Alfabetização de Jovens e Adultos: desvendando práticas, construindo possibilidades

O compromisso dessa pesquisa volta-se para a compreensão das práticas pedagógicas desenvolvidas na alfabetização de jovens e adultos, bem como se propõe a construir caminhos na busca de práticas que levem em conta as especificidades dos alunos dessa modalidade de ensino. Os aportes teóricos que nos guiaram nessa busca foram os estudos acerca de alfabetização na perspectiva do letramento, nos quais a escrita é vista como um sistema de representação, dessa forma o processo de alfabetização tem como objetivo a apropriação da escrita em toda sua complexidade e usos sociais. Para o desenvolvimento desta pesquisa o direcionamento metodológico assume as premissas da pesquisa qualitativa do tipo etnográfico a fim de possibilitar o conhecimento da realidade a partir da sua vivência cotidiana. Nesse sentido, foram observadas as atividades desenvolvidas pelos partícipes da pesquisa e também realizadas entrevistas e questionários com o objetivo de um melhor conhecimento a respeito da realidade que os cerca. Tendo em vista as características de nossa pesquisa e a construção de nossos dados através de registros oriundos de observações e também registros verbais, encontramos na teoria da análise de conteúdo, mais especificamente na análise temática a fundamentação necessária para realizarmos nossas análises. Os dados construídos e analisados nos apontam caminhos pelos quais torna-se possível realizarmos um trabalho de alfabetização que possa efetivamente contribuir na construção do conhecimento pelo aluno jovem e adulto, respeitando suas especificidades e anseios

O percurso da ressignificação de si : do esporte à formação do professor de dança

The present work is characterized as a research-formation study. The author analyses his trajectory as dance professor, observing processes of transition in the perception of the body: from the mechanical body to the sensitive body. He tries to outstand this new meaning of the body and the dance teaching and artistic experience as the matter that instructs itself. This research puts together the experience of two teachers, one of them as student (researcher), while the other, as master and professor (collaborator) and intends to comprehend how this new meaning of the body was brought to each one s life, motivated by the dance. It is used the self biographic method and the research-formation methodology to analyze and identify common points between their self formation processes. The researcher and collaborator life narratives as well as a partially structured interview with the collaborator were used as investigation source. The analysis followed the models suggested by Schütze (1977), presented by Bauer and Jovchelovitch (2004), guided by the five pillars of the study: the Subject aspect, as guiding point for the analysis; Corporal aspect, as component and integrant element of an individual and of the dance; the Dance while seen as forming and guiding practice for the individuals researched; the Complexity aspect; and finally the Instructor and Professional Formation, emphasizing the self formation process. The results showed how the dance has changed their perception of their own bodies and the whole corporal aspect, leading to subject-actor body point of view, and no longer from a strictly mechanic perspective. The teaching trajectory was defined by the new evaluation of the body through the Dance bringing the individuals researched to a dialogical-reflexive teaching practice that motivates self consciousness, humanization and automatization, in the context of their background experiences and the environment they act

Prática pedagógica interdisciplinar na escola fundamental: sentidos atribuídos pelas professoras

Ce travail s'inscrit dans le cadre du débat autour de l'organisation du corps enseignant dans l'Enseignement Fondamental. Son objectif est de couvrir les limites et possibilités de la mise en application de la pratique interdisciplinaire dans les cycles I et II de l'enseignement fondamental à partir des sens attribués, par les enseignantes, à la pratique interdisciplinaire développée par elles mêmes, à leur école. L'étude défend la pratique interdisciplinaire non pas comme étant descriptive mais construite dans le vrai contexte de l'école. La méthodologie utilisée est basée sur les principes théorico-méthodologique de l'entretien compréhensif et de l'analyse de contenu. Parmi les principaux résultats de l'enquête, ressortent les limites pour la pratique de l'interdisciplinarité, situées dans le champ théorique en ce qui concerne l‟incertitude théorique sur le terme et sur le non-accès à des théoriciens qui puissent discuter la question et sur le champ de l'organisation du travail pédagogique, qui ne prévoit pas d'espace de travail collectif entre professeurs des différents terrains de la connaissance. Les possibilités proportionnées par la pratique interdisciplinaire se trouvent dans sons importance pour élargir la vision de monde du professeur et de l'élève, dans son potentiel de formation continue, pour motiver la quête à des nouvelles connaissances, des nouvelles formations pour l'élève et professeurs pour qu'ils agissent auprès des difficultés de manière plus compétente et critique. Il signale la nécessité d'un besoin institutionnel en ce qui concerne la formation continue des enseignants et l'organisation de l'espace/temps de l'école de façon à motiver les professionnels à la recherche et à la consolidation de connaissances autour de l'interdisciplinarité et des multiples champs de la connaissance ainsi que le travail collectif

