Formação e vivências: a representação social do ser professor em comunidades ribeirinhas do Vale do Juruá Acre

Being a teacher is a challenging task, driving action strategies that mobilize technical dimensions of being / doing teaching, but also affection. This research was conducted with teachers / students of the Special Program of formation for Teachers of Basic Education agricultural zone (PROFIR) developed by the Federal University of Acre in partnership with the State Department of Education (SEE) and City Halls of the region; locus typically Amazon and, in this research, comprises five municipalities in the Valley of Juruá - Acre. Northern Brazil. It Aims to capture the social representation of being a teacher in riverside communities. We performed this study from the Theory of Social Representations (MOSCOVICI, 1978, 1990, 2005a, 2005b, 2009, 2011) and (JODELET, 2001), from discussions on teacher formation (LDB No. 9394 of 1996). Work, among others, (TARDIF, 2004), (TARDIF; LESSARD, 2007), (NÓVOA, 1992, 1999), (ARROYO, 2007). We used as a methodological strategy, the multiple classification procedure (PCM), which is organized in two steps: Free Classification and Directed Classification, as well as semi-structured interviews, involving, thus, 137 teachers surveyed. For the analysis of the data, we appealed to software SPSS, version 13.0 for Windows, mapping the elements of the representational content through Multidimensional Analysis (MSA and SSA). Through the different strategies of analysis, we identified from the Free Classification, the regionalization: Beyond forest, teaching Attributes and Mobilized Attributes. With data of the Directed Classification, the analysis was based on the Theory of Facets (BILSKY, 2003) and (BUSCHINI, 2005) and we found: Reference of teacher; Negative Dimension and affective and technicians attributes. Finally, with the Analysis of Content (BARDIN, 2004) e (FRANK, 2005) and of the interviews the categories we found the categories: Urban relation versus agricultural, Knowledge in construction and possible bets. The report of the experiences along the edge of the rivers, in these different methodological strategies and of analysis, demonstrates the existence of symbolic and representational elements that influence and guide the educational conduct and actions of these teachers and that they are deeply anchored and objectified in technical and affective elements of the making teacher. They daily live deeply the concreteness of the Amazonian realism redesigning the Real and the symbolic one as a way to understand themselves as a teacher in adversity of this context. We also observed the historical, social and cultural local marks, framing, thus, the collective personality and generating its guides of action

A escrita e a criança com síndrome de Down: uma relação possível na escola regular

The school inclusion is based on respect for diversity and the belief that everyone has the capacity to learn and develop, for this the school needs to prepare itself to meet the differences and provide a meaningful learning for everyone, including those with Down syndrome. It is in the interaction with others that children develop their skills and exchange substantial experiences to learn the school and non school knowledge. Among the knowledge the school must offer students, there is one that is indispensable to the present society; the writing, because writing is a way to Interact, to communicate and to build autonomy to relate in society. Before exposed, the research that started this study aimed to investigate the level of the writing conceptualization of children with Down syndrome during the literacy process in a regular school of the private school network in the city of Natal/RN. For carrying out this study, initially we conducted a qualitative research, using the bibliographical as a methodological recourse, seeking to the deepening of information, based on the literature about the subject, which allowed us to collect data about people with Down syndrome, their education and the process of the writing acquisition. Later, a case study was performed, involving free observation in the room and interviews with teachers and children, trying to verify how this writing acquisition process occurs by children with Down syndrome. The data analyzed and information recorded demonstrated that the school inclusion, when taken seriously, benefits the learning of writing for children who have intellectual deficit, and, mainly, they develop in this environment and are able to learn to write, as long as their own pace are respected

Um estudo sobre o estágio supervisionado na formação inicial de professores de matemática na Bahia

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

É preciso estar atento: um estudo da relação entre desenvolvimento da atenção e aprendizagem

