A dimensão simbólica e midiática da política e a história da dona de casa que virou guerreira : a construção da imagem pública de Wilma de Faria em 2002 e 2006

This paper examines two aspects. First, the symbolic dimension of politics and some of the elements that make up this universe, as the scenario, the representation, the myth, the spectacle, the media and the political and electoral marketing. We assume that the policy brings together a set of traits related to both reason and the human subjectivity, and can not be summed up in just a few calculations based on rationality. In the case of elections, in a process (ritual, according Irlys Barrier) of choice, there is a meeting of two systems of representations: to that transmitted by a political actor, in a scene from a particular context, based on a life trajectory unique, and the other from the public, crossed by social relations, situations own wishes, desires, expectations and unique perspectives. Between them there are the means of mass media (especially television), and with them the advent of language media and advertising applied to politics, changing the layout of public visibility and inaugurating what Rejane Accioly Carvalho will call the "aesthetics of mostrabilidade". This does not necessarily mean a preponderance of media on politics as a whole but only its adaptation to that with regard to contact with the public, the ad extra portion of the policy, according to Wilson Gomes. In a second aspect, try to apply these elements to a specific study to verify them in building an effective public image, in this case, the current governor of Rio Grande do Norte, Wilma de Faria. The concept of public image is from the book of Wilson Gomes The transformation was visible in the mass media, and relates to a conceptual image to fix "personality traits" through political history, personal conduct, action of image makers and the public reception. For this we will review some videos aired on Free Time for political propaganda in the years 2002 and 2006.

A construção das representações sociais na relação da polícia militar e a sociedade Aracajuana

In recent years, issues involving public safety have gained more prominence in scientific debates, the media, and common sense, because undoubtedly the feeling of fear and insecurity caused by the increase in violence overall, has spread like construction element of social representations, both in individual levels, as well as collectively. Violence is a social phenomenon existing in human manifestations, from the older societies, ie it was present in all historical periods, but in different ways in the subjective and objective, having had the task of being the central element in modeling process for the formation of individual behavior, both in older societies as in modern society. However, it has a peculiar feature of acquiring new contours to the extent that the individual and collective behaviors are modified in relation individual-violence. In this sense, the institutions that establish the order from the control of violence, have their social representations in the context of social relationships permeated by elements of violence, fear and insecurity, that shift the subjective feeling of insecurity, or existential, for a concrete plan and goal, namely to the level of physical insecurity in daily life in the modern world. The objective of this study was to capture the construction of social representations of the population in Aracaju on the police institution and the figure of the policeman in the contemporary context. We focus our attention only to the institutions of order, which constitute the field of the apparatus of public security and social protection of our state

O processo de construção do problema da pobreza no Brasil

This text aims to undertake an analysis of the process of building the "problem of poverty" in Brazil. From a sociological approach on discourses and interpretations of poverty present in literary intellectuals representatives of some of the classics of Brazilian social thought, as well as in scientific works produced from mid-twentieth century and in the reports of various international organizations and national, such as the IMF, World Bank, MDS, IPEA, among others

Processo participativo da população na construção da agenda 21 local:o caso de Parnamirim

One of the agreements assumed at the conference of the United Nations for the Environments and Development which took place in Rio de Janeiro in 1992; through Global Agenda 21, was that the signatory countries would create a national Politics of sustainable development, by means of their national Agenda 21. Demonstrating the relevance of municipal districts and the local communities, during the definitions of new development standards compromised to the transformation of the society, socia1ly and environmentally well-balanced world, it was also agreed on that places under the responsibilities of the municipal districts would promote their own local Agenda 21. We need to point out though that the government has the prerogative and the responsibly of facilitating the population participation process in the construction of national and local Agenda. This made it possible again, to plan the scheming process directly towards the insertion of population participation at the different levels, involving the entire local sectors while establishing a new local partnership through the local municipal government. Thus, we decide to verify the participation of the population in the construction of their local Agenda 21, choosing for the study case Parnamirim municipality from RN. The question which originated the objectives and analysis was formulated on the following terms: Up to which stage was the process of population participation effective in the elaboration of Parnamirims's local Agenda 21? Based on this uneasiness, it was defined as the general objective, the verification of population participation process during the elaboration of Parnamirims's local Agenda 21, aiming at its effectiveness as well as specific objectives; to identify the population representivity, the construction of the local AG 21 in order to identify on which level is the participation based, to verify the strategies used in order to promote the process participation, to identify the motives guiding those involved in the construction of the local Agenda 21. This case study at Parnamirim municipal district demonstrated that there was effective population participation as far as the local Agenda 21 is concerned

