O Prob��sica e a forma����o de professores no P��lo de Parnamirim: pol��tica de forma����o profissional no Rio Grande do Norte?

This work studies the thematic of the politics of formation of teachers in the Program of Professional Qualification for Basic Education (PROB��SICA) developed in the City of Parnamirim, Rio Grande do Norte. It has as its main objective to identify and to analyze the contribution of this politics of initial formation for the professional formation of teachers. To install the work, we will use the procedures of bibliographical research, documentary analysis, comment, structuralized interview, questionnaire-script and virtual research. In the analysis of the data, we trace a general view on PROB��SICA while initial formation along with the continued formation, pedagogical research, collaborative research and the exercise of the teaching profession, identifying the possibilities and limits of the Program in the direction to reach the objective considered in this work. From the inquiry, we construct the institutional land scope of the program in question, also focusing, the organizational aspects of its functioning. We have to take care about the results, we evidence that PROB��SICA is making the possible to access of the teachers in the educational service to the University, what the main aspect that consists, trying to prove eminent weak points in its systematic due to give to the organizational structure of this educational politics that does not count with curricular, institutional and financial the necessary conditions for the success of the professional formation of the teachers. The research will try to understand that the operationalization of the politics of formation in Parnamirim will be belong with it the main idea of the Educational Reformation in years of 1990, articulated to the neoliberal interests, that the responsibility for the problems of the public system of education attributed to the teachers, and that are not answered completely through the purpose of the professional formation, and ti seems that it does not define one global national politics that deals with seriousness to the questions the initial formation, permanent formation, pedagogical research, , career and conditions of work for the teachers

Professores em contexto formativo: um estudo do processo de mudan��as de concep����es sobre o ensino da matem��tica

El objetivo en esta tesis consisti�� en estudiar el proceso de los cambios de los conceptos de profesores de la educaci��n infantil y de los a��os in��ciales de la educaci��n b��sica referente a la ense��anza de la matem��tica. La investigaci��n se desenvolvi�� en la escuela Presidente Kennedy, en la ciudad de Natal, en Rio Grande do Norte, teniendo como participante 05 (cinco) profesores del curso normal superior a trav��s de la educaci��n superior del instituto relacionado. El trabajo asocia el programa a ��l Programa de P��s-Gradua����o em Educa����o da Universidade Federal do Rio Grande do Norte, en la base de pesquisa Forma����o e Profissionaliza����o Docente coordinada de los doctores Bet��nia Leite Ramalho e Isauro Beltran N����ez. El referencial te��rico-metodol��gico en quien si apoya el trabajo se inserta en la se��al conceptual usada por Giordan y de Vecchi (1996), de Carrillo y Contreras (1994), Ramalho; N����ez y Gauthier (2003), Ponte (1998), Guimar��es (1988), Ernest (1989). En esta investigaci��n, los conceptos de los profesores hab��an sido estudiados en el contexto educativo de la formaci��n del nivel superior, us��ndola reflexiva cr��tico pr��ctico como estrategia formativa. Estos conceptos se entienden como estructuras subyacentes al pensamiento del profesor. Dado la naturaleza del objeto del estudio, la informaci��n, para las intenciones de esta investigaci��n, hab��an sido cosechados a trav��s de los instrumentos siguientes: cuestionario, plan de la lecci��n, entrevista diaria y del campo. El cuestionario fue constituido de preguntas abiertas y de las entrevistas de la mitad-structuralized. La organizaci��n de los datos permiti�� a La inferencia de los conceptos, usando la t��cnica de la triangulaci��n de datos. La investigaci��n divulg�� que los conceptos de los profesores, a trav��s del proceso formativo, se hab��an desarrollado de una plataforma para otra, y��ndose puesto que los modelos did��cticos tradicionales para otros modelos dirigidos a una tendencia did��ctica de espontane��sta/investigativa. La reflexi��n cr��tica era considerada como elemento catal��tico de los cambios de los conceptos de los profesores en la educaci��n de las matem��ticas, sin embargo d��jenos verifican que estos cambios son dif��ciles de ocurrir para la naturaleza compleja de estos conceptos. Como facilitadores de los factores de estos cambios, encontramos y el investigativo el trabajo, la din��mica y la naturaleza de las actividades se convirti�� en el colaborativo de proceso formativo, entre otros. Como obst��culos a los cambios, identificamos el contexto del trabajo de los profesores, de la cultura de los individualistas pr��cticos de sus profesores de los colegas, del concepto linear, est��tico y de los mec��nicos de los procesos para ense��ar, el conocimiento profesional constru��do durante la formaci��n inicial, alineaci��n con los modelos did��cticos de sus viejos profesores, entre otros