Se discute en este estudio la relación entre o desarrollo de la atención y el aprendizaje de la lengua escrita realizada con los alumnos del 5º grado de la Enseñanza Primaria, compuesta de 25 alumnos, con la edad entre 9 e 13 años, de la Escola Municipal Professor Arnaldo Monteiro Natal/RN. Para el desarrollo de este proceso investigativo, utilizamos como aporte teórico el materialismo histórico-dialéctico, pues ese método posibilita el análisis de los fenómenos y, a través de esa lógica, se revelan los elementos que dieron sustentación a la mediación pedagógica y comprensión de los fenómenos con mayor eficacia. También fueron usados los estudios de Vigotski (1991), Rubinstein (1973), Ferreira (2003), Ibiapina (2007), y otros que convergen con ese posicionamiento. Se adoptó la pesquisa colaborativa que supone la construcción de un objeto del conocimiento entre investigador y profesor y también asocia al mismo tiempo actividades de producción del conocimiento y de desenvolvimiento profesional, proponiéndose una mediación entre comunidad de investigadores y comunidad de profesores. Utilizamos como elementos metodológicos el diagnóstico de la atención, el diagnóstico de la producción escrita del texto narrativo, siguiendo las etapas elaboradas por Infante (1998), los diarios reflexivos, el planeamiento y las sesiones reflexivas (con alumnos y con los pares). Para análisis del desarrollo de la atención, utilizamos las categorías definidas por Luria (1991): volumen de la atención, estabilidad de la atención, oscilación de la atención. El análisis de la producción textual tuve como parámetros las categorías de cohesión y coherencia (COSTA VAL, 1999). Para esto, se reflexionó con ellos sobre la importancia del desenvolvimiento de la atención para aprendizajes más efectivas. Propusimos situaciones de aprendizajes que posibiliten el desarrollo de la atención de esos alumnos y el dominio de la producción textual; y se analizaron las interrelaciones entre desenvolvimiento de la atención y la producción de textos narrativos. Los resultados presentados en los textos permiten afirmar que es notoria la relación entre la atención y el aprendizaje de la escritura. Vale resaltar que la reflexión no puede tener un fin en si mismo o entonces ser usada apenas para justificar una acción, mas debe tener como objetivo mejorar la enseñaza y tornar los profesores más conscientes y, por lo tanto, más capacitados para ejercer su profesión

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

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

Trabalho e formação docente na rede municipal de ensino de natal

The study Teacher work and education in the municipal schools of Natal objectifies the analysis of the education and work conditions of the teachers in the municipal schools of Natal, placing them within the scenario of the public policies outlined for Basic Education (2005-2010). The thesis is based on the perspective that the educational reforms implemented by the Brazilian government in an attempt to answer to the new contextual demands originated from the world of work and globalization, demanding increasingly higher levels of qualification and constant extension of the teaching functions in school from the teachers, have been configured withal as a strategy for intensifying the teacher s work. The empirical field of study was constituded by thirteen municipal schools that offer basic education. Four hundred and seventeen teacher subjects that work in the municipal school system of Natal, two representatives of the Secretaria Municipal de Educação de Natal (SME)1 that work in the pedagogical team and one representative of the Sindicato dos Trabalhadores em Educação do Rio Grande do Norte2 took part in the study. The procedures/instruments used in the research were: bibliographic review, document research, questionnaires and recording of information in a field journal. The study confirmed that the majority of the teachers that work in the municipal school system were admitted by means of public entry exams, therefore meeting the requirements set by Law 9.394/96. Most of the teachers have the initial education demanded to work in basic education, although with some limitations due to the fact that they do not correspond to the needs of the educational system. The SME has a plan for continued training of the teachers in accordance to the current ideas defended by researchers of this field. There is, although, a disconnection between the purpose of the plan and the training strategies, because, in truth, predominate repetitive and specific actions that do not contemplate the training needs of the teachers, nor the demands of the system. Although the work conditions are evaluated, by the teachers, as relatively good, limits in relation to the physical structure of the schools are observed (dirty walls with holes in them, broken ceiling fans, old chairs and desks, old and stained black boards, inadequate restroom installations, poor maintenance of the computers, amongst other items). It was also verified the an increase in the functions of the teachers and an intensification of their work, materialized through an overburden of activities undertaken daily at school (and outside of it) and through the demand in taking part in activities that go beyond those inherent to the teaching process, such as the elaboration of political-pedagogical projects, participation in collegiate, registration of student information solicited by the SME and the participation in commissions, has been happening

A recepção da criança com deficiência intelectual ao texto literário na educação infantil