Histórias de leituras e de leitores: práticas e representações de leitura em narrativas de professores de diferentes disciplinas escolares

Nous avons pris comme point de départ le préssuposé que en exerçant ses practiques de lecture en salle de classe, les professeurs récuperent des signes de ses expériences socioculturelles par rapport à la lecture, construites au long de ses trajectoires. Indépendemment de sa discipline scolaire, la mémoire de ces expériences interviennent certainement, de manière positive ou négative, dans la médiation de la formation de l élève lecteur. C est donc, par l articulation entre les perspectives de ses études qui parlent sur l histoire de la lecture, narratives (auto)biographiques et formation du professeur que je prétends récupérer et reconstruire, par les narratives de lectures racontées par les professeurs de différentes disciplines scolaires, les processus d appropriation de la lecture en considérant ses tactiques d accès et d utilisation des matériels écrits en circulation dans les groupes sociaux auxquels ils appartennaient. Pour ça ce travail s inquérit : Quels models de lectures émergent dans les narratives de professeurs de différentes disciplines scolaires ? Comment se manifestent-elles les représentations sur sa performance pour la formation de l élève lecteur ? L objectif central est d inférer les rapports existants entre des expériences de lecture et la médiation dans la formation de lecteurs. Douze professeurs de l éducation de base des écoles de la ville de Belém y ont participé. Le corpus est constitué par les transcriptions de deux genres d instruments: douze interviews narratives et deux groupes de débats. Les analyses montrent deux grandes fases de la rencontre avec la lecture : une antérieure à l école et l autre à partir de l école. Ces fases montrent des pratiques et des représentations de lecture hétérogènes différenciés par rapport à ses aspects fonctionnaux. Elles revellent encore que la formation du lecteur professeur et élève se lie, d abord, à la constitution culturelle de l homme, marquée, fondamentalement, par son interlocution avec l autre. La famille, l école et le lieu de travail se présentent comme des espaces qui impriment des marques profondes dans le rapport avec la lecture. Malgré ça, le même matériel écrit, un fois mis en scène le lu dans ces espaces n ont pas de significat coincidents pour les différentes personnes qui s en approprient. Cette raison montre la possibilité de la construction d une histoire de la lecture, basée pas exclusivement à la description des matériels lus pendant le cours de leurs vies, mais surtout, sur les indicateurs de ses différentes manières de lire. Cette trajectoire exerce de cette façon une forte influence sur la prise de décision et les manifestations du travail du professeur en situation de salle de classe. Comme ça on peut conclure, premièrement, que les représentations et pratiques de lecture se sont constitués et se sont (re)configurés dans des différentes formes, concepts, temps et espaces, dans un entrecroisement de différents discours. Deuxièmement que la reflexion sur les mémoires de lecture a resulté un nouveau regard des participants sur son travail de professeur et a confirmé l hipothèse selon laquelle la production des narratives autoréférencées offre, à qui les narre, la possibilité de transformation des représentations du sujet avec lui-même, avec l autre et avec le monde, ce qui démontre l importance de la recherche (auto)biographique comme méthode d investigation en éducation et sa contribuition pour la formation des formateurs de lecteurs dans des différents domaines de la connaissance , comme territoires constitutifs du sujet et de ses pratiques sociales, à l école et ailleurs