Ensinar/Aprender ortografia: uma experi��ncia na forma����o de professores

The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participants

O aluno surdo em classe regular: concep����es e pr��ticas dos professores

Le texte se rapporte �� une recherche sur les conceptions d enseignants concernant l inclusion scolaire d ��l��ves sourds , et leurs ralations avec les pratiques qu ils d��veloppent dans les classe r��guli��res. Elle a ��t�� conduite dans une ��cole publique r��guli��re appartenant �� la commune de Assu RN, et dont le choix m��thodologique a ��t�� une approche qualitative, du genre ethnographyque. La construction des donn��es devient d un processus d observation, de l application d entretiens demi-structur��s et de l analyse de documents, ayant pour sujets quatre enseignants des ann��es initiales de l enseignement fondamental. L apport th��orique de base a ��t�� la th��orie socio-culturelle propos��e par Vygotsky (2003 ; 2005), cens��e traduire la compr��hension de l homme dans sa dimension historique et culturelle, et mettre en ��vidence l interaction sociale en tant que condition pour le d��veloppement des individus. Les donn��es font conna��tre que les enseignants sujets de la recherche sont favorables �� l inclusion scolaire des ��l��ves sourds dans les classes r��guli��res, n��anmoins soulignent le besoin d un changement �� l ��cole pour que l inclusion devienne une r��alit��. Les enseignants sont d avis que l apprentissage des ��l��ves sourds se fait d une fa��on qui met trop de temps, moyennant l utilisation de recours sp��cifiques, tels que l usage du langage des signes (Libras). Ils signalent les difficult��s qu ils doivent faire face quand il s agit de travailler p��dagogiquement avec ces ��l��ves dans le quotidien, telles que : manque d un travail collectif �� l ��cole ; besoin d une formation sp��cialis��e ; d��monstration de sentiments de peur, ou pr��jug��s de la part de quelques uns du personnel de l ��cole , tout cel�� interf��rant directement dans leurs attitudes et leurs actions faces aux ��l��ves ; manque d appui des instances administratives de l ��cole ; absence de politiques consistentes pour guider l ��ducation sous un regard inclusif. Quant aux pratiques p��dagogiques d��velopp��es �� l ��cole, la recherche laisse voir que, par rapport �� la pr��sence des ��l��ves sourds, tr��s peu d adaptations y ont ��t�� introduites, d o�� se d��gage que la planification des actions ��ducatives �� l ��cole se tourne, prioritairement, vers les ��l��ves qui ��coutent, c est-��-dire, vers un groupe apparemment homog��ne. On a constat��, en plus, qu il n existe pas �� l ��cole aucun professionnel habilit�� pour l ��tablissement d un processus de communication avec les ��l��ves sourds. Malgr�� ces difficult��s, les enseignants avouent, quand m��me, que travailler avec ces ��l��ves rapporte toujours des b��n��fices, tels que la collaboration et le respect mutuels chez les ��l��ves, l acquisition de nouveaux savoirs et l am��lioration de la pratique p��dagogique des enseignants

Corporeidade e humanesc��ncia na fonte dos saberes da vida: a forma����o de professores que valoriza o ser

