Literatura e educação: um caso/uma casa de inclusão

O estudo investiga as contribuições da literatura para a inclusão social na escola, explorando o potencial inclusivo do texto literário. Sua relevância consiste em fornecer ao professor subsídios para ampliar suas competências no ensino de literatura a partir do (re)conhecimento da função inclusiva do texto literário e da construção de uma comunidade de leitores que atenda à diversidade de interesses, necessidades e sentimentos dos aprendizes. Entende-se que a literatura é inclusiva em sua natureza pois, inclui o leitor no texto e permite práticas socializadoras de leitura. O estudo alinha-se à vertente qualitativa caracterizando-se como pesquisa-ação participante. Adotaram-se como procedimentos metodológicos a observação participante e a intervenção pedagógica. O estudo realizou-se em uma turma de 4º ano do ensino fundamental com 43 alunos, de faixa etária entre 8 e 13 anos, matriculados na Casa do Menor Trabalhador CMT, escola pública do município de Natal-RN (Brasil). Os instrumentos utilizados foram: gravação em áudio; diário de campo; entrevistas. Na intervenção pedagógica, realizaram-se 20 aulas de leitura de literatura de contos, fábulas, poemas e adivinhas com diferentes estratégias didáticas. As sessões de leitura foram desenvolvidas conforme os moldes da andaimagem (scaffolding) descritos por Graves e Graves (1995). Tomou-se como referencial teórico os estudos de Aiscow, Porter e Wang (1997), Amarilha (1997; 2006), Aquino (1998), Eco (2003), Caldin (2004; 2003), Cazden (1991), Chartier (1994), Culler (1999), Iser (1996), Manguel (1997), Paulino (2001), Perrenoud (2001), Petit (2008), Sartre (2006), Stainback e Stainback (1999), Stierle (1979) e Zilberman (2005). A análise aponta a relevância do diálogo entre literatura e inclusão social para democratizar a leitura literária e tornar o ambiente escolar mais inclusivo. Confirma a natureza inclusiva do texto literário, no modo como promove a entrada cooperativa do leitor no texto literário em prática socializadora de aprendizado, de compartilhamento de sentimentos, sensações, subjetividades e de acolhimento das diferenças. O estudo revela e consolida a leitura de literatura como uma atividade intelectual significativa, prazerosa e democrática, na qual o leitor, ao colaborar com a construção de sentidos e ao estabelecer relações interativas, passa por transformações que favorecem a inclusão. Ressalta-se a importância do mediador de leitura na seleção de estratégias que viabilizem a democratização da literatura e pela literatura, no pequeno universo da sala de aula, que atendam às necessidades dos educandos, desenvolvendo habilidades leitoras, incentivando o gosto pelo texto literário que educa e convida à inclusão

Relações entre teorias da história e ensino de história: a compreensão de professores

This thesis has as an objective to think over the teachers` understanding of the school History of the Fundamental Teaching regarding the existent relations between the history theories and the teaching of the school History, as well as to think over how these teachers see the influence that their teaching practice gets from the history theories. The work is based on the postulates of the qualitative research and on the characteristics of the ethnography of the school practice. The main procedures of data gathering were the documental analysis, the semi-structured interviews, the field diary and the observations of classes. The scientific perspective of the multiple references is an important source in this research. The participants of this work are two teachers of the school district of Natal who work in the field of the school History in two schools on the North Side of the city. The accomplished analysis point to significant indications that didn't occur continuous and regular teaching situations in the initial and continuing education of these teachers that clearly showed the relations between the history theories and the teaching of the school History. They also suggest that their understanding about the influence that their teaching practice gets from the history theories, is not still explicit. We understand that the relations between the history theories and the teaching of the school History are important for the initial and continuing education of these teachers who belong in this knowledge field, even when these relations are not explicitly pointed by the teachers, because they will always influence the teaching practice that the teachers of the school History build

Alfabetizar letrando: investigação-ação fundada nas necessidades de formação docente