The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic

O Sertão educa

Para la construcción de la tesis, reflexionamos sobre el sertão como un lugar que educa. Basado en la filosofía de la naturaleza, Merleau-Ponty, en alguna literatura del país, libros sobre la obra del poeta de la canción (João Batista de Siqueira), en las directrices, en conversaciones con los bosquimanos do Cariri paraibano y Pajeú Pernambuco, es posible pensar y entender la educación por la relación humana del interior con la naturaleza y la poesía. En el campo de la reflexión epistemológica, entendemos que la educación para la vida puede ser una ruta para entender el hombre de aprendizaje por medio de las relaciones y la construcción de un conocimiento compartido y experimentado a diario al nuevo aprendizaje. Involucrados con el fenómeno de Bush, la actitud fenomenológica era de fundamental importancia para poder caminar en los caminos de la investigación, siempre teniendo cuidado para no ser un alojamiento antes de que el fenómeno investigado, pero sí, un punto de partida para la construcción de horizontes de sentido, dando otros significados para una mejor aproximación. Es posible entender que la educación es la experiencia vivida de los sertanejos con la naturaleza y la poesía. Esta perspectiva fenomenológica revela que la educación de Bush emerge del mundo vivió de la montaña, a través del contacto sensible con otros animales, las plantas y la poesía. Es una educación corporal, como sucede en el universo de sensibilidad y abre el campo de la existencia humana, interconectado con los seres animados e inanimados do sertão

Geometria e simetria nas rendas de bilro: contribuições para matemática escolar

A tese tem como objetivo descrever e analisar características e princípios dos padrões das rendas de bilro de modo a estabelecer relações com a Matemática escolar, principalmente, no que se refere aos tópicos como Geometria, simetria, isometria, área, perímetro, entre outros. Desse modo, elaboramos atividades didáticas, com base na Matemática explorada nos padrões da criação da renda de bilro, visando concretizar um exercício investigatório nas aulas de Matemática, de modo que, sejam estabelecidas relações conceituais entre a prática investigada e os conteúdos da Matemática escolar. Para satisfazer esses objetivos, buscamos apoio metodológico na pesquisa bibliográfica, do tipo documental em catálogos como o da Professora Valdelice Girão (1984) e também o de Dawson (1984). Realizamos também a pesquisa empírica durante as visitas ao Museu do Ceará e ao Centro das Rendeiras na Prainha, em Aquiraz, no Ceará. Para realizar as atividades didáticas, apoiamo-nos em Mendes (2009). Consideramos relevante essa abordagem de ensino porque pressupõe a experiência direta do aprendiz com situações reais vivenciadas, nas quais a abordagem instrucional é centrada no aluno. Desse modo, concluímos que para o ensino de conteúdos como Geometria, simetria, isometria, relação entre perímetro e área, entre outros que são abordados na Educação Básica, os modelos decorrentes da criação renda de bilro e outros modelos já descritos na tradição cearense podem ser usados como artefato cultural na criação de atividades didáticas

A escola normal de natal (Rio Grande do Norte, 1908-1971)

The research aims to analyze Professor Education in Natal, Rio Grande do Norte-Brazil in the period of 1908 to 1971. The work falls under the theme History of Scholar Institutions as well as Professor Education. The research investigates the evolution of the so called Normal School, a school that aimed professor education. It was based on assumptions by works of Chartier (1990), Chervel (1990), Elias (1994), Nóvoa (1987), Schriewer (2000), amongst others. The research dealt with a great array of documents in different institutions such as Minutes, Public Instruction Management Reports, Laws, newspaper articles (from the newspaper A Capital, A Ordem e A República), magazines such as Pedagogium (1921-1940); all of which present in the Geographical and Historical Institute of Rio Grande do Norte in Brazil. In the State´s public archive it was possible to find a book called Livro de Honra (1914-1919) as well as class diaries and books that contained details related to Scholar group Inscriptions. In the Atheneu Memorial the Atheneu Congregation of Normal School (1897) document was analyzed. In the Kennedy Superior Institute the researcher analyzed the Professor Nominal Graduation Registry Book. The work proposes a comparative study regarding the genesis present in the Lisbon Primary Normal School and the ones situated in Natal. The analysis dealt with institutional meanings attributed by educators. Documents from The Portuguese National Library as well as the Lisbon Superior Education School were analyzed. In this in environment, it was possible to analyze documents such as Minutes, Books, Manuals, Internal Regiments related to Pedagogy. The study allowed acknowledging that these Normal Schools emerged from the same historical substrate and present consonance between the two countries regarding once both were associated with politicians, professors, doctors, hygienists and professionals evolved with education. It was also possible to acknowledge that there is a presence of a pedagogical discourse attached to the primary school universe and professor education. The Natal Normal School was present in different contexts and was consolidated as an institution that was responsible for the education and preparation of primary school teachers. The school was considered a locus where it was possible to produce and work with specific knowledge in a peculiar fashion. This knowledge provided the necessary support for professor education and was in accordance with the world´s professional pedagogical movement as well as ideas, discussions and reflections. This school was considered a space for pedagogical activities, professional affirmation allowing action reflection enabling professor representation as knowledge producers legitimating professor instruction