The present study comes from inquietudes of an investigative posture assumed by a Physical Education Graduation Professor, before her educative action with undergraduate teachers. The research was done with 16 (sixteen) Kindergarten and Elementary School teachers, who teach at public schools. The referred teachers are undergraduate students of the Graduating Normal Course at Superior Educational Institute President Kennedy, in Natal/RN. The analysis and discussion of the intertwining of knowledge, within the four Pillars of Education, at the Fountain of Knowledge , is a metaphor, especially created for this study, as for its epistemological and methodological structure, guiding all the investigative process. It provided to show up the repercussion of bathing and drinking these humanizing waters of a pedagogical practice that values the Being, aiming his self-transcendence. The conclusions obtained were the following: 1) The professor, while bathing himself in the Fountain of Life Knowledge, reflects his personal and professional life, recalling feelings and emotions that through time were forgotten, but as they were remembered and lived again, impulse people towards humanity. 2) While bathing himself at the Fountain of Life Knowledge, the professor realizes he is awoken to humane knowledge, caring about his practices, which he develops in the classroom. Practices he considers the learning of knowing, of doing, of living together, and of learning how to be, having and integrated form on the Being. 3) When the worries about the developing of the Being exist coming from the undergraduate teacher there is a practice the shows up the web of corporeity knowledge knowing how to play, how to create, how to feel, how to think, and how to humanize. 4) The presence of the professional of Physical Education, with knowledge and experience of the budgets of corporeity, is essential in the process of graduating the Kindergarten and first years of Elementary School undergraduate teacher, for he, the former, has a huge responsibility as to the learning and developing of the educational process the humanizing developing of the Being In a proposal of education that occurs through the whole life. 5) The Professional of Physical Education has positions to conquer, for the existent gap in the educational process, as for the understanding of the body and of corporeity in the perspective of totality, urges to be modified in name of another mankind, with full humanity

Ensino de matem��tica, hist��ria da matem��tica e artefatos: Possibilidade de interligar saberes em cursos de forma����o de professores da Educa����o Infantil e anos iniciais do Ensino Fundamental.

This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.

A (re)significa����o conceptual nas pr��ticas colaborativas com professores do Ensino Fundamental

The work objectified to apprehend the degree of the teachers' concept concerning the territory concept and to intervene with situations of critical reflections to accompany and to analyze the process of conceptual elaboration. It contemplates on the (new)meaning of knowledge and (new)elaboration of the concept in study done inside a pedagogic intervention. The Municipal School Dr. Julio Senna - Cear��-Mirim/RN and six (6) teacher-collaborators that taught in the 3rd and 4th grades of the fundamental teaching, constitutes the empiric field of the research. Its theoretical-methodological contributions are built in the studies of Vigotski (2000a, 2000b and 2001) on the formation process and development of concepts; in the methodology colaborate (Ibiapina (2004), Bartom�� (1986), Kemmis and Mctaggart (1988), Arnal, Del Ricon and Latorre (1992), Pepper and Ghedin (2002), among others) and in the critical-reflexive conception of the Geography (Soares J��nior (2000 and 1994), Silva (1998), Raffestin (1993), Santos (1994), Felipe (1998), among others). The accomplishment of the work presupposed starting from the reflections on the following subjects: which the teachers' understanding in the school space concerning the territory concept? How does happen the process of conceptual construction territory for the teachers? The analysis of the teachers' previous knowledge on the concept in study, evidenced that its apprehensions on the attributes of the referred concept went mentioned the to light of the perceptible dimension of the real-concrete relationships of the reality linked to the degree of the spontaneous concepts and followed by the ideas of the traditional, humanistic and cultural geographical conceptions (positivism and phenomenology), restricting the territory meaning the notion of State-Nation and place of the men's dwelling. In the intervention process, it was verified to real possibility of the acquisition of indispensable scientific concepts to the process of (new)meaning conceptual of geographical knowledge through the continuous practice of the educational formation, when it was evidenced that the teacher-collaborators acquired high degrees of attributions of the significance of the territory concept to the they elaborate generalizations by means of analyses and syntheses of the concept-attribute (essential and multiples) of the reference conceptual in study

