Limites e possibilidades do programa nacional de alimentação escolar enquanto estratégia de promoção da segurança alimentar e nutricional no municipio de Macaíba/RN

This dissertation aims to understand the importance of the National School Feeding as a strategy for ensuring the promotion of food and nutrition security in the municipality of Macaíba / RN, taking into account the implementation of the Law School Feeding, 11,947, 2009. The program was extended to all public basic education, youth and adults, in addition to ensuring that 30% of transfers from FNDE, were intended for the purchase of products from family farms. The survey was conducted with 160 students from public schools and farmers nesting Quilombo dos Palmares II, who produce on their land vegetables, fruits and cereals for their own consumption, for sale in local markets, in addition to providing for PNAE. The reciprocity between neighbors, such as mutual aid and sharing of common goods was noticeable in this group of farmers, since it was necessary to meet weekly deliveries of products to schools. As students, we applied a test of acceptability in two schools located in rural and in urban areas, to learn the opinion of ourselves in relation to school food consumed. It was concluded that to be most effective program in the region, there must be a better match in school menus, so that it can be attractive to students and to ensure greater use of fresh food, the main ingredient of same, practice of nutrition education in schools, to teach students the importance of food to health. In relation to local management, noted the need for adjustments bureaucratic as hiring staff for the departments, in order to be more agile in releasing payments to farmers, in addition to hiring assistants general services for schools, one Since the cooks exert dual role, the cooking while being responsible for cleaning the entire school environment. Government investments in the rural sector would be extremely valuable for farmers, since they need financial resources to purchase inputs, irrigation projects for gardens, availability of land for planting, transportation to facilitate the delivery of its products to schools and technical assistance more frequently

Brincar, atividade humana e ferramenta pedagógica no contexto escolar da região metropolitana de natal

This thesis talks about the use of guided educational tools in play and playful in public schools in the Metropolitan Region of Natal (MRN), contributing to the teaching and students learning of basic education in the contents of portuguese and mathematics. We assume that the play is an activity / human need and therefore implies the proper development of children in physical, psychological, biological, cultural, social and historical aspects. We consider the mediation exercised by the teacher in the classroom, and the affection existing between teacher and student, sine qua non terms, so that the truth and fact of the process of teaching and learning occur. Thus, theoretically collaborated Paulo Freire, with his dialogical vision; Lev S. Vygotsky says that we learn and why we develop; Lev S. Vygotsky that states that we learn and for that we develop ourselves; Pierre Bourdieu and the concept of habitus, as something embedded and therefore procedural, and the cultural capital that needs to be fed and (re)meaning at school; Luiz Pereira, Bernard Lahire, Gilles Brougère and others brought their theoretical contributions. The empirical field of research was composed by the Municipal School Professor Ulysses de Góis, located in the neighborhood of Nova Descoberta in Natal, and the Municipal School José Horacio de Góis, located in the community of Guanduba, in São Gonçalo do Amarante, municipalities of the Metropolitan Region of Natal (MRN). We used as methodology the collaborative-action-research as a possible of effective participation of the research subjects, imputing them a voice and performance in the process, and not considering them just observers. The results indicate the effectiveness of the pedagogical tools in play and playful to the learning of students, but that alone is not able to solve all the problems of the school, other referrals need to be secured, as the planning of the actions to be developed in the school and in the classroom, systematized pedagogical orienttion for faculty, family participation/involvement in the school life of students, among other actions that need to be weighted so that education fulfills its role and promote the emancipation of the subject, because in the freireana liberating perspective, "the reading of the world preced the lecture of the word"

Direitos da personalidade: uma análise acerca da concretização da tutela constitucional