A escola rural e o desafio da docência em salas multisseriadas: o caso do seridó norteriograndense

Uno de los principales desafíos colocados a la educación del medio rural está relacionado a la enseñanza de las escuelas rurales con salas multifacéticas. Estas comprehenden alumnos de diferentes comunidades, series, edades, aprendizaje y niveles de conocimientos. Son cursos heterogéneos, que tienen como característica central la diversidad. En muchas regiones rurales de Brasil, la educación escolar es organizada en cursos multifacéticos debido a las grandes distancias entre las comunidades y el bajo número de alumnos en cada serie/año. Es común encontrar a los que están en fase de alfabetización estudiando con quien ya sabe leer y escribir - y todos sobre la orientación de apenas una profesora, que necesita enseñar a partir del contexto y la cultura local. El punto principal a ser tratado en este estudio está relacionado a las prácticas ejercidas en la acción educativa de las profesoras que actúan en escuelas rurales con salas multifacéticas de la región del Seridó do Rio Grande do Norte, precisamente en los municipios de Caicó, Jardim do Seridó y Ouro Branco. Creemos que este es uno de los puntos centrales en la discusión sobre la organización de la educación en el medio rural con fuertes implicaciones para el atendimiento cualificado de la población en condiciones de escolaridad de ese medio. Las contribuciones de Werthein y Bordenave, Calazans, Paiva, Ramalho, Therrien y Damasceno, Leite, Passador, Molina, Arroyo, Nascimento, Hage, además de documentos oficiales del MEC, como cuadernos SECAD, Ley de Directrices y Bases de la Educación Nacional, Directrices Operacionales para la Implantación de la Enseñanza Básica de 9 (nove) años, Proyecto Base del Programa Escuela Activa, entre otros, fundamentaron el análisis sobre la escuela rural y el desafío de la docencia en salas multifacéticas en el contexto del Seridó norteriograndense. El estudio envolvió 24 (veinticuatro) profesoras y 06 (seis) profesionales de la educación que desempeñan sus funciones en los Centros Municipales de Enseñanza Rural (CMER). Los instrumentos de investigación empleados fueron cuestionarios y observaciones aplicados para responder a las siguientes preguntas: ¿cómo se estructura la escuela rural con salas multifacéticas? ¿Cómo las profesoras se posicionan sobre su trabajo en salas multifacéticas esto es, como las concibe en el contexto de la educación rural del Seridó? ¿Qué opinan sobre la formación recibida para actuar en salas multifacéticas? Las profesoras y los/las profesionales de los CMER poseen en general formación superior en pedagogía, sin embargo, presentan limitaciones delante de las situaciones surgidas en el día a día de la sala de clases. El estudio revela que son las deficiencias de las políticas sociales y educacionales de formación docente, el bajo apoyo didáctico-pedagógico, reforzadas por la ausencia de un plano de carrera que dignifique el trabajo docente en ese medio, que generan limitaciones en el desarrollo profesional del magisterio rural, claramente junto a los docentes que actúan en salas multifacéticas en los municipios investigados

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

Consciência corporal e educação física escolar: possibilidades de intervenção

The investigation about the body consciousness in school Physical Education had as main objective reporting a possibility of intervention, linking it directly to the contents of Physical Education and considering it as a crosscutting theme in this research. In this scope, we worked specifically with two contents of Physical Education - knowledge about the body and fights. During the study, we are going to discuss about teaching strategies for the themes of body awareness. To develop this work, we used the following study questions: how is treated the body consciousness in Physical Education and how it has been addressed in educational interventions? What are the difficulties found to the themes of body awareness on different issues of school Physical Education? How body awareness thematized in contents in Physical Education is received by the students and what are the attitudes demonstrated by them during the development of these lessons? Based from questions of study, we used the following methodological tools: participant observation, interviews, photographic records, debates, films, dramatizations and dynamics, which they were performed to stimulate students' critical thinking about their body and the other children s one. The research with ethnographic characteristics was conducted in two schools: one elementary school I, in Natal and one elementary school II, held in the municipality of the João Câmara, in the state of Rio Grande do Norte. We developed a structure in order that the three dimensions of contents conceptual, procedural and attitudinal were experienced by students. The work is structured in five chapters. At first, we made an introduction to justify the motivations that led us to write about body awareness at school. In the second chapter, we discussed reflection about the body and its possibilities of understanding, reflecting on the body and how this awareness was being treated in physical education classes at school. In the third chapter, dealing with the body awareness and dialogue with the Physical Education, we had made a theoretical approach, from authors such as CLARO (1988), NÓBREGA (2000), ARAGÃO (2004), MELO (2006), LORENZETTO and MATTHIESEN (2008) in order to situate the body consciousness and its relationship with physical education. In the fourth chapter, we talked about body awareness thematized in physical education contents: knowledge about the body and fights. We introduced the teaching experience developed in the school and we discussed with authors such as OLIVIER (2000), DARIDO AND RANGEL (2008), among others, about how was the reflection about the body leaving of these experiences. The fifth chapter was intended to closing remarks, in which we concluded that the body awareness, treated in physical education in school by sociocultural and historical aspects, it will contribute in building a man, a body and a society. Although the body consciousness is crafted in a few moments of Physical Education, based on the practices of body awareness or alternatives; in our proposal, we pointed out another perspective to work with body awareness, bringing its elements to permeate and pass through the contents of Physical Education. At work we can see a suggestion for that these experiences are carried out by other Physical Education professionals, obviously adapting the activities according to age and educational level of students