Itinerário educacional de uma aluna cega e a busca pela imagem adaptada

The scope of this study directs an investigation in search of how the blind person learns knowledge at school mediated by the image in context of an inclusive education and how it can be (or is) triggered by the adaptation of images to the tactile seizure of the blind person and his correlative process of reading. To achieve this intent we choose a qualitative approach of research and opted for the modality of case study, based on the empirical field of a public school in the city of Cruzeta, RN and as a the main subject a congenitally blind female student enrolled in high school there, focusing, often, on the discipline of geography in its words mapping. Our procedures for construction of data are directly involved to the documentary analysis of open reflective interview and observation. The base guiding theory of our assessments is located in the current understanding about the human psychological development of its educational process inside an inclusive perspective, of contemporary conceptions about the visual disability as well of image as a cultural product. Accordingly, the human person is a concrete subject, whose development is deeply marked by the culture, historically built by human society. This subject regardless of his specific features, grasping the world in an interactive and immediate way, internalising and producing culture. In this thinking, we believe that the blind person perceives in multiple senses the stimuli of his environment and acts in the world toward his integration into the social environment. The image as a product of culture, historically and socially determined, appears as a sign conventionally used as an icon that in itself concentrates knowledge of which the student who does not realize visually himself and his surroundings cannot be excluded. In this direction, the inclusive educational process must build conditions of access to knowledge for all students without distinction, including access to the interpretation of the images originally intended for the seizure strictly visual to other perceptive models. Based in this theory and adopting principles of content analysis, we circulated inside the interpretation of the data constructed from the analysis of documents, from the subject speeches, from records of the observation made in the classroom and other notes of the field daily. In the search for pictures on the school contents, adapted to the tactile seizure of blind student, was seen little and not systematic in practice and teaching at the school. It showed us the itinerary of the student life marked by a succession of supports, most of the time inappropriate and pioneers in cooling the construction of her autonomy. It also showed us the tensions and contradictions of a school environment, supposedly inclusive, that stumbles in search of its intent, in the attitudinal and cumulative barriers brought, because of its aggravating maintenance. These findings arose of crossing data around of a categorization that gives importance to 1) Concepts regarding the school inclusion, 2) Elements of the school organization, educational proposal and teaching practice, 3) Meaning of the visual image as the object of knowledge, 4) Perception in multiple senses and 5) Development and learning of the blind person before impositions of the social environment. In light of these findings we infer that it must be guaranteed to the disabled person removal of the attitudinal barriers that are against his full development and the construction of his autonomy. In that sense, should be given opportunity to the student with visual disability, similarly to all students, not only access to school, but also the dynamics of a school life efficient, that means the seizure of knowledge in all its modalities, including the imagery. To that end, there is a need of the continued training of teachers, construction of a support network in response to all needs of students, and the opportunity to development of reading skills beyond a perspective eminently focused in the sight

A participação dos sujeitos e a reflexão coletiva das práticas na formação docente

Cet article propose, à partir d'une analyse de trois expériences différentes de la formation des enseignants, voir la pratique de l'enseignant comme une réalité et la comprendre, dans cette perspective, dynamique, génératrice de contenu et possible d être transformée. Une étude menée par un groupe de chercheurs de Sao Paulo do Potengi / RN avec des enseignants des écoles municipales dans les années 70, la mise en oeuvre du projet de réorientation curriculaire par le Bureau d Éducation de la ville de São Paulo - SP en 1989, et le cours Pédagogie de la Terre à l UFRN créée en 2002 sont pris en compte dans ce travail, comme des références dans la formation des enseignants qui démontrent à la fois les référentiel théorique et les actions développées sur la pertinence des réflexions par rapport à l'enseignement pratique comme point de départ quand on cherche à transformer l'école. Du matériel de lecture sur la manière dont ces processus de formation des événements a été possible de détecter la présence de deux éléments qui semblent être importants: la participation des personnes concernées et le reflet de leurs pratiques. Nous avons cherché à comprendre comment ces éléments apparaissent dans la pratique de deux étudiants du cours de Pédagogie de la Terre au cours de leurs classes de stage, en cherchant à identifier la façon dont ils font avancer ce point de vue de ce qui se passe dans le processus de formation. L'étude fait remarquer que la participation des sujets comme la réflexion collective des pratiques peuvent être cruciale pour la compréhension d'un enseignement qui peut être dynamique et de transformation des sujets, et qu elle peut se passer dans un processus de construction collective du savoir marquée par une refléxion et d une manière critique de faire et réflexive d'elle-même dans l'autonomie scolaire, améliorer la qualité de l'enseignement et le renforcement de l'enseignant et de l'élève comme des sujets actifs dans la reconstruction de leurs connaissances