A rela����o teoria-pr��tica do curso de forma����o de professores do campo na UFPA

Ce travail est une reflexion sur les pratiques ��ducatives d��vellopp��es par des ��l��ves/professeurs dans le Cours de Formation d ��ducateurs de la Campagne, r��alis�� dans un partenariat entre l Universit�� F��d��rale du Par�� (UFPA), Le Movimento dos Trabalhadores sem Terra (MST Mouvement des travailleurs sans Terre) et le Programme National d ��ducation dans la R��forme Agraire (PRONERA), en ayant comme son objectif strat��gique rechercher les ��l��ments facilitateurs de l articulation th��orie-pratique dans les proc��dures m��thodologique du Cours, fond�� sur Paulo Freire. Nous approfondissons des r��flexions sur la production d une proposition d ��ducation de la Campagne qui, entre autres ��l��ments, se fonde sur la P��dagogie de l Alternance, sp��cifiquement en ce qui concerne l��s cat��gories Temps ��cole et Temps Communaut��. Dans le proc��s de recherche, nous utilisons comme ressources les documents ��crits (d��s projets de cours, des rapports, des journaux de la campagne document qui registre le quotidien des activit��s et des choses r��alis��es), et les discours des ��l��ves de l Assentamento Palmares II , pendant et apr��s l�� Cours. �� l analyse, nous identifions comme ��l��ments facilitateurs de la relations th��orie et pratique, le Temps ��cole et le Temps Communaut�� en cr��ant des opportunit��s, la r��lation de ce qui se caracterise comme praxis (action-refl��xion-action), en utilisant la recherche comme moyen d insertion dans la r��alit�� et l��existence de groupe (colectif), ce qui a possibilit�� la participation colective aux r��alisations des pratiques p��dagogiques plus significatives dans le proc��s de Formation d ��ducateurs de la Campagne, en ayant comme objectif la contribution dans la formation des sujets r��alisateurs de leur histoire

Era um sonho desde crian��a : a representa����o social da doc��ncia para os professores do munic��pio de Queimadas-PB

The objective of this work was to access and understand the teaching social representation (MOSCOVICI, 2005) for the teachers of the children education and fundamental education at Queimadas city, Para��ba. We assume that one representation that allows the teacher to name its profession and to act on it, is a derivative of regularities that are expressed by means of a habitus (BOURDIEU, 1983a), generative matrix of perception and action. This teaching habitus is originated from the experiences and the trajectories of social and professional life of the group. Therefore, from some variables, we tried to access the profile of the group of teachers studied and to get closer of their life style to understand their profession choice and the teaching social representation for this group. In this research, it was used four data sources: a) the questionnaires of characterization; b) the questionnaires of practices and meanings; c) the experience reports and; d) the interviews in depth. The analysis of the data collected was done by means of the simple statistics (frequency), the intersection of variables through cross tables and, the thematic analysis of the contents. The results show that there is a lightly homogeneous group in terms of its social origin and its life style, moreover, they conduct to an overlap between this origin/style and the professional choice. On the other hand, the teacher representation is multi-dimensional such that, all dimensions intercept and articulate with each other to provide a concise teacher representation. They are four dimensions: love and care, help and donation, teaching and learning and, sacrifice and hope. The elements of the teacher representation are substantiated in the schemes of perception and appreciation of the group, in the regularities and life experiences in the context of religion, family, gender and profession. In these regularities we find the elements that comprise the teaching habitus which drives perception and action, representation and daily practice of these teachers. The teaching social representation is still perceived as a threshold for the professional identity of the group of teachers considered. We also observed that there are signs of changes in the practices used by these professionals since they graduate from the course of pedagogy. However, it is not possible to say that these changes are isolated or they lead to a transformation in the teaching habitus or the teaching social representation

Espa��os transversais em educa����o matem��tica :uma contribui����o para a forma����o de professores na perspectiva etnomatem��tica

