Um exercício de pensamento: entre a fotografia e a escrita

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Minha terra tem palmeiras onde canta o sabiá...: sobre o Projeto Inajá e a formação de professores no médio Araguaia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O olhar de um discente sobre seu futuro docente: uma trajetória auto formativa

The writings of this paper refer to several personal experiences as well as the various conflicts in the initial educational formation, where I'm reflecting about the formation intentions of this course. I do an analysis and a reflection of the pedagogical practices developed during graduation in institutional spaces, as well as the understanding of the complex context and teaching actions intrinsic to this, that are what constitute the structural dimensions which is where the formative process happens. This study is a narrative of initial formation as autobiographical. Memories and experiences are analyzed along with undergraduate education, exposing structural problems of course requiring a deeper analysis. In addition to analyse critically the institutional spaces of the (few) outreach programs, education and research that are the basis of the Brazilian University, the wellknown University quadripod. Under this perspective, the narrative brings the dichotomous design of the quadripod inside the University course, exposing the need to reflect on this fact, as it culminates in the formation of future teachers in physics. Nevertheless, the work seeks to raise awareness for the need for enhancement of teaching career at the University to address the teaching crisis which today proliferates in the educational institutions in Brazil, therefore it is necessary to the teachers to become aware of your profession and the vision as such. Only from this perspective one can discuss a proper teacher training, aiming at the integration of all activities, valuing all with the same importance

Dimensões formativas da prática da escrita na formação inicial

This research focuses on the practice of writing in the initial formation of teachers. My interest for this thematic arose from my participation in the extension project Formation Group: Dialog and Otherness and the extension course School: local for teacher formation, both coordinated by my supervisor. After all, I had the possibility of experimenting the exercise of writing and acknowledging the relevance of it in these contexts, in my condition of teacher-in-training. This thematic has involved me, which is why I conducted an autobiographical investigation. As data gathering tools, I used papers that I produced, as participant of the aforementioned extension project and extension course. Those papers were file records I made from the meetings, monthly papers produced from a thematic that was chosen by the graduating students that attended the extension project and, furthermore, I bring a self-assessments I developed inspired by the experiences I had in these two formative gaps. All these experiences provided pieces of my formative experience as a future teacher. The research aimed to understand which act of writing mobilized knowledge and triggered reflections in the aforementioned contexts, based on paper analysis, seeking to legitimate the importance of this practice in my formative process. Furthermore, a bibliographical research of qualitative nature was developed, achieved from the statement and analysis of articles located in the Annals of International Congress of (Auto) Biography Research (CIPA, in Portuguese acronym), from 2006 to 2012, and in the Annals of National Conference of Didactic and Teaching Techniques (ENDIPE, in Portuguese acronym), in the period from 2006 to 2012. This bibliographical research aimed to increase the understanding of the formative dimension of the practice of writing in the initial training in Pedagogy. I sought to distinguish the writing practices promoted in the context of initial...

Sequência didática e o interacionismo sociodiscursivo na geografia escolar: propostas teórico-metdologógicas

Pós-graduação em Geografia - IGCE

Interferências linguísticas e interlíngua: a aprendizagem de Português Língua Estrangeira por peruanos hispanofalantes

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Fluxo de potência continuado baseado em equações de injeção de corrente expressas em coordenadas polares

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uma reapresentação de Henry Miller: do período francês à virada mística (1930-1940)

Pós-graduação em Estudos Literários - FCLAR

A “didática” nas peças didáticas de Bertolt Brecht: ensino em cena

Pós-graduação em Educação Escolar - FCLAR

Cultura e(m) telecolaboração: uma análise de parcerias de teletandem institucional

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Macário e La cruz del diablo: a caracterização da figura do diabo na literatura fantástica

Pós-graduação em Letras - IBILCE

The aesthetic movement in Oscar Wilde's plays

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estudo da terminologia de atas de assembleias brasileiras e francesas e proposta de glossário adequado a esse conjunto terminológico

Pós-graduação em Estudos Linguísticos - IBILCE

Paralisia cerebral: efeitos da escrita sobre a escrita

The aim of this research was to apprehend the effects of text reading in S.'s writing productions, a child in literacy process. S. is a child who can't speak or write by her own due to a dystonic quadriplegic CP. S. communicates with Blissymbols which were introduced in a school-clinic in São Paulo city when she was six years old. At the same time the literacy process took place and she indicated symbols, letters and numbers in a board by scanning. The teacher related S.'s difficulties concerning reading activities, so a weekly activity was proposed by the speech therapist in the classroom. The teacher and her assistant participated in the activity. A cutout of the activity involving a book reading when S. was between eight years and seven months old and nine years and one month old was analysed. The research was based in Borges (2006) grounded in The Brazilian Interactionism according to De Lemos (1992; 1995 and others) and proposes a literacy process among students from the first series in a regular school by the reading of different texts. The activity guided by the speech therapist took place side by side with the literacy program guided by the teacher and resulted in various S's text productions. The data was collected through film transcriptions from the activities in the classroom and from materials produced by S. through the reading of the chosen book. These data integrates NALíngua-CNPq databases coordinated by Dr. Alessandra Del Ré whose aim is to investigate the language acquisition process. S.'s reading and writing acquisition occurred in a singular way, affected by the using of Blissymbols that became S.'s speech modality: a written-speech with symbols and alphabetic writing

Paralisia cerebral: efeitos da escrita sobre a escrita

The aim of this research was to apprehend the effects of text reading in S.'s writing productions, a child in literacy process. S. is a child who can't speak or write by her own due to a dystonic quadriplegic CP. S. communicates with Blissymbols which were introduced in a school-clinic in São Paulo city when she was six years old. At the same time the literacy process took place and she indicated symbols, letters and numbers in a board by scanning. The teacher related S.'s difficulties concerning reading activities, so a weekly activity was proposed by the speech therapist in the classroom. The teacher and her assistant participated in the activity. A cutout of the activity involving a book reading when S. was between eight years and seven months old and nine years and one month old was analysed. The research was based in Borges (2006) grounded in The Brazilian Interactionism according to De Lemos (1992; 1995 and others) and proposes a literacy process among students from the first series in a regular school by the reading of different texts. The activity guided by the speech therapist took place side by side with the literacy program guided by the teacher and resulted in various S's text productions. The data was collected through film transcriptions from the activities in the classroom and from materials produced by S. through the reading of the chosen book. These data integrates NALíngua-CNPq databases coordinated by Dr. Alessandra Del Ré whose aim is to investigate the language acquisition process. S.'s reading and writing acquisition occurred in a singular way, affected by the using of Blissymbols that became S.'s speech modality: a written-speech with symbols and alphabetic writing