It dares to ensure that the Constitution of the Republic strengthened the rights of personality. No longer considering the denial of protection to intangible rights, against the imperative command coming from the art. 5 ° of our highest law, relevant to items V and X. Overlooking these emerge with precision, those rights of personality. Innocuous have been isolated attempts of the opposition to this constitutional protection. Deny it, or rather to restrict it, as it has done insignificant part of the doctrine and isolated judgmental pronouncements, no longer prove appropriate. Today, more than before, there is pointed out that if the human being has personal rights acquired from the design, adding to this other identity elements that allow the projection of a particular social personality. Such rights, it is worth mentioning, there are bases on the principle of human dignity that is considered general provision for the protection of personality. Based on the demonstration of this fact, after climbing into the general theory of personal rights and demonstrate the legal protection that has been present in his favor, it is hoped will, general objective, to show the effectiveness of this constitutional protection. At that point, will be reserved for special to the procedural tools that it has made a decisive contribution to the realization and effectiveness of the rights of the personality, a reality that must be imposed for the benefit of the dignity of the human person, presented here as basic foundation of the Democratic State of Law. The brazilian legal system provides the normative basis needed to provide an adequate protection to personality, from the general clause of the protection of the personality. For the achievement of its effectiveness, however, is an important update methodological and cultural of the Right as well as an effective deployment of public policies and private ensuring a better quality of life for citizens

Como se chega ou como nos tornamos docentes no Ensino Superior

The Thesis weaved in the (auto) biographical boarding studies the existence of existential teaching, in the scope of Superior Teaching, guided in the experience and the (auto) formative scope as a theoreticianmethodological support present in the classrooms, being three the essential questions: Which the way of (auto) formation traveled by professors of Superior Teaching, what is, for these citizens, the teaching in Superior Teaching and what they understand from existential teaching according to their narratives. The epistemology of this work, based on Program of After-Graduation in Education of Universidade Federal do Rio Grande do Norte, Support of Research: Professionalization and Formation Lecturing emerges, especially, of the studies and research realized by Ramalho and Nuñez (2005, 2006), Morosini (2001), Pimenta and Anastasiou (2002), Nóvoa (2000), Josso (2004), Dominicé (1988), Catani (2002), and Souza (2004), among other authors, yonder the educational practice exercised by researcher and involved citizens in inquiryformation, what it is confirmed from the three methodological tools that given support to the covered way: Eight topic narratives, a participantcomment and seven laboratories or parallel meeting of formation (EPF's) experimented with licensed teachers that actuate in superior teaching institutions (IES), public and private, localized in the city of Natal/RN. The Thesis points out, in this way, existential education in the guideline of viable and concrete methodological alternatives amongst the problematic of the (auto) formation faced for the professors in Superior Teaching

Habitus docente e representação social do ensinar Geografia na Educação Básica de Teresina - Piauí

The literature about the Geography teaching has shown that most male and female teachers of this subject go on guiding their teaching practice based on the traditional Geography fundamentals, whose main characteristic consist in the description of places. The incorporation of scientific standards that change the old principles and concepts have not been happening, unless in a punctual way. The overcoming of the traditional Geography, related to the aspects accepted by the scientific field have not happened in Brazil yet, not only because of certain obvious obstacles, as the literature has been pointed out but also by symbolic obstacles, which block the incorporation of the new, of the non habitual action. One of those obstacles that motivated the accomplishment of this study was the social representations that are theoretically studied here under the perspective developed by Serge Moscovici. Then, the focus of this doctorate study is concentrated in the apprehension of the content and structure of the social representation of teaching of Geography and its relation with the habitus that gives form and social visibility to the ones who are teachers of that subject in Teresina. The consecution of this work was especially based on the Pierre Bourdieu´s praxiology, mainly on the concepts of social field, habitus and capital, as well as the theory of social representations, specifically on the approach of central nucleus developed by Jean-Claude Abric and Jean-Claude Flament. The initial hypothesis pointed out the existence of a Geographer´s primary habitus built through the development process of the geographic science field in Brazil, as a basis of production of a social representation of teaching geography . That representation, however, would act as a symbolic obstacle to the incorporation of the new scientific contents and pedagogical practice, which require from the teacher investigative and questionable attitude in the presence of the reality and contents approached in the classroom. That initial hypothesis laid on the theoretical purpose that it has been developed by Domingos Sobrinho (1997), which states that there is a narrow relationship between the habitus and social representation. The study was developed with male and female teachers of Geography from public schools of Teresina. The methodology involved the use of a questionnaire, the free-word association technique and deep interviews. The achieved results showed the presence of a complex process of representational construction and its articulation with a habitus produced by the synthesis of several situational and cultural referents, from among of them we can point out an insertion in a social field of practice exclusively related to the teaching and the reproduction of a professoral teaching (SILVA, 2003), built through the school development process, which those male and female teachers were exposed. The initial hypothesis that considered the local reproduction of a primary habitus of the Geography was denied, therefore, it was verified that there is not in Teresina the production/reproduction of the structures, rules and practice of the national scientific field, in which this subject is inserted. Hence, the incorporation of the new patterns of the geographic scientific knowledge is difficult because of the inexistence of a scientific habitus, that is, mental schema systems that would let the teachers mentioned above connect themselves appropriately to the science and its practices. So, it has gotten a social representation of teaching geography based on contents strictly related to the reproduction of structures, mental schema from the educational field which attach themselves to the hegemonic pedagogical practices in the national scope