Representação social sobre educação inclusiva por professores de Cruzeiro do Sul - Acre

Nowadays the discussion about providing a quality education for all students is more and more recurrent, including for those who have special educational necessities. The discussion increases regarding that it is not enough to include these students in the regular school, but also to provide conditions of learning and development. This requirement implies changes in the educational system, as well as in the teachers‟ everyday; and these changes manifest themselves through the complexity of the functions which are assigned to the teachers and the school. The news that are generated from the perspective of the inclusive education asks for new formative models for teacher‟s performance, once he tries to (re)build knowledge, knowings and doings among troubles and conflicts as a way to decrease the impact caused by the necessary transformations. This research approached this context in order to understand the social representation about the inclusive education from teachers who work in the regular public school system in the Municipality of Cruzeiro do Sul, State of Acre. To approach the symbolic content, we elected the Multiple Classification Procedure (MCP) as the methodological approach. For that, it was necessary to apply the Technique of Free-Association of Words (TFAW) to 60 participants what provided data to the first step of the chosen methodological procedure. The criterion of choice of the participants took into account if they dealt with student who has special educational necessities and with public schools. Later, we applied MCP to 50 teachers from specialized course in inclusive education subgroup 01 and 30 teachers who has no specialized formation subgroup 02. The collected data from this step was examined through multidimensional and content analysis for a better understanding of their symbolic dimensions. The results from the multidimensional analysis showed that the subject inclusive education‟ for subgroup 01 involved the following facets: circulating discourses that meant the naming of the characteristics that teachers think indispensable to inclusive education; teachers in relation to the inclusive practice that was focused on the relation between teaching and included student, and repercussion to the student that showed the advantages that the inclusive education provided to the student who has special educational necessities. Subgroup 02 dealt with the following facets: characteristics of the included student that approached teachers‟ view on this student; negative aspects that regarded the naming of the obstacles in the achievement of inclusive education; and teacher‟s relations to the inclusive education that approach professional, affective, and formative elements. The content analysis revealed four categories: disagreeing concepts; conception of inclusive education; dimension of the teacher‟s inclusive doing, and difficulties and resistance to carry out the inclusion of a student who has special educational necessities in the regularschool. Both analyses multidimensional and content one showed that the constitution of elements in a social representation of inclusive education was a mixture formed by the characteristics of this sort of education and the school integration, materialized on the figure of the different‟ student. The representational field of the subject inclusive education‟ was associated to the social representation of the student who has special educational necessities, making clear the deficiency/ difference, and causing the difficulty of the teachers in achieving what they say about the phenomenon

Como vão se formando os professores em física e química: embates entre o ser, o ter e o fazer na formação de licenciandos da UFRN sob a perspectiva da teoria das representações sociais