A construção de um estilo de vida: família e relações de gênero na participação do projeto ético-político renovado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

O poder legislativo na verificação da legitimidade constitucional do processo de construção das leis

It is known that, in the Democratic State of Law paradigm, one of the most instigating themes is the legitimity of the Law. It justifies the interest in reflecting about the Legislative Process instituted by the Brasilian 1988 Constitution, more specifically field of the constitutionality control as away to guaranty of the legitimity of the Law. The research that is developed here, intents to bring to reflection the basis and the ways the Legislative Power has to proceed to Constitutionality Control of the laws and of the Legislative Process. As the focus taken here is about the Legislative Power, it starts from the presupposed that only by the adoption of legislative process which has to be connected to a rational speech, that will evidence the Democratic and Procedimental Law dimensions, guarantee the possibility of the public and private spheres of life act in complementarity that is such needed to the stabilization of the social expectatives and the concretization of the Brazilian Constitution

Animais não humanos: a construção da titularidade jurídica como novos sujeitos de direito

This work has the main goal on the recognition of the inherent value of nonhuman animals, under the constitutional framework. It is presented the main philosophical formulations of the current pattern of behavior that rules the relationship between man and animals: first those that have excluded animals from moral consideration and then the thinkers which do have included, in some way, in order to elucidate the origin of the anthropocentric thought over the natural world. In this way, the analysis these thinkers that have included animals in moral consideration will contribute to a paradigm change from the anthropocentric view, initiating legal debates. It will be made a simplified analysis of different philosophical and legal points of view that have been demonstrating the posture in which the human beings have been dealing with the environment, with the replacement of the anthropocentric thinking for the biocentric view, in which life becomes the center of existence. Life is life, no matter whether it is human or not, has a value in itself, and must be protected and respected by the legal system. Then, it will be analized the constitutionalization of the nonhuman animal dignity in comparative law; the infraconstitutional legislation which concerning the intrinsic value of all life forms and, finally, the 1988 Constitution. It will be advocated for non-human animals the condition of subjects, presenting some cases that the Habeas Corpus was used in animal defense. In this new Brazilian Habeas Corpus theory of for apes the argument of genetic proximity was used in order to overcome the literal meaning of natural person to achieve hominids in order to assure the fundamental right of physical freedom. It is realized that the fact that the great apes being recognized as a person does not preclude the possibility of other living beings be recognized as subjects of law. In this way, animals can be considered non-human subjects of law, according to the theory of depersonalized entities and may enjoy a legal category that allows a respect for existential minimum, and can hold constitutional fundamental rights

Entre o mercado e a construção social: uma análise da experiência da implantação doPRONAF-infraestrutura e PRONAT nos territórios do Mato Grande-RN e sertão do Apodi-RN (1997 - 2010)

Analyzes the development experience in the Territories of Mato Grande and Sertão do Apodi in the state of Rio Grande do Norte, evaluating the actions of the National Program for Strengthening Family Agriculture, specifically the line of infrastructure (PRONAF-INFRA), and the National Program for Sustainable Development of Rural Territories (PRONAT) in these territories. Summarizes the various rural development approaches and takes the theoretical assumptions of territorial development, the concept of constructed territory and market-plan territory, further the cycle model to analyze public policies selected these experiences. Thus, we propose to test the hypothesis that most of the actions implemented would lead to the formation of market-plan territories, in other words, perceived only as a platform for the presentation of projects. The literature and documents, combined with case studies, interviews and direct observation of the meetings of committees, showed that, despite two boards are under the same laws, rules and formal regulations, have clear differences when considering the theory and concepts that were used as reference. The Apodi s territory is closer to a constructed space thus the search for a broader agenda, more autonomous and more appropriate to the reality experienced by local actors. On other hand the Territory of Mato Grande had the characteristics of a market-plan territory more present. As the result, the territory of Sertão do Apodi accesses not only as part of a greater number of policies and funding sources, ensuring a greater and more diverse investment volume than the territory of Mato Grande. Despite these differences, studies have shown that territorial boards surveyed are still far from becoming the main forum for managing the development from conception planning socially constructed. Showed, finally, that territorial development strategy is relevant, but requires a long walk and a deep and continuous learning process to be successfully implemented in rural areas of Northeast Brazil

Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias

The main aim of this research has been to analyze the identity patterns of the teacher s staff of fundamental education public schools in the Metropolitan Area of Natal-RN. It sets out from the hypothesis that being a teacher within this context grows out of the regularities of a specific habitus, which, according to Bourdieu, develops into mental schemes of thought and action within a specific social group. This habitus forms the basis on which is built the social representation of being a teacher prevailing in the group, as well as the symbolic differences that typify its identity variations. Three data sources have been fundamental in building up this thesis: (a) formative essays of students graduating from a Higher Teacher s Formation Course, as well as observing some of the public defense of these essays during field work; (b) a questionnaire aimed at classifying economically, socially, and culturally a sample of public teachers of the Natal-RN county; and (c) submitting a sub-sample of this group to the process of Multiple Classification Procedures (MCP). The analysis of data was done according to the multidimensional, non-parametric statistical procedures of both the Category Content Analysis and Enunciation Analysis methods. The results of the analysis took into account an ample set of variables, its associations and implications, the cultural and social profile of the population under scrutiny, their life styles, as well as the strategies they developed in the process of becoming a teacher, and the social representation of being a teacher . We came to the conclusion that the social identity of the teachers corps, or as we prefer to say it being a teacher , is a result of a set of regularities produced by the habitus that gives social shape and meaning to the existence of the group proper. We note the existence of identity variations caused by the variables (a) educational level; and (b) mode of action in fundamental education (if these are the first or last grades where the subjects operate). However, these variations will not break the power of the regularities that give shape, meaning, and social visibility to the group. The social representation of being a teacher points to the tensions, ambiguities, and trends inherent to common sense, as well as to a strong tendency to reassign a new meaning to being a teacher. Our thesis, therefore, is that the identity configuration of the teachers corps under scrutiny is characterized by an integrative synthesis, by-product of a habitus that is superimposed, and at the same time co-exists with different identity variations

A produção tardia da profissionalização docente e seu impacto na redefinição identitária do professorado do ensino fundamental

El objetivo de este estudio consistió en capturar y reconstituir el modo por el cual profesoras y profesores vinculados a la educación infantil y a la fase inicial de la enseñanza fundamental producen su identidad docente, en el contexto de una tardía profesionalización. El campo de esa pesquisa envolvió tres instituciones públicas de enseñanza superior, dos en Natal (RN) y una en João Pessoa (PB), que desenvulven programas especiales de formación de docentes vinculados a las respectivas redes locales de enseñanza. Para el atendimiento del objetivo arriba propuesto, fue utilizada la teoría de las representaciones sociales para la captura de los elementos constitutivos de las representaciones sociales del profesorado conforme la formulación de Serge Moscovici y colaboradores, considerándose, aqui, especialmente, la contribución de Abric en su complementar teoría de nucleo central de las representaciones. Teniendo en vista la necesidad de identificación de los elementos estructuradores de las representaciones, y definidores de las identidades en cuestión, se privilegió en la pesquisa la producción discursiva docente y sus condiciones de producción. La utilización de sus evocaciones, bien como de las fuentes escritas por los propios sujetos envolvidos, oportunizó el afloramiento de las diferentes faces constitutivas del ser profesor/a . El corpus decorriente de ese estudio fue entonces somentido a una serie de diferentes métodos / técnicas condensadas en programas informatizados y otros manuales en um esfuerzo para conferir un mayor rigor al análisis de los resultados apuntados. Se utilizó, aún, un referencial de análisis del discurso para viabilizar la emergencia de diferentes ângulos de la configuracion de la identidad en foco. Los resultados apuntam para un significativo deslocamiento de las representaciones docentes, bien como permitem afirmar la hipótesis, inicialmente puesta, de que la profesionalización docente ocurre no apenas de manera tardía, como también viene provocando una resignificación de los referentes de identidad de esos profesionales

A construção do princípio do cooperação na Pedagogia Freinet:uma prática em sala de aula do ensino fundamental

