entire process of teaching and learning. The method of stimulated memory was effective to evidence learning ecological concepts in interpretive trails. The use of diverse activities organized on a PMTU promoted intellectual autonomy of the students and facilitated the acquisition of new meanings through progressive differentiation, and integrative reconciliation consolidation of ecological content and concepts related to biotic and abiotic factors on the basis of the central ideas thematic Life and Environment. The development of procedural skills to capture and share meanings, observe, collect and record data, hypotheses, ability to explain, to apply knowledge to solve problem situations, argue, identify, compare, differentiate and relate concepts, negotiate meanings, reflecting Critically, systematize data was evidenced. Collaborative activities promoted the incorporation of attitudinal contents as developing respect for differences, learn to work in teams to plan, develop and implement actions together for citizenship and environmental responsibility. The application of the Potentially Meaningful Teaching Units PMTU showed evidence of Critical meaningful learning ecological concepts covered in elementary school.

Implicações do Programa Dinheiro Direto na Escola para a gestão da escola pública

Este artigo apresenta as conseqüências do Programa Dinheiro Direto na Escola para a esfera da gestão das escolas públicas, especialmente aquelas relativas às conexões entre a constituição e gestão da esfera pública e da esfera privada. de certa forma, acreditamos que o PDDE materializa mudanças ocorridas no papel do Estado. Os resultados encontrados, com destaque para aqueles que envolveram a indução à criação de unidades de direito privado para o recebimento e gestão dos recursos descentralizados, organizam-se a efeito deste artigo, tendo em vista três aspectos constitutivos da gestão educacional: a democratização da gestão da escola, a relação público e privado e a relação entre descentralização e centralização.

Concepções e práticas de educação ambiental de professores de uma escola pública

Os dados e análises que apresentaremos neste artigo resultam de investigação sobre a realização de projetos de educação ambiental na escola pública, cujo objetivo principal foi investigar as concepções e práticas de Educação Ambiental de professores que afirmam realizar tais ações. A coleta de dados foi feita por meio de análise documental, entrevistas semi-estruturadas e de observação. As concepções de professores acerca da Educação Ambiental orientam, de certa forma, a maneira como eles interpretam as finalidades atribuídas a ela e o tipo de práticas a que recorrem para alcançá-las. Na investigação feita, constatou-se que essas concepções e práticas eram de natureza comportamental e focavam-se na resolução de problemas de modo pragmático, revelando-se limitadas no desenvolvimento de atividades de Educação Ambiental por meio de projetos.

Leitura de jornais em famílias de estudantes de escola pública de ensino fundamental

Pós-graduação em Educação - FFC

Intervenção artística na escola pública: reflexões de uma experiência na EMEF Des. Amorim Lima

Pós-graduação em Artes - IA

Processos de subjetivação no espaço escolar: práticas e discursos pedagógicos numa escola pública de ensino fundamental a partir de uma perspectiva foucaultiana

Pós-graduação em Ciências Sociais - FFC