924 resultados para História da Educação
Resumo:
In today's educational context of Brazil the theme of integral education has deserved having to induce policy, nowadays, the More Education Program. In this sense, this thesis focuses on the aspects of integral education that emerged in the country's history to reach the More Education Program (MEP) and offers some thoughts on how physical education is presented within the institutionalization of intent of Integral Education in Brazil. Thus we have as main objective to discuss the pedagogical setting of Second Half Program (PST) in the MEP, and to identify possibilities to integrate their actions with the School Physical Education. In the case study methodology was adopted, with the appropriate schools accompanied by Team Collaborator 3 of the Ministry of Sport, using as a source of evidence the first assessment protocol carried out by the Cooperating Teams of Educational Monitoring and Administration of the Second Time in Brazil specifically evaluations carried out by Team Collaborator 3 (EC3), under the Department of Physical Education, Federal University of Rio Grande do Norte, which followed the covenants of the More xi Education Program in the municipalities of Bayeux / PB, Araruna / PB, Natal / RN and Parnamirim / RN, in the year 2012. in our case it is noticed that the activities developed by PST, accompanied in schools, have an organization and pedagogical practices that converge with each other, but are configured with disjointed practices of Education classes physical, aspect that differs in what would be thinking pedagogical actions to comprehensive education schools.
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Lettres une Princesse d'Allemagne sur divers sujets de physique et de philosophie (Letters to a Princess of Germany on various topics of physics and philosophy) is the work taken as an object of study of this thesis. It is a literary success written in the eighteenth century by the Swiss mathematician and physicist Leonhard Paul Euler (1707-1783) in order to meet a request from the Prussian king, Frederick II, the Great (1712-1786) to accept to guide the intellectual education of his niece, the young princess Anhalt-Dessau (1745-1808). The method of teaching and learning through letters elected to the education of the German monarch resulted in a collection of 234 matches in which Euler theory is about music, Philosophy, Mechanics, Optics, Astronomy, Theology and Ethics among others. The research seeks to point out mathematical content contained in this reference work based on the exploitation and adaptation of original historical works as an articulator of development activities for teaching mathematics in basic education and in accordance with the National Curriculum Parameters of Mathematics (NCP) work. The general objective point out the limits and didactic potential of Lettres une Princesse d'Allemagne sur divers sujets de physique et de philosophie as a source of support for teachers of basic education in developing activities for teaching mathematics. The discussions raised point to concrete possibilities of entanglement between the extracted mathematical content of the bulge of the work with current teaching methodologies from resizing the use of letters according to Freire's pedagogical perspective of the correspondence, and especially the use of new communication channels in the century XXI, both aimed at dialogue and approximation between those who write and those who read.
Resumo:
This dissertation argues that the book as we know it will not cease to be. It is somehow a manifesto praising the artifact of words in the scope of literature and scientific culture. The present work chooses Umberto Eco and Jean-Claude-Crrieres book No contem com o fim do livro (2010) as cognitive operator. It presents a brief overview of the evolution of the informational supports and narrates a history of the book as constructed by complex bases; it also highlights the permanent and current state of the book having in mind the concept of contemporary as proposed by the Italian philosopher Giorgio Agamben, as opposed by the ephemeral character of the technological informational supports; moreover, it elects the book as a tool for the learning of Science and Culture, as a school for life, as put by Edgar Morin when referring to the Romance genre, in some of his works regarding Education; it presents as supporting evidence, two interviews with book-lover scholars from the Federal University of Rio Grande do Norte. Science thinkers like Edgar Morin, Maria da Conceio de Almeida, Ilya Prigogine, Giorgio Agamben, Pierre Levy, Umberto Eco, Roger Chartier, among others are used as sources of theoretical references. The dissertation places itself in the interface between Literature, Complexity and Education.
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Teaching and learning History in dialectical relationship between interpretation and critical historical awareness has investigated the triggering of a theoretical-practical training process developed with a history teacher, her mediation in the teaching and learning of the discipline process, related to the appropriation of history text interpretation and the development of critical historical consciousness by public school 8 th-grade students of elementary level. It aims to analyze the relationship between mediation of teaching activity and ownership by the student on this level, the interpretation of history texts and development of this consciousness. It has been opted for collaborative research, as training and strategy, and was employed as procedures for the formation of knowledge: Meeting, Cycles of Reflexive Studies, Planning (with teachers), Observation performed in real life and portfolio (involving students). The teacher appropriated of contributions of the theory by P. Ya . Galperin and critical historical consciousness and developed a teaching process using a methodology grounded in theoretical constructs this author. The students appropriated the interpretation of history texts and demonstrated to be in a process of developing a critical historical consciousness. Performance of the students occurred more consistently in the interpretations implemented in groups, with teacher guidance and support of the activity map. Training processes, performed in and about teaching and student activities, revealed an improvement in teacher's professional development and the knowledge and expertise of the students. It has contributed to this, the critical reflection experienced in the investigative process. Given these findings, as needs of new thinking, research recommends the development of teaching and learning processes in other years of elementary school, involving the interpretation of history texts and the development of critical historical consciousness of students.