É como se tivesse a roça e faltasse a enxada: formação em serviço de professores de História no ensino sergipano

This thesis has the aim to comprehend the development of the superior graduation in life service and daily scholar of the history teachers in-land of Sergipe. The History Course graduation was realized through the second part of (Projeto de Qualificação Docente-PQD), the so-called, Teaching Qualification Project of the Federal University of Sergipe, first settled in 1998. Eight teachers were chosen for this research with more than (15) fifteen years of teaching in the Fundamental and Medium levels at public schools of our state (Sergipe). This empiric research priviledged oral testimony from them, which (ones) reveled about the memory tragetory of life. Since childhood until the History Course graduation, besides the evidence as Principal of schools as well as the following classes. All of them were interviewed from in-land and they are from very poor families with lack of social economical conditions. Those evidencies point out economic limitations in their different towns, that contributed to the continuous obstacle in the following studies, moreover in the common market. Therefore they still teach in order to believe in who´s at the botton of this business. Their testimony about this history graduation through PQD , gave them new Professional horizons, modifying their pedagogic practice, choosing what is worth into the social space beyond life expectancy. Through the analyses from all the documents and evidence in loco, it was evident that this graduation is not sufficient to change all the acting of teaching. Consequently, the lack of scholar situation still happens because this qualification doesn´t consider the knowledge of the teachers into their contexts. This research could also observe that besides the changing purposes in the suggested common-job by the globalization, the public politics education, is still underdeveloped in-land of Sergipe. According to the educational laws which obliges all tearches should be graduated, it could be observed that nothing changed into their acting. The old curricula don´t give them new possibility in their acting. At last their salaries, poor conditions in their common-job as well as the difficult ways to get to their pos graduation course still contributes to the underdeveloped acting before they´d graduated from the period before of their graduation

O processo avaliativo institucional de desempenho do sistema público municipal de Teresina-PI (2001 a 2005): entre a lógica da excelência e a lógica da aprendizagem

This work focalize the institutional and educational evaluation, aiming to investigate the Municipal System Institutional Evaluation Performance of Teresina City Piauí (2001-2005), and to reflect about Institutional System Performance and its contribution to compose a new learning evaluation practice. In this sense, classifies elements about the evaluation practice in two Elementary Education municipal public schools, involving Education Municipal Bureau technicians as managers, pedagogues, teachers and students. Based on the ethnographic studies principles in the educational area, the work employs investigative procedures like document analysis, interviews with groups and individuals and also participator s comments. Intending to comprehend the complexity produced by the institutional and education evaluation processes, the wok reveals the Institutional Evaluation legal and educational political basis and the several positions assumed by the Learning Evaluation, as a classification tool or as a learning enhancement. This work points, as results, to a evaluation culture bipolarity carried out by the Municipal Education System as a explicit control and regulation toll, related to the classification and learning in a interaction process that operates both in the pressure and the reflection, as a culture practice established between excellence of logic and learning. The evaluation history has been construct on the evaluation actions dialectics, joint simultaneously between the Institutional Evaluation Performance and the learning evaluation. The senses, meanings and actions bipolarity is a interaction process product sustained between the institutional evaluation, under the scholar ranking application, and the learning evaluation. In this relativity, the teacher evaluation practice is found, ruled by interesting, thoughts and actions on the school evaluation, allowing a higher security and support to the learning results. Grounded in the researched reality, its possible to say that the teacher s evaluation practice is diversified, with different characteristics, when it is done in the learning search and in the learning intention. In the first case, reflects, rearranges and constructs new actions that lead the student to produce learning. In the second, shows the will, the wish of learning, but is a weak action, producing a not really significant learning and development; as a result, remains the mark approach as a determinant in the student future. The work s hope is to contribute not just to rethink these two evaluations dimensions the institutional and the learning ones but also to organize the school and to improve the pedagogic process