Cette recherche est ancrée dans les racines de la pédagogie de Célestin Freinet, un des plus importants éducateurs du XXème siècle, car ses propositions naissaient de la réalité de l élève lequel était, de ce fait, valorisé. Au début de ses recherches, Freinet s est rendu compte que pour pouvoir édifier une école qui, effectivement, atteigne les classes populaires, il devrait réaliser des changements dans le milieu scolaire. Notre travail le principe de coopération dans les actions développées par le professeur et ses élèves dans le quotidien de la salle de classe. Les décisions pour la réalisation de ce travail ont exigé, de notre part, une profonde et globale réflexion vis à vis des pas qui devraient être entamés, considérant que notre intention n était pas de faire une simple intervention dans le système scolaire avec une programmation pré-établie, sans instruments crées à priori pour le développement d actions dans le contexte scolaire. Comme questions principales nous pouvons souligner: Comment la coopération contribue pour le vécu des élèves? De quelle manière ce principe se réalise dans le quotidien de la salle de classe? Le principe coopératif, pourrait-il agir comme une alternative qui favorise la dynamique de la salle de classe et des relations entre les élèves? Le principe de la coopération exige la création d une ambiance en salle de classe dans laquelle il existe des éléments médiateurs dans la relation professeur-élève. Ainsi, l organisation de la salle a un caractère important; il faut considérer la participation des élèves dans la construction de ses connaissances. Pour cela, il est nécéssaire créer des structures qui doivent être complétées à partir de l activité des propres élèves. Dans la ligne de cette pensée nous avons, donc, comme objectifs spécifiques: 1) Investiguer, dans l action pédagogique du professeur, l utilisation de stratégies pour la consolidation du principe coopératif pour la salle de classe; 2) Faire une réflexion à propos de l organisation du travail coopératif développé par le professeur en observant comment celui-ci est réalisé en salle de classe; 3) Établir un répertoire des vécus de coopération construits en salle de classe par les élèves et le professeur. Ainsi, pour développer une interaction avec les sujets de la recherche [professeurs et élèves] des études ont été développés ancrés sur les principes de la recherche qualitative de type ethnographique pour considérer ce dernier un référentiel méthodologique plus indiqué à l utilisation des téchniques d observation, interviews et analyse de documents, car ces téchniques sont, traditionnellement, associées à l ethnographie. Cette recherche a pour but comprendre la vision de ce qui arrive quotidiennement dans la salle de classe observée et les multiples relations imbriquées dans le processus de motivation de l apprentissage utilisant la coopération

Formação moral das crianças: construção de regras fundamentais aos valores do Movimento dos Trabalhadores Rurais Sem Terra (MST)

The acquiring process of morals on a person is one of the most important aspects of his Social Identity. The basis for his ethics and moral choices are built when he interacts with the world. A child that interacts with participants of Movimento Sem Terra (MST) movement that fights for the Land Reform and the transformation of the society may have the opportunities to acquire the culture, morals and ethics of this movement. Based on this understanding, this work intends to comprehend how children think and incorporate the rules that are the base of the values and principles of MST, considering the diversity of the situations, the limits and the possibilities to experience these values in their everyday life in the Movement. To understand how the process of cognitive construction of the rules takes place in a child, it is important to consider the theories of Jean Piaget. According to him, morals development follows a sequence: the anomie (0 to 2 years old), marked by the absence of rules; the heteronomy (2 to 6/7 years old), where takes place the adoption of rules due to exterior obedience, such as a relative, an institution or a movement; and the autonomy (from 6/7 years old on), in which rules are considered legitimate. All the children in this research have relatives working at MST. The research has two parts. We have first observed the behavior of three groups of children (beyond six years old) while they were involved on their normal activities (kindergarten) activities. On the second moment, we have interviewed 20 children (between 3 and 10 years old). We used flashcards containing scenes; we also told stories and asked moral questions involving the character s behavior. We have noticed the unilateral respect and extern coercion are between the definers of the moral decisions of a child. The empathy and the reduction of the egocentrism help seeing the situation of the point of view of other, although it doesn t mean that one is going to accept others point of view. In the taking decision of the child other factors are also considered such as the space of socialization (family, school). Though the children don t work or take part at MST activities, they have already opinions about involved people behaviors. The interaction with relatives and teachers is one of the most important aspects to encourage them elaborate moral understandings according to the ethics of this movement

Geometrizando no segundo ciclo :relato de uma intervenção pedagógica voltada à construção de conceitos geométricos no ensino fundamental

This work has proposed to relate the experience product of a pedagogical intervention, performed in a public institution of teaching situated in this capital. It had as objective to validade the applying of a teaching module of geometry, more specifically about the conceptions of perimeter and área in the second cycle of fundamental teaching. This dissertation has presented the problematic which involves the teaching of geometry in different contexts. It has adopted the broach of the radical constructivism while methodological theoretical referencial through which it has tried to explain the phenomena that involves the teaching and the apprenticeship. It appropriates Jean s Piaget contributions related to the development stages, while referencial that will dialogue in the search by sense and comprehension of the geometric apprenticeship process and it runs over Richard s Skemp (1980) theory in order to explicit the student s apprenticeship according to the levels of instrumental comprehesion and relacional comprehension . The research has presented datum related to initial diagnosis evaluantion, the pedagogical intervention and analysis of the activities and students perfomance displaying still the results of the final evaluation. According to the results got, we could check the students group growth front to the acquisition of the concepts of perimeter and área in comparison with the previous knowledges presented in the initial diagnosis evoluation of the students participants of the research. We have concluded evaluating the objectives of the research, connecting the strategies and reasoning employed by the students in order to resolve the questions and then to reach the objectives proposed by the teaching module. We have presented still the main obstacles to the apprenticeship of such concepts