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The epidemic caused by HIV presents a global, dynamic and unstable phenomenon, which depends on the individual and collective human behavior. Efforts to deconstruct the stigmatized image caused by infection of AIDS are still often associated with adoption of socially unacceptable behavior to be a circumscribed the susceptibilities of vulnerable individuals and communities to infection, illness and death by HIV. This study aimed to: narrate the trajectory of life of people with AIDS more vulnerable enrolled in the Municipal Social Assistance Parnamirim / RN. It is a study of qualitative, exploratory and descriptive approach, taking oral history of life as technical and methodological framework. The colony consisted of 186 people with AIDS. The network was comprised of 13 employees of both sexes, aged between 19 and 62 years old with positive diagnosis and agreed to voluntarily participate. After approval by the Ethics Committee of the Federal University of Rio Grande do Norte (CEP / UFRN), in the opinion No. 719,926 CAAE: 30408114.5.0000.5537 on 6 June 2014 data were collected from August to September 2014. The employees signed the Informed Consent and Informed and letter of assignment. Held transcribing the interviews and later returned to respondents to retest, ie so that they confer what allowed us to carry out transcreation after consecutive readings. The reports were analyzed through Bardin content analysis. Guiding the analysis of the accounts of employees, we find three themes: Prejudice and discrimination in living with AIDS; Reacting to the diagnosis and the accession process to antiretroviral treatment; and religious coping in people with AIDS. It can be concluded in this study, that employees have shown great emotional impact after positive diagnosis for HIV / AIDS, especially with regard to social life, the family ties, work and above all to the prejudice of society. Treatment with antiretroviral drugs was seen as a motivation to regain dreams and plans for a future once uncertain, and even if it is not a cure therapy, provided the employees improved quality of life.
Resumo:
The epidemic caused by HIV presents a global, dynamic and unstable phenomenon, which depends on the individual and collective human behavior. Efforts to deconstruct the stigmatized image caused by infection of AIDS are still often associated with adoption of socially unacceptable behavior to be a circumscribed the susceptibilities of vulnerable individuals and communities to infection, illness and death by HIV. This study aimed to: narrate the trajectory of life of people with AIDS more vulnerable enrolled in the Municipal Social Assistance Parnamirim / RN. It is a study of qualitative, exploratory and descriptive approach, taking oral history of life as technical and methodological framework. The colony consisted of 186 people with AIDS. The network was comprised of 13 employees of both sexes, aged between 19 and 62 years old with positive diagnosis and agreed to voluntarily participate. After approval by the Ethics Committee of the Federal University of Rio Grande do Norte (CEP / UFRN), in the opinion No. 719,926 CAAE: 30408114.5.0000.5537 on 6 June 2014 data were collected from August to September 2014. The employees signed the Informed Consent and Informed and letter of assignment. Held transcribing the interviews and later returned to respondents to retest, ie so that they confer what allowed us to carry out transcreation after consecutive readings. The reports were analyzed through Bardin content analysis. Guiding the analysis of the accounts of employees, we find three themes: Prejudice and discrimination in living with AIDS; Reacting to the diagnosis and the accession process to antiretroviral treatment; and religious coping in people with AIDS. It can be concluded in this study, that employees have shown great emotional impact after positive diagnosis for HIV / AIDS, especially with regard to social life, the family ties, work and above all to the prejudice of society. Treatment with antiretroviral drugs was seen as a motivation to regain dreams and plans for a future once uncertain, and even if it is not a cure therapy, provided the employees improved quality of life.
Resumo:
In this work we defend the thesis that the movements of culture and popular education in the 1960s in Brazil, manifested itself into resistance to hegemonic thought, coming from the North, which reduced the popular individuals and their knowledge to the ignorant condition. The focus of our study lies on the resistance produced by these movements in the history of the Country. We used as theoretical reflective foundation the thinking of Boaventura de Sousa Santos and his thesis about the construction of rationalities focused in the fight against indolent reason and the deconstruction of the inferiority in the colonized plan. But the analysis also favors approaches of other authors in the proportion that deals with the action of social actors of culture and popular education movements that have marked their presence in the public space, whose views and interests were invented and reinvented constantly in the relacional game. From the point of empirical view, the research makes use of bibliographies and written documentary sources such as newspaper articles, speeches, statements, manifests and documents like these. The research intends to seek in the past the understanding of those Movements in an effort to enable the viewing of certain remnants of the past that have relevance as social and academic wealth of experience. From the popular and the local, movements of culture and popular education in the 1960s, they overcame the barriers of invisibility and raised Itself to the plan of the global history, when they began to become protagonists of their own history, until their dreams were buried by the 1964 tragedy.