This PH.D. thesis is an attempt to show the beginning, evolution and unfolding of the making of a pedagogical work proposal based on culturally-built knowings in the heart of a traditional community, having as one of its starting points the knowings and doings experienced by dish-making women from Maruanum living in the city of Macap��, State of Amap��, Brazil. This proposal is strongly associated with the need we have to think about the nature of (ethnological)-mathematical knowledge generated by particular communities and about the way such knowledge can be discussed, worked out, and validated in learning environments, regardless of the level of instruction and the constraints imposed by government programs and educational institutions. Among its theoretical foundations are studies on instrumental activities that are typical of the Maruanum ceramics and investigative studies from the point of view of ethnomathematics. Methodological development took place with the application of activities, where traditional and instrumental knowledge observed in the production of ceramics had been adapted for and brought into the school environment , participative observation, as well as data collecting and organization techniques, such as interviews, statements, and audio an visual recordings. Analysis of the data collected focused on the relationship between the data-generating potential and the purpose of this study. Our aim is to make and estimate of the potential contributions from local situations and/or problems it would possibly bring to the formative learning of people involved in the educational processes of these communities, with a view to a spatial and temporal transformation of reality

Pedagogia Freinet :media����o para o social, o pol��tico e a forma����o de professores

Ce projet pr��sente dans son premier chapitre une ��tude historique-bibliographique bas��e sur la P��dagogie Freinet en France, ainsi que sa formation r��publicaine, ses courants politiques et id��ologiques qui ont moul��s l organisation sociale et ��ducationnelle de ce pays. Ce travail montre le r��le des courants de gauche dans ce processus, cela se refl��te aussi sur le jeune Freinet. Les changements op��r��s dans la d��cennie de 1950 dans le syst��me scolaire, dans le propre Mouvement Freinet et les ruptures qui ont eues �� l int��rieur de ce mouvement. Cela se termine avec les directions prises dans les derni��res d��cennies, son arriv��e au Br��sil et les perspectives actuelles. Le deuxi��me chapitre aborde la reconstitution historique du Br��sil dont sa phase coloniale et imp��riale. Les ��v��nements historiques de la IIIe, IVe et Ve R��publique sont mis en relief avec ceux du Mouvement Freinet. La phase militaire impos��e au Br��sil et les luttes pour la reconqu��te de la d��mocratie. Il se termine avec les consid��rations sur la LDBEN 9394/96 et l implantation du Curso Normal Superior; un bref historique de la P��dagogie Freinet au Br��sil, des th��mes importants travaill��s dans le troisi��me chapitre. Dans ce chapitre une recherche qualitative est d��crite bas��e dans l Etnographie Critique et Multir��f��rentiellel et aussi dans la Recherche-Action. Elle est d��velopp��e aupr��s d un groupe de cinq professeurs des premi��res classes de l ��cole primaire au coll��ge, inscrites dans le Curso Normal Superior. Les donn��es ont ��t�� obtenues �� partir de rencontres r��guli��res avec le groupe la m��diation didactique , des entretiens, des questionnaires, des observations dans les salles de classe, du travail final du cours, nomm�� M��morial de Formation. �� travers l ensemble des donn��es, on recherche les apports et l actualit�� d une proposition p��dagogique historiquement firm��e pour le d��veloppement de la praxis ��ducative

Hist��rias de leituras e de leitores: pr��ticas e representa����es de leitura em narrativas de professores de diferentes disciplinas escolares