Saberes e práticas em experiência de construção da sustentabilidade no meio rural nordestino

The purpose of this work is to analyze the knowledge relationships that articulate in projects of maintainable rural development construction for the paraiban semi-arid, analyzing the farmers daily practices and their relationship with the technological practices spread by ONGs. We took as empirical object the rural community of Lajedo de Timbaúba, municipal district of Soledade-PB, located in the very small region of paraiban Curimataú. It is a community where registers one of the first cases of maintainable rural development planning in the state of Paraíba. The analysis was centered on the farmers experiences of life in sustainability experience, trying to understand how they acquire new knowledge and how they interact with them. In methodological terms, it was considered feasible to place the knowledge interaction between the farmers and technicians from ONGs by placing the analysis according to Paulo Freire s questioning (2006): extension or communication? To understand the farmers daily practices, it was resorted to the theoretical contribution by Michel de Certeau (2008) in order to discern a microresistance movement of inversion/rejection/changing by the farmers in relation to their external knowledge. Just from the theoretical point of view and resorting to the imaginary social by Cornelius Castoriadis (1982), it was considered the way of living of the farmers researched, having as reference the experience in the material and symbolic production of their lives. It became indispensable, therefore, not to dissociate the knowledge relationships between farmers and technicians from ONGs from the sustainability concepts, maintainable rural development, and rural extension. The results of the study revealed that the farmers from Lajedo de Timbaúba while dealing with the technological practices proposed by ONGs that work in the community, express those practices from their daily logic, and they constitute them in survival strategies that are inserted in their own idiosyncrasy. It was verified, therefore, that the external knowledge presented by the proposals of sociability alternatives with the droughts in the perspective of maintainable development while placed in the farmers daily relationship, they are judged as advantageous or disadvantageous when they are confronted with their peculiar way of doing their daily work. The technological practices are incorporated, denied, or recreated starting from evaluative criteria related to the preservation of the soil and to the economical and social reproduction of the unit of production of family agriculture

O sindicato como espaço de construção da profissão docente

This work examines the connection Syndicate/teachers profession trying to unveil the important role taken over by the Syndical movement in the process of professionalization of the militant teachers. For that, it describes and analyses the historical course of three Syndicates representatives of the teachers category Associação dos Professores Licenciados da Bahia APLB; Sindicato dos Trabalhadores em Educação de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP acting in the micro-region of the San Francisco Valley, especially, in the municipalities of Juazeiro Bahia , and of Petrolina Pernambuco. It concentrates its interests on the contribution of the Syndicates for the professional development of these teachers in this region analysing the aspects related to emerging conflicts into the Syndical organization, to the attitude of these entities before the educational reality to their reinvindicative struggles to the formative dimension of the group actions. This study tries to answer the following questions: How has this syndical movement of teachers of state school of S. Francisco Valley been characterized? How do their actions reflect in the formation and professionalization of the teachers? Do teachers recognize the syndicate as a constructive space for the teaching profession? The methodological trajectory was directed through a qualitative approach of an etnomethodological character, using instruments for the understanding of this reality, The treatment of the data was based on the interpretative analysis of the speeches present in documents and through answers of the interviwees, having as a reference in this analysis the theoretical studies about syndicalism and the teacher professionalization. For a conceptual construction of this work it was studied these two categories from their genesis, from the social historical evolution of their concepts and the up to date discussions that give explanations about the teachers syndical movement and about the process of teachers professionalization. As thesis of this study it was defended the idea of that the teachers syndicates have contributed expressively in the process of the construction of the teacher profession of the militant teachers of this in the micro-region of the S. Francisco Valley. Once the teachers participate actively in this movement promoted by the syndical entities, the teachers develop the critical sense of the educational realty; improve their formation and reinvindicate from the State this condition as a Right; fight for better conditions in the work; reinvindicate the salary valuation and, try to construct an image of teacher basing on a professional model. The contribution of the Syndicate in the process of teachers profissionalization, is more evident in its external dimension that chacterizes the profissionalism, on the related aspects: to the forms of participation in the definition and the management of the educational politics; to the political struggles for the achievements of the professional status, to the recognition and of his eventual valuation. The syndical actions have repercussions with less intensity in the inside dimension that defines the profissionality, in the related aspects: to the administratation of the pedagogical processes in schools and in the classroom; to the acquisition of branches of knowledges; to the epistemological criticism of the acquirements mobilized in the teaching; the curricular question to the mediation that make possible the learning at school and in the classroom