The accomplished researches in the education field focus on the importance of the accomplishment of actions involved in the analysis of the needs to graduate teachers as a way to adequate to socialcultural changing that require more and more a creative activity to prepare teachers in their graduation perspective. The worry with a fail at school linked to public school students lead us to make this thesis which goals are: investigate the needs of the graduation of teachers at public Elementary Schools concerning to the subjacent knowledge to the development of a pedagogic practice of alphabetizing with literacy and (re)create, with some teachers as active participants in the researches, knowledge regarding the process of alphabetization with literacy , based on the graduation of teachers. The study was accomplished in a municipal Elementary School in the Ceará-Mirim city, located in the state of Rio Grande do Norte, which offers both I and II levels of the Elementary School, 7 teachers and the principal of the school were subjects of our researches. The starting point was the needs of the graduation as subject phenomena, socially created and that allow people to be aware of the goals of a graduation. The investigative broach is qualitative, whose fundamental purpose is the understanding of the meanings, symbols, values and intentions of the mankind actions, as regards to other humanbeing and the contexts in which they interact. Within this context, we chose the investigation-action for we consider this kind of research a place for investigation and professional graduation, in which teachers and the researcher herself assume responsibility of problematizing, build the needs of graduation and think about their practices. As proceedings to create and analyze data, we developed participant observations during the activities in classroom; semi-structured interviews (individual and in groups) with teachers and the principal; analysis of documents and meetings at school for reflexive studies that enabled us to gather data in a pyramidal panoramic view and analyze the contents. The research revealed that the analysis of necessities to graduate teachers is a resource able to contribute to the planning of projects of keeping on graduating more properly, and thus create a critical and reflexive identity for teachers. This way, it was possible the graduation necessities could be revealed and also the knowledge of teachers as regards to alphabetization inserted in a perspective of literacy. Nowadays, conceptualized needs upon difficulties of teachers, there is a tendency to translate them into theorization of problems, without application to these knowledge of teachers, as well as their wishes for changing, especially when those needs are built to analyze and consider concrete practices. Therefore, the graduation experiences have enabled the abandon of a mechanical broach for teaching reading and writing. It has also lead teachers to assume a posture of providing their students the understanding about the reading and writing processes and their functions as social instruments. The graduation theme contents allowed the knowledge to conceive reading and writing in new perspectives, according to their social functions, so that they can improve the education with literacy quality. This theoretical construction has enabled us to understand and consider the necessities of the graduation as progressive process, and has given us the possibility of re-think our own learning processes at the university and review the pedagogical practices of public school teachers. Our conclusion is that once teachers consider their own graduation needs, it contributes to change their concepts and practices in education and literacy, even though there used to be many difficulties in their graduation and organization of the pedagogical work

Utilizando processos geométricos da história da matemática para o ensino de equações do 2º grau

The present work had as principal objective to analyze the, 9th grade students understanding about the solutions of an equation of the 2° degree, using geometric processes of the History of the Mathematics. To do so, the research had as base the elaboration and application of a group of teaching activities, based on Jean Piaget's construtivism. The research consisted of a methodological intervention, that has as subjects the students of a group of 9th grade of the State School José Martins de Vasconcelos, located in the municipal district of Mossoró, Rio Grande do Norte. The intervention was divided in three stages: application of an initial evaluation; development of activities‟ module with emphasis in constructive teaching; and the application of the final evaluation. The data presented in the initial evaluation revealed a low level of the students' understanding with relationship to the calculation of areas of rectangles, resolution of equations of the 1st and 2nd degrees, and they were to subsidize the elaboration of the teaching module. The data collected in the initial evaluation were commented and presented under descriptive statistics form. The results of the final evaluation were analyzed under the qualitative point of view, based on Richard Skemp's theory on the understanding of mathematical concepts. The general results showed a qualitative increase with relationship to the students' understanding on the mathematical concepts approached in the intervention. Such results indicate that a methodology using the previous student‟s knowledge and the development of teaching activities, learning in the construtivist theory, make possible an understanding on the part of the students concerning the thematic proposal

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Os saberes dos professores da escola fundamental: concepções sobre as abordagens geográficas / Márcia Maria Dias