Dimensões e universo das representações sociais de educação ambiental por discentes em Garanhuns-PE

The research aimed at investigating the dimensions and the universe of social representations of environmental education, as well as identifying the senses and meanings Environmental Education. This study admitted as presumption the education and environment dimensions. In this investigation was adopted as reference the dimension or representation scope of Moscovici. One hundred and twenty (120) students from Public Schools of Basic Education participated of this study and moreover three hundred and twenty-three (323) from Higher Education in the area of the UPE-FACETEG. The following questions were admitted: 1) What are the dimensions/categories that exist in the semantic scope of social representations of the environmental education? 2) What are the senses and meanings of environmental education? 3) The student s representations of Basic Education are similar or different from the Higher Education? The software EVOC helped in the organization of semantic scope for construction of the categories, with support of the contents analysis. The justifications are sorted on lexical classes using the software ALCESTE, through of the speech analyses. The free association of words answered the question dimension/categories and its semantic scope, being: a) Nature/Environment; b) values; c) Attitudes; d) Actions; e) Implications; f) Mediation. Six lexical classes were found with its meanings enumerated in this way: 1.Awareness, as a factor of belief for the preservation of nature and society. The students are clamoring for environmental education in the school, emphasizing the importance of awareness in the development of the respect to the environment linking the education and family; 2. The consciousness-knowledge relationship for the environment-nature preservation. 3. The environment and human interventions, in search of indicators of solutions. 4. Nature /background/ environment and its constituting elements, a thinking of values and an acting for mediation. 5. The human-nature interaction in social representations of environmental education and the symbolic-life size. 6. Nature / environment /, values, attitudes, actions, implications, and mediation in nature-man relationships. The groups more representatives according to these lexical classes were, the Basic Education in the class-4, represented exclusively by the Primary and Secondary Education and the class-6 represented by both two the Basic Education (47,37%) and the Higher Education (52,63%) - History, Pedagogy, Psychology, Mathematics, Language and Literature. The classes 4 and 6 are related to the class-3 which in turn is formed by students of Higher Education (Mathematics, Biology, Pedagogy, Psychology, Language and Literature) and Basic Education (Primary and Secondary Education). The Higher Education is most represented by the lexical classes (1, 2 and 5). The class 2 corresponded to 80% of the researched groups. In the class-1 the biggest representation was concerning to the Psychology, Geography, Biology and Language and Literature courses, whereas the class-5 was best represented by Psychology, Biology, Pedagogy, Language and Literature, Geography and History. From the results, one may conclude that the imagery is nature/environment; that life is the symbolic dimension that permeates the whole imaginary, and that preservation, awareness and respect are inserted in the speech that circulate to protect life