Uma visão local de um projeto nacional: o curso mídias na educação

The essay "A local view of a national project: the course in Media Education" presents a research aimed at analyzing how the course Media in Education is being implemented by both Federal University of Rio Grande do Norte and State University of Rio Grande do Norte, with the intention of pointing out weaknesses in its use, which should be resolved in order to contribute to the design of other courses along these lines. Therefore, we performed a survey in which data collection, have used open questionnaires available in online pages created specifically for this purpose and administered to alumni and former participants, course participants and tutors from the two universities involved in the research. Through these questionnaires, we identified, especially, those aspects that negatively affect the provision of course related to the student's profile, the virtual learning environment where the course is hosted, the meetings, the contents and activities, the mentoring and the dropout, and the changes to improve the implementation of the course. The research collaborators are professors of public basic education. To understand the continuing education of teachers, conducted through distance education, using the virtual learning environment, we contextualize this from the nineties, in the context of the Brazilian educational reform took place in that decade. The Media in Education course is presented as a different proposition because it allows teachers to follow different pathways, materialized in the learning cycle. At the end of the study, we conclude that the implementation of this course, of the RN, the conditions for dialogue to happen, specifically, are not given

Custo social de oportunidade na trajetória de acesso ao ensino superior: o caso dos ingressantes na UFRN nos vestibulares de 2006 a 2010

Access is a problem of higher education in Brazil that has existed since the formalization of this has occurred since the installation of the Portuguese court in Brazil in 1808. Only 10% of young people between 18 and 24 years of age attending this level of education in 2000, arriving in 2010 just 15%, far from that determined the National Education Plan in 2001, triple that percentage by the year 2010. In addition, a majority of seats of public HEIs is populated by students from the private network, especially in high-demand courses. In this context, this study aims to identify the costs related to the trajectories of students who were successful in the vestibular UFRN editions from 2006 to 2010. Presents an overview of higher education in Brazil, a brief history of vestibular, as well as new forms of access, and some of the policies to expand such access, highlighting the argument Inclusion UFRN. Focusing on the theme of the paper presents the concepts of opportunity costs and social. After collecting data through a questionnaire and consultation of databases COMPERVE was developed to search for a descriptive and analytical, with the participation of 3,995 students, of whom 1642 (41.1%) had completed secondary education in schools public, and 2,078 (52%) in private schools. The profile indicates that 90% are single, about 50% are 21 years of age, are white and female. In the course of preparation for college entrance exams, 80% chose the course during or after completion of the last year of high school, and almost 70% said they had started preparing at that time. Findings related to the costs involved with this preparation indicate that, in most cases there were school fees and disbursements and workshops, and the purchase of books and other materials, with parents primarily responsible for this cost, the amount disbursed each month was up $ 300 for 64% of respondents and only 7% of them exceeded $ 1,000, the major non-financial costs were characterized by the following resignations: job opportunities (24%) or temporary work (20%) courses of languages (26%), leisure activities (48%), leisure travel (43%), and parties and / or shows (54%). Of social investments by the government, stand out in the tax waiver scholarships for study in private institutions, grant exemption from the registration fee of vestibular, the preparatory courses UFRN, and seminars by COMPERVE / UFRN with networks of high school. From the junction of the opportunity costs (private costs) and social costs (public costs), a new concept: the social opportunity cost, which measures the combined efforts of families and government to finance the opportunity to access higher education of an individual. This concept can and should be incorporated as a strategic vector for the sake of democratic university, which reflects the social model that is sought