The purpose of this work is to approach and understand the Social Representations (SR) (MOSCOVICI, 2003) about Physics and Chemistry from people who are major in these courses, as well as their Social Representations about teaching . We took as principle that approaching these representations it would be possible to relate their symbolic contents, in order to show how people who are following the first segments of bachelor degree courses in Physics and Chemistry become teachers, taking into account a psychosocial view. Two source of data was used during this research: Free-association Technique FA (ABRIC, 1994); and Multiple Classification Procedure (MCP) (ROAZZI, 1995). The analytical treatment of the collected data from FA was done according to the proposition of Grize, Vergés and Silem (1987 apud ABRIC, 1994, p. 66). MCP data were analyzed through MSA (Multidimensional Scalogram Analysis) and SSA (Singular Spectrum Analysis) methods associated with the Facet Theory (BILSKY, 2003). The discourses of MCP discussing groups at the moment of explanations were studied by Content Analysis as it was proposed by Bardin (1977) and Franco (2005). Indicative of an approach to the relations with knowledge (CHARLOT, 2000), the connections which aroused from the analyses showed that the group of future majors in Physics thought that this scientific field was based on a rationalist conception, influencing the idealization sense of the phenomena to be explained by Physics. Thus, Physics as school content started to require the student of the fundamental and high school to think abstractly as a cognitive skill of learning. The identifying elements observed in the relations between SR about Physics and Teaching aroused from the antagonism between future majors and their teacher, as well as from the speculation between their fundamental and high school students and themselves, mainly when they had to face the act of teaching due to the obstacles imposed by the own educational system, and by the weakness of the initial preparation. The group of future majors in Chemistry, through its discourses, showed these relations when they conceived empiricist Chemistry and said that teaching was the way of transmission of this knowledge, and didactics of Chemistry teaching was the direction to learning through pedagogic methods in order to lead the students to discoveries. The psychosocial contents which were built and showed from the symbolic relations in the studied SR achieved the relation of identity. This relation revealed identifying elements for these people, resulting from the traffic between their condition as students of Chemistry, and as teachers regarding their work, what placed the current relational contents in the teaching space, named as Knowledge changing and Adaptability . In order to study emerging questions in the discussing environment about formation and teaching professionalization, we focused the psychosocial view on this traffic and managed to observe epistemological practical and pedagogic obstacles that limited a configuration of the teaching work as a professional activity, especially from the particular conditions which led the relations of senses to Physics , Chemistry and Teaching ; and Chemistry and Physics as it was seen in this research. Generally speaking, we noted that these obstacles can denounce such obstacles concerning to the pedagogic doings which mainly impair the learning process of fundamental and high school students

Teorias implícitas dsos estudantes de Pedagogia sobre a docência nos anos iniciais do ensino fundamental

Esta tesis (desarrollada en la Base de Pesquisa, Formação e Profissionalização Docente da UFRN) concentra su ámbito de interés en el problema de la formación, de la profesionalización del pensamiento del profesor, buscando investigar las Teorías Implícitas de los estudiantes del Curso de Pedagogía sobre la docencia en los años iniciales de la Enseñanza Fundamental. La emergente necesidad de términos acceso a las Teorías Implícitas de estudiantes de Pedagogía (futuros profesores) sobre la docencia en los años iniciales de la Enseñanza Fundamental, a través de un instrumento de pesquisa que posibilite su aplicación en varios contextos formativos para contribuir con su proceso de profesionalización docente, constituye el problema analizado. La pesquisa tiene como objetivo elaborar un instrumento investigativo para estudiar las Teorías Implícitas de los profesores sobre la docencia en los años iniciales de la Enseñaza Fundamental. La complejidad del estudio nos ha llevado a integrar diferentes procedimientos metodológicos, según orientación del paradigma sociocultural, tales como: estudios exploratorios, a través de la revisión bibliográfica de la literatura especializada y técnica de trabajo creativo en grupo; técnicas normativas y psicométricas. A través de los estudios exploratorios identificamos y configuramos tres teorías profesionales de la docencia en los años iniciales de la Enseñanza Fundamental, las cuales presentan una importante relación con el Estado: la docencia como actividad laica, la docencia como actividad técnica y la docencia como actividad profesional. Para la configuración de la teorías, definimos siete subdominios estructurales de la docencia: función docente, concepción de aluno, contenidos de enseñanza, gestión de aula de clase, proceso formativo, condiciones de trabajo y naturaleza del grupo profesional. El cuestionario normativo ha sido el instrumento orientado para investigar las representaciones de los estudiantes a nivel de conocimientos establecidos y reglamentados por la cultura, como condición básica para investigar sus Teorías Implícitas sobre a docencia. El estudio ha constatado que los subdominios determinados para la comprensión del objeto de estudio están presentes, de manera reincidente, en la literatura especializada como los son representativos en las identificaciones de los estudiantes investigados. Hemos concluido que las teorías configuradas para caracterizar la profesión docente en los años iniciales de la Enseñanza Fundamental hacen parte de la estructura de conocimientos de los estudiantes sobre la docencia, aunque los enunciados de las teorías, como actividad laica y como actividad técnica, no presente índice de tipicidad y de polaridad muy significativo cuanto aquellos relativos a la teoría de la docencia como actividad profesional. Las Teorías Implícitas de los estudiantes enseñan que ellos comparten elementos o rasgos de todas las teorías de la docencia, aunque se revelen más predispuestos a la docencia como actividad profesional. El estudio orienta la aplicación del cuestionario reglamentado a un grupo de profesores actuantes en el nivel de enseñanza en cuestión, para que averigüemos si los enunciados que hacen parte de la estructura de conocimientos de los profesores son los mismos que componen la estructura de conocimiento de los estudiantes, de modo a fortalecer la validación de nuestro instrumento de pesquisa