El presente trabajo, intitulado, Los saberes de los profesores de la Escuela Fundamental: concepciones sobre los abordajes geográficos objetiva investigar los saberes del profesor de los años iniciales de la Escuela Fundamental en relación a la naturaleza especifica de los abordajes geográficos y reflexionar como en el proceso de investigación colaborativa los profesores aprendieron los saberes específicos de los abordajes geográficos vinculando sus asimilaciones teóricas a un determinado nivel de concepción . Buscamos con base en la investigación cualitativa del tipo colaborativa y en la aplicación de diferentes procedimientos técnicos-metodológico, responder a nuestras cuestiones de estudio: ¿Cuales los saberes geográficos que los profesores construyeron en la trayectoria de sus formaciones? ¿Cómo, en el proceso de investigación colaborativa, los profesores aprendieran los saberes específicos de los abordajes geográficos? Conforme principios de la perspectiva socio-histórica. Así, utilizamos específicamente las narrativas tópicas (orales y escritas) con base en los ejes norteadores Como aprendí y lo que aprendí referentes a los saberes geográficos constituidos en la trayectoria de formación, para realizar el diagnostico de los conocimientos previos de los profesores. El proceso reflexivo y la profundización del estudio ocurrieron, respectivamente, por medio de los Seminarios de Estudios Reflexivos y de los Ciclos de Estudios Reflexivos indicando la concepción de aprehensión de los saberes propuestos en esa construcción científica. Los postulados teóricos de Ferreira (2007), Charlot (2000, 2005), Tardif (2002), Tonine (2003), Soares (2000), Moraes (2005), Pimenta (2007), entre otros, proporcionaron comprensión sobre la temática en estudio. La pesquisa ocurrió en una acción colaborativa en la escuela pública de la ciudad de Natal/RN, en el Barrio de Nova Descoberta, en el turno matutino, con tres colaboradores, que participaron voluntariamente de ese proceso: Angico, Jacarandá y Carvalho desarrollaron sus prácticas pedagógicas, en los 1ºs y 4ºs años de la Enseñaza Fundamental. Los resultados obtenidos de los análisis, apuntaron un alcance descriptivo de las concepciones de los colaboradores sobre los saberes de los abordajes geográficos, que se refieren a enumeración de los aspectos característicos del fenómeno concebido, aunque nos haya empeñado para los alcances transformadores de nuestras concepciones

O ensino de portugês para crianças estrangeiras: reflexões sobre um fazer docente.

La presencia de personas extranjeras radicadas en la província de Rio Grande del Norte trae a la escuela el desafio de recibir alumnos hablantes de otros idiomas. En esa perspectiva, el estudio tiene como objetivo investigar la practica pedagógica desarrollada por una profesora de Pipa - RN, con destaque en la enseñanza de Portugués para niños inmigrantes en la Enseñanza Fundamental. Esa temática se hace relevante al proponer posibles alternativas para el desarrollo de una acción docente reflexiva y mediatizadora de la enseñanza de una língua segunda. Para la concretización de este trabajo disertativo, se há realizado un estudio de caso de tipo etnográfico y de naturaleza qualitativa en una institución privada de la playa de Pipa - RN, en el período de noviembre de 2007 a agosto de 2008. Se há utilizado como procedimientos, la observación participante, la entrevista semiestruturada gravadaen áudio, la análise documental, el registro en diário de campo y el registro fotográfico. Se há elegido como referencial teórico las discusiones de Almeida Filho (1992, 1997, 2002, 2005), Cunha (1999, 2002), Freire (1996, 2004), Moita Lopes (1996), Vygotsky (1998), Wachowicz (1995) y Zabala (1998). La análise revela que, aunque la profesora observada no tenga conocimientos específicos sobre la enseñanza de PL2 en la escuela regular, su acción educativa há demonstrado avanzos, especialmente, al considerar los aprendizes como sujetos del processo de enseñanza aprendizaje, entre ellos los niños extranjeros; contemplar la identidad y las diferencias culturales y linguísticas de estos educandos; incluyese el aspecto lúdico en la preparación de las actividades; articular vínculos sociales, afectivos y cognitivos, entre otros aspectos destacados. Sin embargo, evidenciase la necesidad de una formación pedagógica específica para el trabajo con niños inmigrantes, a través de la interlocución entre los currículuns de los cursos de Filología y Pedagogia de las Universidades brasileñas, a partir del cual estudios y debates podran ser fomentados en la busqueda por uma enseñanza de PL2 verdaderamente comunicativo y democrático.