Nous avons pris comme point de d��part le pr��ssupos�� que en exer��ant ses practiques de lecture en salle de classe, les professeurs r��cuperent des signes de ses exp��riences socioculturelles par rapport �� la lecture, construites au long de ses trajectoires. Ind��pendemment de sa discipline scolaire, la m��moire de ces exp��riences interviennent certainement, de mani��re positive ou n��gative, dans la m��diation de la formation de l ��l��ve lecteur. C est donc, par l articulation entre les perspectives de ses ��tudes qui parlent sur l histoire de la lecture, narratives (auto)biographiques et formation du professeur que je pr��tends r��cup��rer et reconstruire, par les narratives de lectures racont��es par les professeurs de diff��rentes disciplines scolaires, les processus d appropriation de la lecture en consid��rant ses tactiques d acc��s et d utilisation des mat��riels ��crits en circulation dans les groupes sociaux auxquels ils appartennaient. Pour ��a ce travail s inqu��rit : Quels models de lectures ��mergent dans les narratives de professeurs de diff��rentes disciplines scolaires ? Comment se manifestent-elles les repr��sentations sur sa performance pour la formation de l ��l��ve lecteur ? L objectif central est d inf��rer les rapports existants entre des exp��riences de lecture et la m��diation dans la formation de lecteurs. Douze professeurs de l ��ducation de base des ��coles de la ville de Bel��m y ont particip��. Le corpus est constitu�� par les transcriptions de deux genres d instruments: douze interviews narratives et deux groupes de d��bats. Les analyses montrent deux grandes fases de la rencontre avec la lecture : une ant��rieure �� l ��cole et l autre �� partir de l ��cole. Ces fases montrent des pratiques et des repr��sentations de lecture h��t��rog��nes diff��renci��s par rapport �� ses aspects fonctionnaux. Elles revellent encore que la formation du lecteur professeur et ��l��ve se lie, d abord, �� la constitution culturelle de l homme, marqu��e, fondamentalement, par son interlocution avec l autre. La famille, l ��cole et le lieu de travail se pr��sentent comme des espaces qui impriment des marques profondes dans le rapport avec la lecture. Malgr�� ��a, le m��me mat��riel ��crit, un fois mis en sc��ne le lu dans ces espaces n ont pas de significat coincidents pour les diff��rentes personnes qui s en approprient. Cette raison montre la possibilit�� de la construction d une histoire de la lecture, bas��e pas exclusivement �� la description des mat��riels lus pendant le cours de leurs vies, mais surtout, sur les indicateurs de ses diff��rentes mani��res de lire. Cette trajectoire exerce de cette fa��on une forte influence sur la prise de d��cision et les manifestations du travail du professeur en situation de salle de classe. Comme ��a on peut conclure, premi��rement, que les repr��sentations et pratiques de lecture se sont constitu��s et se sont (re)configur��s dans des diff��rentes formes, concepts, temps et espaces, dans un entrecroisement de diff��rents discours. Deuxi��mement que la reflexion sur les m��moires de lecture a result�� un nouveau regard des participants sur son travail de professeur et a confirm�� l hipoth��se selon laquelle la production des narratives autor��f��renc��es offre, �� qui les narre, la possibilit�� de transformation des repr��sentations du sujet avec lui-m��me, avec l autre et avec le monde, ce qui d��montre l importance de la recherche (auto)biographique comme m��thode d investigation en ��ducation et sa contribuition pour la formation des formateurs de lecteurs dans des diff��rents domaines de la connaissance , comme territoires constitutifs du sujet et de ses pratiques sociales, �� l ��cole et ailleurs

Concep����es de alunos do Curso de Pedagogia da UFRN acerca da natureza da ci��ncia: subs��dios �� forma����o de professores