Estudos da relação entre fromaçãodocente e desenvolvimento do pensamento: redimensionando o olhares

Este trabajo trata de un estudio sobre la relación entre la formación continuada de los profesores y el desarrollo del pensamiento teórico. Es nuestro objetivo comprender la relación entre la formación profesional de los profesores de los años iniciales de la Enseñanza Primaria y el desarrollo de su pensamiento. En términos específicos pretendemos reconstruir los procesos formativos de las profesoras, identificando sus necesidades y los elementos que interfieren en su práctica pedagógica; diagnosticar la fase del desenvolvimiento del pensamiento y dar inicio al proceso formativo de desenvolvimiento del pensamiento; además de analizar la conexión entre ese proceso y la elaboración conceptual, tomando como referencia el concepto de pensamiento. La referencia empírica se constituye de profesoras de la Escuela Municipal Professor Arnaldo Monteiro Natal/RN, que actúan en los grados iniciales de la Enseñanza Primaria y da Educación Infantil. Para desencadenar el proceso investigativo utilizamos como referencial teórico el materialismo histórico-dialéctico como método para análisis de los fenómenos, por entender que a través de esa lógica es que podremos buscar los elementos que nos darán sustentación a una mediación pedagógica que puede posibilitar mayor eficacia en la comprensión de los fenómenos. Recorreremos a pesquisa colaborativa, una vez que es nuestra intención desenvolver una acción investigativa compartida, teniendo en vista buscar medios para resolver los problemas que la práctica pedagógica nos impone. La investigación colaborativa posibilita al sujeto partícipe reflexionar, ser investigador y co-constructor da su práctica. Así, algunos procedimientos metodológicos fueron considerados adecuados para que pudiésemos alcanzar los resultados deseados, como Reuniones, Sondeado Diagnóstica, Ciclos de Estudios Reflexivos, Sesiones Reflexivas y la Autobiografía de Formación. Ni todas las profesoras están en el nivel de elaboración conceptual, en función del proceso vivido a lo largo de nuestras vidas, aún así, toda a trayectoria de la pesquisa posibilitó la descubierta de aspectos significativa sobre nuestro objeto de investigación. Para hacer el análisis de ese proceso nos utilizamos de las teorías de Vigotski, Guetmanova, Kopnin, Rubinstein. Podemos decir que, en la perspectiva de la colaboración, la reflexión sobre la práctica puede desencadenar una nueva mirada del profesor sobre su proceso de formación, el desenvolvimiento de su pensamiento y la acción desarrollada con su alumno. No fue posible verificar, en la práctica, los resultados de nuestro trabajo, ya que, ese no era nuestro objetivo, mas nuestras fallas presentan mudanzas teóricas significativas. Entretanto, resaltamos que las conclusiones a que llegamos están lejos que se acaben , una vez que es un tema complejo, que puede posibilitar el surgimiento de nuevos estudios, de nuevas pesquisas, de nuevos conocimientos

Dimensões didática, afetiva e formativa de docência que tecem as representações sociais entre licenciandos da UFPI