Resumo:
In this work we defend the thesis that the movements of culture and popular education in the 1960s in Brazil, manifested itself into resistance to hegemonic thought, coming from the North, which reduced the popular individuals and their knowledge to the ignorant condition. The focus of our study lies on the resistance produced by these movements in the history of the Country. We used as theoretical reflective foundation the thinking of Boaventura de Sousa Santos and his thesis about the construction of rationalities focused in the fight against indolent reason and the deconstruction of the inferiority in the colonized plan. But the analysis also favors approaches of other authors in the proportion that deals with the action of social actors of culture and popular education movements that have marked their presence in the public space, whose views and interests were invented and reinvented constantly in the relacional game. From the point of empirical view, the research makes use of bibliographies and written documentary sources such as newspaper articles, speeches, statements, manifests and documents like these. The research intends to seek in the past the understanding of those Movements in an effort to enable the viewing of certain remnants of the past that have relevance as social and academic wealth of experience. From the popular and the local, movements of culture and popular education in the 1960s, they overcame the barriers of invisibility and raised Itself to the plan of the global history, when they began to become protagonists of their own history, until their dreams were buried by the 1964 tragedy.
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Conselho Nacional de Desenvolvimento Cientfico e Tecnolgico (CNPq)
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Based on the theoretical approach on the structure and functioning of the capitalist mode of production in the light of the Marxian perspective of Althusser, Poulanzas and Saes, the objective of this study is to describe and analyze the career path of the deployment process of education workers public state of Minas Gerais, in the context of neoliberal educational policies implemented in the period 2003-2014. This study will make use of the techniques of bibliographical and documentary research; to do so, we will try, at first, to establish the correspondence of this peculiar mode of production (capitalism) and the bourgeois state, trying to understand their legal and political structure, characterized by the right and the bourgeois bureaucracy, highlighting the importance of the state apparatus to conditioning ideologies and their structures for prescription of social practices. In the second phase, we will present to the prevailing ideologies School appear in the form of speech and legal and governmental practices in today's society. Finally, we will seek to understand the applicability of the theory studied in the concrete reality of educational public policies implemented in Minas Gerais, in the perspective of democratic government, modernized and efficient state, as opposed to the interests of the Single Union of Education Workers (Sind-UTE / MG). Thus, we can conclude that our work object is to analyze the educational policies of the bourgeois state, focusing on career path in the context of Minas Gerais, from 2003 to 2014, and its social, political and economic education for workers Minas Gerais state and the society today.
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A presente dissertao teve como objetivos contextualizar e analisar as perspectivas da educação salesiana a partir do documento das Linhas Orientadoras da Misso Educativa do Instituto das Filhas de Maria Auxiliadora, tendo em vista aprofundar o contexto histrico e sociocultural da fundao do Instituto das Filhas de Maria Auxiliadora e do desenvolvimento da misso educativa salesiana, com a finalidade de atuar no campo da educação, indicar os fundamentos interdisciplinares que compreendem os fundamentos tericos para a prtica educativa em relao aos aspectos sociolgicos, antropolgicos, teolgicos e pedaggicos, alm de algumas experincias prticas da educação salesiana. A pesquisa considera a contextualizao da sua prtica educativa a partir de diversas contribuies tericas realizadas em torno da história do Instituto e dos conhecimentos interdisciplinares que integram seus propsitos e seus projetos educativos. Com a perspectiva de analisar as orientaes e contedos do documento utilizada a tcnica da anlise documental que permite interpretar o seu significado, analisar e indicar algumas perspectivas de educação salesiana presentes no documento e que envolvem os seus princpios, propsitos e as suas aes em relao educação. Por meio da observao participante alguns aspectos prticos das perspectivas da educação salesiana foram demonstrados. Portanto, a investigao permite o mapeamento das perspectivas fundamentais da educação salesiana a partir das Linhas Orientadoras e a possibilidade de aprofundar a significatividade das perspectivas de referncia para a prtica educativa conforme so indicadas no documento: as dimenses cultural, evangelizadora, social e comunicativa da educação, que so os elementos e princpios fundamentais do Sistema Educativo Salesiano. A concepo de educação salesiana que se constri a partir de uma viso interdisciplinar, complexa e dimensional, com uma perspectiva de uma estratgia projetual. Os seus princpios integram alguns valores que so considerados como fundamentais para a realizao de uma educação integral: a comunidade educativa, o trabalho educativo realizado em equipe, a espiritualidade juvenil, a preventividade e a pedagogia do ambiente. Sobretudo, os ncleos centrais indicados pelo documento orientam as comunidades para a realizao de um pensamento projetual, considerando as diversas dimenses da educação, com uma especial abertura para uma contnua projeo das suas intenes e da sua prtica educativa. Enfim, encontramos algumas contribuies para a educação a partir do pensamento pedaggico e prtico da educação salesiana, especialmente em relao proposta de pensar a educação de forma complexa e multidimensional.