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Como se fora brincadeira de roda: a ciranda da ludopoiese para uma educação musical humanescente

The present work concerns an auto-ethnographic study based on life experiences and reflections of an educator at Escola Viva Preschool and Elementary-Middle School, located in the city center of Natal, Rio Grande do Norte. As a cognitive model of operation, we use the metaphor of the Circle Dance. The objective of this study is to identify, interpret and describe the ludopoetics that are achieved through a Musical Education program, which we denominate, Humanescent. The data of this investigation was derived from the music making by Preschool and Elementary-Middle School students at Escola Viva during 2007, 2008 and 2009, from which 20 learners were selected to form the corpus, along with the description and interpretation of photos of their experiences and sand tray scenes. We justify the methodological systemization of the research based on our own pedagogical practice, which supports Musical Education in the schools based on the principals of Embodiment, Autopoesis and Flow. The methodological systemization was developed through an Action Research model and on the concepts of Systemic Development, with the goal of re-reading the context investigated through the structuring of categories of Ludopoesis: Self-esteem, Self-territory, Self-connectivity, Self-realization and Selfworth. We used an observant-participant research approach with regard to the perception of emergent knowledge, the surroundings, the experience lived and the contextual and vibration of the circumstances. Besides this, we used projection to interpret the experiences lived, in the form of drawings, short poems, letters or sand tray scenes as symbolic interpretations of experience. In the unfolding of the Ludopoetic Process (Selfesteem, Self-territory, Self-connectivity, Self-realization and Selfworth) we draw conclusions about the relevance of the ludic musical experience, which foments the formation of the self based on music learning, and which is demonstrated in the Embodiment of the learners. In the auto-formative process (of learners and educators) we observe the importance of pedagogical work based on Musical Humanescent Education that gives value to the music making path to the construction of music and performance in play, creativity, and sensibility. The experience of making music in a playful way allows for organization of the self and its autonomous production in the joy of living within a ludopoetic process. These findings highlight the educator as in a permanent state of selfformation, which generates moments of flow. However, in Musical Humanescent Education, music is learned collectively, doing a circle dance, experiencing love, fostering an expansion of the creative spirit, and giving recognition to playfulness as a necessary condition for education and to the value of music made with the true nature and sensibilities of the educators

Educação escolar para crianças: o que dizem sujeitos deste direito?

The text aims to discuss the problems that this would be set: - What are the concepts of public school children about their right to primary education, as required step in the Basic Education? - What are conducted by children on the elementary school, in terms of its structure, teaching, and acquisitions provide for their users, especially when it comes to literacy? In order to answer these questions, we conducted within the qualitative a case study within twenty children of the early years of elementary public school, ten of the School Mauricio de Sousa and ten children of the School Monteiro Lobato. with construction procedures of data, we worked with observation, semi-directive interview, questionnaire and document analysis. In analyzing the data, two categories emerged: right to education and school for children. The first focuses on what children think about the legal guarantee to school, seeking to understand if they understand the educational area as a right and relate what the law says and the reality in which they participate. The category for school children, including their purposes, characteristics, space literacy and its relationship with the teacher. In this sense, we comment, taking as its founding, the speech of children in their schools, focusing on how they perceive the school in terms of its structure and functioning, relations with the knowledge and the other children. With regard to child rights, the appreciation of Brazilian children should be the basis of the struggle for a more just, democratic, nondiscriminatory. However, children show not recognize education as a right, but as one who deserves the credit, that is, those children who are always attentive, do not fight and do not complain. In interviews, children express a simple wish child that the school had toys. A school for children should be a place with its own characteristics: cheerful, lively, colorful, which included the same time, security and challenges. Children point to the hope that the course of action the teacher was guided by respect their differences in a more emotional, especially with regard to issues of authority and discipline of the group. The most important learning is for all subjects learning to read / write, differing in the idea of how to learn. Unfortunately, for some students, learning reading and writing appears as a difficult and enjoyable process is not perceived by some subjects up to recognize the instrumental writing. Finally, we point to the actors of the school to launch a more accurate to say that the children and how to outline your main locus of learning