Educar para a vida: uma pedagogia da resiliência na escola

Cet étude et thème de dissertation est devenue nécessaire a partir des inquiétudes d éducateur et des pratiques pédagogiques développées aux classes d éducation physique au tour nocturne à l École Municipale Prof. Veríssimo de Melo, dont les élèves sont des jeunes et adultes que habitent au quartier Felipe Camarão. Ces jeunes cohabitent avec le stigmate de la violence que est toujours présente dans cette communauté, située a la région ouest de Natal. On peut trouvé parmi les élèves y matriculés des trajectoires de vie interrompues par facteurs de risque comme criminalité, des adolescentes enceintes et drogues. Ces faits interférent directement avec les procès d intégration sociale et augmentent la violence, reproduisant les cycles de pauvreté et ainsi, limitant les possibilités d ascension sociale. Les résultats des procédées pédagogiques utilisées pendant les classes ont montré la nécessité d approfondir cet étude problématisant cette réalité et, incitant par les pratiques corporelles et discussion, la réflexion sur des thèmes comme facteurs de risque, temporalité, projets de vie et auto-connaissance. En profitant de l intérêt de ces jeunes pour la langage cinématographique comme une façon de mettre en ouvre ces réflexions et rapportant leur connaissance formel avec le savoir et expériences du groupe on a décidé de produire un film court de 15 minutes sur le quartier, idéalisé et produit collectivement. Pour ça, ont a réalisé 10 classes-ateliers avec les élèves qui ont été connus comme « le groupe du cinéma ». Les ateliers pédagogiques qui sont ici, au même temps, référence de recherche et procédée pédagogique, réaffirment la notion de résilience: la capacité de l individu de transformer un obstacle, une adversité ou même une tragédie personnel dans une situation positive ou comme un renfort de ce que nous avons de meilleur. Dans ce sens, cet étude peut aider les professeurs de toutes les matières, que travaillent a l école publique et que se trouvent dans ce contexte, considéré vulnérable, surtout le professeur d éducation physique. Ce travail peut aussi devenir une référence pour aborder des concepts et valeurs que nos aideront à renouveler cette vision de monde étroite et déterministe, responsable pour la reproduction des cycles de pauvreté et violence. Cet étude a été fondée sur des auteurs comme Edgar Morin, Bóris Cyrulnik et Conceição Almeida parmi d autres

Tramas do impedimento: os sentidos da desistência entre Alfabetizandos da EJA

For young people and adults that have not yet conquered reading and writing, being literate is the most important thing in life , a dream . Scholarly learning for them is like hegemonic knowledge in contemporary literate society. Thus, for them to get into school is to be able to have such knowledge and, through it, feel inserted into this society. However, along this process of learning, they start to drop out, little by little, statistically increasing the number of people who give up on young people and adult education Eja, as well as slowly reducing the contingent of illiteracy in the country. With this reality as a starting point, we question the concrete and symbolic reasons or motives that lead to a dropping out of the literacy classes at Eja. To do so, we have established, as the object of our study, the feelings of giving up among those involved in young people and adult literacy training. To understand such feelings is our purpose in this investigation. The theory of Social Representations (MOSCOVICI, 1978, 2004) was the theoretical-methodological option for subsidizing data search, analyses and interpretation, making us perceive the significance of the object of this study for these individuals. The gathering of such symbolic content involved the use of semi-structured interviews with eleven drop-outs and ten students who had repeated this modality of teaching in public schools in Natal, RN, during the 2006 school year. From the thematic and categorical analyses (BARDIN, 1977), we identified elements that gave support to some themes. Later, these themes led to three categories, suggesting that feelings associated with dropping out were based on the following: learning difficulties because they did not understand the contents; having their lack of knowledge exposed, thus bringing forth feelings of shame, humiliation, and embarrassment for not knowing how to read and write at a mature age; work, tiredness and sickness. The students who manage to remain in school are those who force themselves to live with the feelings of maladaptation and those who develop a sense of adaptation the other way round to the institution, that is, acceptance of institutional failures and omissions

O livro didático de história: um caleidoscópio de escolhas e usos no cotidiano escolar (Ceará, 2007 2009)