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O tema desta dissertao a Avaliao Institucional da Educação Bsica. Para tal, faz-se a anlise do processo de avaliao, com nfase no instrumento utilizado pelas Escolas Adventistas de nvel bsico do estado de So Paulo, considerando que a educação adventista se tornou uma parte consistente dentro da estrutura da Igreja Adventista do Stimo Dia. Procurou-se, neste trabalho, como objetivo geral, compreender como se configura a prtica da avaliao institucional das escolas da Rede Adventista de Educação. O mtodo da investigao incluiu anlise bibliogrfica dos principais tericos da rea de polticas pblicas e do sistema privado bem como da avaliao institucional, seguido de exame documental do instrumento utilizado no processo de avaliao institucional. O estudo resgata a contextualizao histrica do desenvolvimento da escola privada, destacando aspectos relevantes de sua relao com o Estado. Tambm apresenta brevemente a história da Igreja Adventista do Stimo Dia (IASD) nos Estados Unidos (EUA) e no Brasil, de modo a situar o surgimento do sistema educacional adventista, bem como a sua filosofia de ensino, buscando conhecer as origens desse grupo religioso que h mais de um sculo atua no cenrio educacional brasileiro. Em seguida, aborda aspectos da Avaliao Institucional. Finalmente, apresenta-se uma sntese do processo e uma descrio analtica do instrumento de avaliao institucional das escolas de nvel bsico da Educação Adventista. Na concluso do trabalho, no se encontraram indcios de que o conceito adventista de avaliao educacional seja diferente do das abordagens tradicionais. Entretanto, na concepo adventista de avaliao, existe mais fortemente a preocupao de se manter um processo de avaliao contnuo e sistemtico.
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Esse estudo refere-se construo da Memria e da Identidade do Sindicato de Trabalhadores em Educação das Redes Pblica Estadual e Municipais do Maranho SINPROESEMMA, entidade reconhecida oficialmente pela categoria como seu legtimo representante em todo Estado do Maranho. Reconstruir a Memria e a Identidade do SINPROESEMMA, naqueles que lhe deram origem, pois, a memria permite a relao do corpo presente com o passado e, ao mesmo tempo, interfere no processo atual das representaes. A memria aparece como fora subjetiva ao mesmo tempo profunda e ativa, latente e penetrante. A memria desse sindicato que no deve ser pensada apenas como resgate do passado, mas como marco referencial a partir do qual os docentes, a sociedade acadmica e a prpria comunidade redescobrem valores e experincias. Portanto se a memria e a identidade do SINPROESEMMA forem entendidas como ferramenta de comunicao e de organizao dos trabalhadores, ento poder-se- afirmar que se transforma em conhecimento til a história e a experincia acumulada em sua trajetria. Uma das caractersticas da memria, que essencial ao pesquisador, o fato de, apesar de resguardar sua dimenso subjetiva, tambm expressar, no que tange ao SINPROESEMMA, sua constituio de bases coletivas. Este trabalho mostrar como as condies bsicas objetivas e subjetivas do mesmo esto relacionadas luta dos trabalhadores do ensino pblico das redes municipais e estadual do Estado do Maranho - Brasil.
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Reading the book Introduction to Libras: Language, History and Culture enables enter the world of the deaf, increasing thus the own existential universe by contact with the richness of Brazilian Sign Language (Libras) and the history and culture of deaf people. This work is proposed by the subject of knowledge, raise awareness of the need to build a society in which vigore the principle of social justice for all; promote the revision of prejudice suffered by the deaf that impose discriminatory compactuando with the lack of social equity; and awaken the desire for a full communication with deaf people through Pounds learning, valuing differences.
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Acompanha: Dupla-hlice: a construo de um conhecimento