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

Objetos de aprendizagem e alfabetização: a proposição de um encontro

This study investigates the development of Learning Objects for the literacy of children. It aims to know based in the notion of literacy teachers the main factors of academic failure in literacy and researching in Brazil, as well as identify relevant activities in the literacy process of children to support the creation of a set of Learning Objects. Refers to an exploratory research, which is configured as a qualitative nature case study, inspired in part in an action-research described by Thiollent (2003), conducted with ten early grades elementary school teachers of a public municipal school in Parnamirim / RN. As methodological options for data collection uses questionnaires and focuses on the group of teachers, analyzing the data, referring back to the ideas by Szymanski (2001; 2008) and content analysis, guided by Bardin (2002). The development of Learning Objects, follows the steps of development suggested by Garrett (2000). Rules in its multidisciplinary theoretical reference and promotes a conceptual dialogue on: Literacy; Literacy School Failure; Pedagogical Practice in Literacy; Thoughts and Language; Multimedia and Hypermedia; Learning Objects. Perceives that the act of education in literacy as an act of love, courage and social interaction between individuals - educator and pupil, so there is ownership of the object of knowledge in the relations with the world and with the experience, through a pedagogical practice that assumes all different knowledges, the moral political ideal, the mindsets of the students, and can make use of teaching materials that supports the learning process and are consistent with the educational objectives (FREIRE, 1998; FREINET, 1976; VYGOTSKY, 1998; FERREIRO AND TEBEROSKY, 1985; JONASSEN, 2000; WILEY, 2001). Figures out, through the teachers' opinions, five reasons for school failure in literacy, three inside the school environment: teacher; academic assistant and principal; student, and two outside the school environment: parents/family; government and public management. Presents a set of Learning Objects, based on the constructivist thought, developed from the identification of activities considered relevant by teachers in literacy's teaching and learning process. Suggests the use of Learning Objects as pedagogical practice in literacy as a digital resource that supports learning and can trigger important cognitive processes for the acquisition of reading and writing skills in the school environment

Quadrinhos nas aulas de ciências: narrando uma história de formação continuada

Located at the intersection of Science Education, Teacher Training and use of didactic Comics (HQ), the text aims to discuss the problem which thus sets: - What is the contribution of the incorporation of comics in the continuing education of teachers Natural Sciences of the early years of elementary school? - May be the comics for enabling science teaching? - How to contribute to a reflexive training of teachers of the early years? - In order to answer these questions, there was a collaborative action research in a school located in the city of Natal / RN, with three teachers who teach natural science in the early years of elementary school. The study involved the conduct of 13 meetings of in-service, under the focus on reflective practice, with the purpose of discussing topics underlying the teaching of science and the use of comics as a methodological strategy. All meetings were recorded on audio and transcripts. The teachers finally recorded the meetings by writing a portfolio. The teachers made use of 10 sessions with reading comics in science classes, which were video recorded and later watched by the educators in autoscopy sessions followed by individual interviews. From the collected data, several aspects that have emerged can be grouped into three categories: The difficult concept of science, teachers' work and the obstacles and possibilities of comics as a teaching strategy. In this sense, are woven assessments taking as its founding, look for the reflective and dialogic practices exercised in the classroom. In the analysis of the data, we can see the conceptual difficulties, methodological and pistemological questions of teachers for teaching science, but also the limitations of comic books for teaching. Learning more relevant appointed by the teachers is related to the importance of collective work to mitigate the training needs of teaching. Finally, signals that the HQ has a great potential for use in science classes, provided that the teacher conduct a careful planning for this, but that the meetings of continuing education promote moments of reflection on teaching practices that are capable of giving rise to new attitudes before the difficulties they depict