In the first decade of the XXI century, it is possible to assert that school textbook is part of the material culture of most public Brazilian schools by means of National School Textbook Program (PNLD). This research aimed at identifying and analyzing textbooks choice in Ceara, relating it to the uses of such tool within school daily life. The setting for the study was four public schools, two of them placed in Fortaleza, and the other in Quixada. It evaluated the uses of textbooks in the 6th grade. As part of methodology, public managers were interviewed, teachers answered surveys, and a direct observation during History classes in 2008 school year was carried out. The observation was over after round chats with students in the class, in which each one designed draws and sentences concerning to the textbook. Furthermore, the study was based on MEC official documents that regulate the textbook choice process with National textbook Program announcement (PNDL/2008) and PNDL/2008 Textbook Guide, in addition to History textbooks schools used. Roger Chartier‟s concept of appropriation was an analysis category, as well as Michael de Certeau s strategy and tatics‟, and Dominique Julia‟s concept of school culture . The study recognizes textbook in the perspective of Alain Choppin and Egil Borre Johnsen, since it is a complex cultural object. For this reason, the study designs an analogy with a kaleidoscope that sends different images depending on who uses it, within a set of colorful lines, since textbook comprehends nowadays different sources and languages, as it offers countless possibilities of use in teaching History. The study concludes that only the main text of each chapter is really worked in daily class practice. Therefore, although theoretical and graphic changes in textbook production, the textbook is underused, which is central to a later rethought of teachers instruction, since, depending on the conception of teaching and learning, textbook potentialities will be used to improve the development of knowledge in History.

Programa alfabetização solidária: um estudo sobre a experiência no município de Lagoa de Pedras/RN (1997 - 2003)

The educational reform of the 90 s was tainted by the objectives of the fiscal adjustments, resulting in the redefinition of the state s role in the financing and offering of teaching services, and bringing about a shuffling of the responsibility between the public and private sectors to promote education to young people and adults. The 90 s also highlighted the proliferation of providers and the multiplication of Educational Programs for Youths and Adults (EJA), implemented through partnerships between governmental and nongovernmental agencies. During this period of time, the agenda of educational responsibilities concerning analphabetism was organized in a process of decentralized of the state, with the following political, social, and economic objectives: to reduce the public deficit, increasing public savings and the financial capacity of the state to concentrate resources in areas considered indispensable to direct intervention; to increase the efficiency of the social services moffered or funded by the state, giving citizens more at a lower cost, and spreading services to more remote areas, expanding access to reach those most in need; to increase the participation of citizens in public management, stimulating communitarian acts as well as developing efforts towards the effective coordination of public figures in the implementation of associated social services. Thus, Assistance Programs co-financed by the government try to deal with the problem of analphabetism. Within the sphere of the 90 s educational policy decentralization, we come to see how the agenda dedicated to the reduction of analphabetism was formed by the Solidarity Alphabetization Program (PAS). Between 1997 and 2003, the latter agenda s decentralizing proposal was integrated in the management partnership for the operationalization of tasks and resources faced with the execution of the formal objectives. In this study, we identify the dimensions of the implantation and progress of the tasks carried out by PAS, in the municipality of Lagoa de Pedras/RN. However, we consider these Programs to assist in the process without guaranteeing the reduction of the causes or substituting the responsibility of the system once the monetary resources for program maintenance provided by the partners is exhausted

A ação do coordenador pedagógico e as suas contribuições a vivência compreensiva sob a perspectiva conscienciológica

This work is based on a reflection about my personal and professional background as a teacher and a pedagogical supervisor in two public schools in the municipality of Natal, RN, and how relevant this background is to the development of a proposal of continued formation within the scope of the school, in which a diversity of actionreflection strategies are present. In such contexts, I have identified several of my personality traits as being likely advantages or disadvantages that may contribute or not to the coming up of misunderstanding situations. The self-research experience and the identification of new dimensions of self-evaluation, self-observation and attention serve as a basis to think about the importance of experiencing the understanding within the ambit of the school. The reflections about my actions and those of the teachers bring up the hypothesis that the misunderstandings in the teaching-learning process and in the affective relations are the result of a fragmented, naive and egotistic way of thinking. Thus, they don t contribute to an experience of mutual understanding. That is why there must be an investment on new strategies of self-research and dialogue within the scope of pedagogical meetings that may come to help all educators with the analysis, identification and solving of their own problems as well as the other s. Under this perspective, the question that guides this study assumes the presupposition that the educator can invest in a qualified and meaningful pedagogical formation, either one s own and others , if one has a critical-reflexive overview about oneself and the school s pedagogical process. This research aims to explore, discuss and encourage new reflections about the act of researching in the pedagogical supervisor s role, questioning about the possibility of this action to generate contributions to the process of one s own and other s pedagogical formation within the scope of the school, in a conscientiological perspective, in which the manifestation of the thosenes of the educators are valorized. We approach Paulo Freire (1921-1997), as we see the dialogue as very important to the development of this research work, as well as an encouragement to the consciential dialogue. The empirical research took place from June 4, 2004 to November 11, 2004, with 8 pedagogical meetings and with the participation of 2 pedagogical supervisors and 8 teachers. The application of this new methodology within the scope of pedagogical meetings brought considerable contributions to the interpretation of the elements of the educators thosenes, classified according to the following: uncritical, naïve and critical thoughts; sentiments of assistential or non-assistential affectivity; and actions that may or not make the experience of mutual understanding possible. The action of the pedagogical supervisor and one s contributions to the understanding brought up reflections about new ways of investing in the process of continued formation within the scope of the school