En el campo de la Educaci��n en Ciencias, los estudios acerca de las concepciones de profesores sobre la naturaleza de la ciencia est��n en crecimiento en las ��ltimas d��cadas en virtud de la importancia atribuida al saber sobre las ciencias. Manifestando preocupaci��n con la tem��tica, los trabajos de esta l��nea de pesquisa est��n investigando concepciones de profesores en formaci��n como tambi��n los en ejercicio. Inserido en esa problem��tica, y preocupado con la formaci��n inicial de profesores, este trabajo tuvo como objetivo principal investigar las concepciones de los alumnos de la Carrera de Pedagog��a de UFRN (Universidad Federal de Rio Grande do Norte) acerca de la naturaleza de la ciencia, una vez que los alumnos son, o lo ser��n, profesores que dar��n clases de ciencia. El aporte te��rico del estudio fue el abordaje ofrecido por la filosof��a de la ciencia contempor��nea, como tambi��n trabajos de literatura especializada sobre la tem��tica NdC (Naturaleza de la Ciencia). En la parte emp��rica del trabajo utilizamos, como principal instrumento de colecta de datos, un cuestionario abierto, en el cual los alumnos marcaron posiciones sobre varios aspectos de la naturaleza de la ciencia. Fueron sujetos de la investigaci��n 81 alumnos de Pedagog��a, que estaban en el primer, quinto y noveno semestres (tambi��n dichos per��odos ). Los resultados presentaron un acercamiento a las concepciones de los sujetos sobre la tem��tica, indicando la presencia de una serie de concepciones poco satisfactorias de la ciencia, al lado de concepciones m��s consistentes con la epistemolog��a contempor��nea. En el comparativo entre los grupos, el quinto semestre present�� resultados un poco mejores que los dem��s, trayendo a la superficie elementos para evaluar el impacto de la formaci��n en la construcci��n de las concepciones de ciencia por los alumnos

Dificuldade de ber��o? Professores de matem��tica no ensino m��dio: pr��ticas, forma����o continuada e juventude

The present paper is focused on pedagogical practices and continued lecturing formation of High School Mathematic teachers. Knowing the essential importance of the teacher at the educational process since he/she is the mediator on knowledge gathering by the scholars and continued formation meaning on that process, we hereby propose to investigate and compare what Math teachers think about their professional role, the kind of continued formation they receive and their development on teacher s knowledge and doing; to gather and compare what do Math teachers know about young people at public and private schools and their demands and as which find out if they link with the way as their students are taught. To develop our comparative research, we chose a qualitative focus and an investigation of ethnographic type. We took as the subject four Math teachers that work with high school 1st and 2nd grades in public and private schools, morning and afternoon shifts and license titles. The research results reveal differences in structural matter between the spaces, but the comparisons between teacher doings and knowledge reveal that the differences refer to the sort of formation and how often do the teachers search for it. Nevertheless, the reports pointed to continued lecturing formation offering and consistence problems and these reflect on their work and on its basis. The knowledge about youth and adolescence, such as theoric and methodological knowledge that lead their practices, are revealers of teachers difficulties in developing their activities according to the target public and nowadays educational demands

Pr��ticas interformativas e desenvolvimento profissional de professores de jovens e adultos

The docent formation has been instigating researchers who look for ways to better qualify teachers in a way they can form and reform their practice in class. The category we brought for investigation and discussion is the formation that happens in the school these teachers work. This paper aims to study the repercussion of an inter-formative practice for the professional development of teachers from EJA 1st segment. The empirical field for the study was Professor Em��lia Ramos State School in Natal-RN/Brazil where, since its creation in 1988, has been developing a practice of formation continued on services characterized as Procedure of Inter-formation. The study fits in the qualitative approach of educational research. In methodological terms, it is a study case. Also, we were inspired by some elements from life history since we work on the teachers experiences in the School. Methodological tools such as semi-structured interviews, analysis of documents and participant observation were used. We invited 07 (seven) teachers from the night period of the school to revisit their formation history as teachers from EJA, counting on by their narrations apprehending the contributions of this formation on their professional development. The results collected show the school grants privileges to inter-formative practices based on collective and pair work, as well as on the teacher s reflection about his/her own practice. The Inter-formative Practice that happens in the School has an action-reflection-action basis where the docent action is read under the light of the theoretical support that fundaments the School s Pedagogical Proposal. The results also highlight the relevance of the inter-formative practices on the teachers professional development. This practice contributes to the construction of knowledge and competences, as well as to the identity of the teacher from EJA. For all the teachers interviewed, the School s formation has been the most significant contribution to their development as a teacher from EJA. Despite of the limitations found on using this kind of approach, we hope our study that talks about a well-succeeded experience can contribute to the widening of this type of practice, increasing then, the chances of making the dream of having a democratic high quality public school, despite all the difficulties, come true