This study intends to analyze the social representation of teaching for students of first years of undergraduate courses in Education, Letters and Biology. The field of this research was the Federal University of Piaui - Campus of Picos in 2009. To reach the objective proposed above, was used the theory of social representations to the seizure of the elements which constitute such representations according to Moscovici and colleagues, considering the contribution of Abric with his Theory of Central Nucleus and Wagner with the Theory of Sociogenesis. Data were collected in two phases: first, through the Technique of Free Association of Words (TFAW) of which 100 subjects evoked representations of their teaching through the inductor terms 'to teach', 'student' and 'teacher'. For those data we used the EVOC software that promoted to detect the elements of the core and to conclude that the social representation of teaching is one of the work performed by a master / teacher who transmits, directed to an apprentice who learns, confined to the school involving the student with all his virtues to be smart, interested and dedicated, and teacher to be friend, wise bearer of knowledge and also intelligent. Then, using the Multiple Classification Procedure (MCP) only 10 subjects made ratings of 25 more evoked words in the first phase, for the analysis of data from the MPC with the use of the SPSS software we used Multidimensional Statistical Analysis (MSA) for the Free Classification we found three dimensions of Social Representation of Teaching: The Didactic, that focuses on teacher and student being superimposed, meaning the inseparability of these elements, the Affective, which presents the elements inherent in teachers with love as the strong point of this dimension, and the Formative, that is as ambiguous as ambivalent because it sees the teacher as a professional directed to help students get an education; for Directed Classification with Similarity Structure Analysis (SSA), we learn that teaching is a profession that materializes in the classroom, which is extremely true because the action happens in this teaching space, supposing a caring, loving, cheerful, capable, apt, patient, partner, responsible, dedicated, committed educator, who has wisdom and knows how to teach and help students through dialogue to there study and learning. All of it s necessary to occur the result of teaching, which is education in a disciplinary manner. The results point to a very traditional social representation of what is the role of teachers, the role of students and the role of the relationship itself between teaching and learning through the act of teaching. With this statement, we can confirm that the structure of Social Representation of Teaching for the investigated subjects reflects the sociogenetic conditions that engendered them, and that these conditions permeate their structural organization, in particular time-context in which social representation was captured

Pensamento teórico e formação docente: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

PENSAMENTO TEÓRICO E FORMAÇÃO DOCENTE: apropriação de saberes da tradição lúdica na perspectiva da teoria da formação das ações mentais por etapas de P. Ya. Galperin

The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education

Avaliação da aprendizagem no curso a distância de licenciatura em ciências biológicas da Universidade Estadual de Pernambuco

In contemporary society, distance education is expanding, especially in the offering of courses of initiatory professor training. By the side of possibilities, there is the need to critically reflect on the government decision to finance, and even to incite distance education, as a more economic way to achieve, within different time and space, the greatest quantity of the population, trying to fill the gaps of the Brazilian school education. The research was made in the Biology Bachelor Course offered by the Pernambuco University (UPE), in the context of the Presential Support Pole of the Paraiba State University, located in the city of Campina Grande. Along this study, we intend to analyze the evaluation practice and the instruments of valuation available in the virtual environment of learning (AVA), used by the former professors in the learning evaluation of the contents offered by the reference course. The relevance of the discussion is to reflect about the results of distance education in the initial of the professor training. To perceive the possibilities and limitations concerning the technological resources available at the educational process, especially to the evaluation practice, is primordial in order to comprehend the contents of learning that can be explored by the professors and which is the dialogical relation that is firmed between professor, preceptor and student, in favor of the learning development and an effective and meaningful education. The qualitative research had the symbolic interacionism as a methodological-theoretical approach. We gathered informations through institutional documents, documental records, questionnaires and semi-structured interviews. Treating and analyzing the data we used the content analysis method (Bardin, 1977). As a theoretical basis, we relied on authors such as Zabala (1998, 1999), Aretio (2002), Hoffmann (2003, 2005), Silva, M. (2003, 2006), Belloni (2006), Luckesi (2008), Silva, J. (2008), Vasconcelos (2008) and Domingos (2009). It was evident the need to reflect about the educational practice of the professors and preceptors responsible for the academic distance learning, concerning the evaluation of the learning contents in a autonomous and innovatory way, identifying its influence in the development of values which are considered vital to a complete professor upbringing. The evaluation in a mediator approach is necessary to the reality of an online classroom, because of its character to promote the improvement of the action of the one who is teaching and the one Who is learning in an interactive, collaborative and cooperative perspective, seeking a transformative praxis. Involved in this formation, the bachelors will be able to promote the development of capacities and skills necessary to the complete learning of theirs future students, certifying the education for life, which is a perspective that includes the knowing, the knowing how to do and how to be, a living being with sustainable relations with the others and with nature

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