Nestor lima e a modernização conservadora da gestão educacional no Rio Grande do Norte entre 1924-1928

This study attempts to investigate the school administration in the Department of Education of Rio Grande de Norte, in the period 1924 to 1928, in the context of conservative modernization in its management, implemented by Nestor Lima dos Santos. Addresses the trends of administrative Nestor Santos Lima and sequence of these variables so that we can correlate and monitor the development of various economic, social, cultural and political, to show how influenced and even determined the direction of education, not only the state of RN, but throughout the country. For this purpose, it is the recapitulation of the history of life, experiences of work and travel reports of this important figure, including administrative concepts, aiming to identify the school administration, introduced by him in the 1920s, as those who received influence of characters that included the social and historical context of the time, reconstituting the ways following the education. It was developed by Nestor shares in Lima on the administration of public schools, their way of management, and can see how was the process of modernization of education in Rio Grande do Norte state and how it followed the rapid changes, experienced by Brazil, during this period. Show up on the design aspects of modernizing Nestor Lima in the Department of Education, the Director General of Administrative Acts, the internal record of school groups, Isolated Schools, Schools rudimentary and the newly created Board of Education, highlighting the Internal Rules of Council but the General Regulations of the Department of Education. This work also highlights the proposed administrative Nestor of Lima, while educational model of an operating system of the organization, training and education, which is present in the area of production of discourse, through body practice, characteristic of the record established levels of policy development and implementation of educational instruction in all state. Key-words: school administration. Conservative modernization. Public Education

Entre telas, diálogos e estratégias: formação docente para a mídia televisiva

Cette recherche à comme but montrer l'importance de la formation des enseignants pour la média télévisive. Réaliser le potentiel des stratégies de formation, comme des éléments essentiels pour faire les enseignants professionnels capables de développer des interventions éducatives pour la lecture critique de la média télévisive. le travail repose sur l'apport conceptuel prévu spécialement par Belloni (2001), Buckingham (2005, 2007), Elias (1998), Fantin (2007), Fischer (2001, 2007), Imbernón (2009), Placco e Souza (2006), Ramalho, Nuñez e Gauthier (2004) e Tardif (2002). Organiser un groupe de discussion avec la participation des enseignants dans les écoles publiques de ville, en ayant des réunions périodiques pour la réalisation de discussions autour de l'arbre de la média télévisive et l'éducation. Le travail emploie des stratégies de formation, en ayant le but de promouvoir le développement de l'enseignement et l'apprentissage des enseignants concernés. Il utilise la méthodologie de recherche-action-formation, en se fondant sur des déclarations de Thiollent (2007) et de Vosgerau (2009). Ce travail applique l'analyse du contenu de Bardin (2009), pour aider à l'organisation des catégories émergées à partir des données recueillies. Il croit à une possible spécificité de la formation des enseignants pour l'utilisation critique de la média télévisive, en considérant le potentiel créatif de l'enseignant, le contexte personnel et de la performance professionnelle, leurs expériences avec les médias de télévision, ainsi que celles des étudiants, et la capacité de réfléchir sur la pratique, et c'est ça la thèse de cette recherche