Avaliar na alfabetização: uma reflexão sobre as dificuldades docentes

Our work leads up to the context of evaluation during alphabetization process as a moment of an educational action cycle that requires planning, teaching and learning of reading and writing. It aimed to research the difficulties lived by teachers of a public elementary school during the specific task of evaluating children in the alphabetization process. This qualitative research took place as a case study at Emília Ramos Municipal School, in Natal, capital city of Rio Grande do Norte State, Brazil. Semi-structured interview and questionnaire were used as fact-gathering proceedings. Two pedagogical advisers and seven teachers formed the group of research subjects. All of them worked with elementary school first cycle classes, in that school, in the year of 2003. The analysis shows that teachers difficulties concern to theoretic questions of conceptual and methodological orders, although these questions indicate an important knowledge of teachers about alphabetization and evaluation. Our reflection about these problems articulates two points: alphabetization and evaluation. Concerning alphabetization, we took reference on Psychogenetic studies of Ferreiro and Teberosky (1985) which emphasizes fundamental points for a coherent evaluation practice: a) objective knowledge is not a beginning data; it is a construction process, which the learner does not conquest step by step on a linear way; b) objective knowledge acquisition happens through a global re-construction, and some of them may seem mistakes if we consider conventional writing but these mistakes are constructive and necessary. We also took reference on Interactionist-constructivist theory. Here, Vygotsky (1984) proposes that writing must be specially understood as language, symbolical activity, cultural practice. So, acquisition of writing process, as language learning, must be understood as a development of abilities relative to symbolical and communicative activity of sense production. On this way, Hoffmann (1994) advises that is necessary to overtake current evaluation practices, limited by their terminality character, only pointing right or wrong questions. According to a new paradigm, valuation appears as one of the mediations by which teachers must indicate re-ordination of pupil s knowledge, and re-organize their own practices too. The comprehensions of these questions plays decisive part in order to overtake our difficulties in evaluating. Besides, it points a way to build a coherent valuate practice, with an emancipating character and able to create new teaching-and-learning situations, leading to a better alphabetization Pedagogy

Análise de necessidades de formação: uma prática reveladora de objetivos da formação docente

In recent years, in Brazil, researches in the area of education have been focused on the study of the necessities of formation, by the practice of necessity analysis, to subside the continued teacher formation programs. This research on the necessity of the formation of literacy teachers in the initial years of primary education originated in our discussions in academia, regarding the issues of retention and evasion related to basic literacy teaching in Brazilian public schools. We defined as a goal: to know the necessities of the formation of literacy teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the literacy teaching on that level of education and in Adult and Youth Education. The object is the necessities in these teachers formation. The thesis is that the literacy teacher reveals/constructs formation necessities when speaking of her practice, when exerting said practice or even when producing teaching materials which subside that practice; in other words, when making the theoretical/practical relation related to literacy teaching. The approach is qualitative, according to which the natural environment is the source for data collection; the focus of interest is the process of knowledge construction, and fundamental importance is given to the meanings constructed by the subjects. We comprehended that necessity is a socially constructed subjective phenomenon, and that necessity analysis allows the revelation of formation objectives. We used the case study as a methodological strategy which permits: studying a well-defined entity, [ ] as well as an academic institution; the global comprehension of the phenomenon of interest; discovering what is most essential and characteristic in the object. We counted with 17 teachers, 3 of which had their teaching practices observed. We observed the school routine, analyzed the main class documents and plans and interviewed the 17 teachers. We triangulated the data obtained by the routine observation, the observation of the three teachers practices and by the document analysis, next, we triangulated this data with the data from the analyzing the interviews with the 17 teachers. Such procedures reveal formation necessities in those teachers , such as: studying child cognitive development; reviewing the concepts of literacy teaching; reviewing fundaments of written language psychogenesis; reflecting on reading practices and literature; reflecting on the practice of daily planning; reflecting on the school s material conditions and the family/school relation. We concluded that researches of this nature contribute to the orientation of teacher formation programs