Educação continuada como parte da formação do profissional bibliotecário: uma ação estruturante

Enfoca a educação continuada e a sua relação com a formação profissional do bibliotecário. Seu objetivo é refletir como integrar a capacitação contínua à formação desse profissional no contexto brasileiro. Pois, aspectos de ordem teórico-práticos apontam para a necessidade de maior incorporação de procedimentos metodológicos no fazer bibliotecário. Isto se dá em função de que as operações empíricas têm se tornado insuficientes para garantir a qualidade da informação gerada no âmbito de sistemas de informação. Assim, com base em ações-reflexões a partir desse contexto, identificou-se que necessário se faz adotar programas que possibilitem a capacitação desse profissional na formação-em-serviço, para melhor qualificar o processo de geração, transferência e uso da informação________________________________________________________________________________ABSTRACT Focus the continuous education and its relation with the professional formation of the librarian. Its objective is to reflect as to integrate the continuous qualification to the formation of this professional in the Brazilian context. Therefore, theoretician-practical aspects of order point with respect to the necessity of bigger incorporation of research procedures in making librarian. This if of the one in function of that the empirical operations if have become insufficient to guarantee the quality of the information generated in the scope of information systems. Thus, on the basis of action-reflections from this context, it was identified that necessary if it makes to adopt programs that make possible the qualification of this professional in the formation-in-service, better to characterize the generation process, transference and use of the information

Projetos de letramento e formAÇÃO de professores de língua materna

O propósito do livro "Projetos de letramento e formAÇÃO de professores de língua materna" é contribuir para a compreensão dos projetos de letramento, entendendo-os como uma prática recontextualizada pelas atuais demandas sociais, ou seja, uma alternativa que promete priorizar a inclusão, a participação social e o reposicionamento identitário do professor e do aluno, e destacar a importância disso na formação docente e na ressignificação das práticas de leitura e de escrita no contexto escolar.

O domínio da leitura e da escrita : por que não eu?

The study and research field of Education is wide and rich, mainly when it goes towards the empirical area of social reality. This research focuses on young and adult subjects who cannot read or write, although they had had access to and attended schools in Natal/RN. The locus of the research are the Municipal Schools that develop the Youth and Adults Education program EJA, having representatives from the North, South, East and West zones of the city, in a total of 6 municipal schools. It analyzes these subjects' replies to the questions: "Why are there young and adults who attended school but still cannot read or write?", What are the exclusion situations they face by not being able to read or write?". From a dialectic view on the subject, the research's strategy for data collection is the semi-structured interview to collect the replies given by the interviewees; replies that are separated by analysis categories presented charts of ideas. The research's results are analyzed and lead us to the conclusion that the affective, organic, cognitive, social, political and pedagogical factors are mentioned by the subjects as reasons why they can not dominate the reading or writing skills. The youth and adults interviewed are not happy with their school failure; the reading and writing learning is something that eases their social inclusion into a society that privileges such abilities, and that with it they could avoid the social exclusion they faced at school, in the work place, at home, in church, at health centers, on the street, at their children's school and in public assistance institutions

Olhares sobre a formação do professor de matemática. Imagem da profissão e escrita de si

The main focus of this thesis is the formation of a mathematical teacher at a college institution. The general aim is to describe and to analyze the formation process of a mathematical teacher which is an undergraduate student in Mathematics at the Instituto de Educação Superior Presidente Kennedy IFESP, in Natal-RN. It is based on a qualitative ethnographic approach, and has its theoretical anchorage in the (auto)biographical narratives, the social representative theories, and the mathematical education. The number of participants in this investigation was 12 undergraduate students, which corresponds to 25% of the total number of students. The corpus utilized in our analysis included 48 (auto)biographical essays, 12 (auto)biographies (formation's memories), and 12 contextualization files, besides the research's diary. The sources were obtained from the whole program of studies, i.e. from November 2003 to December 2006. The analysis revealed that the reminiscences of the 12 students' academic trajectory influenced their professional formation, since their images of a mathematical teacher were intrinsically related to the one they had before. These representations were being either demolished or constructed in a network along the assertive image of their profession, changing afterwards the mathematical representation and the teaching way of this discipline. Our study also shows that the beginning of their teacher career was marked by mechanical practices influenced by their old teachers. The (trans)formation of themselves and their teaching practices happened in a smooth way as soon as they increased their knowledgements in Mathematics, and it reflected upon the way they learned mathematics. The writing of their (auto)biographies helped the set up of new knowledgements, leaving to a self-consciousness as well as a self-formation, and contributed for the construction of a new way to see and to live the profession. Therefore, a mathematical teacher, for the undergraduate students of the IFESP involved in this work, is made at the interface of the familiar, academic, and professional context, besides the reflexive writings about the formation path, the way of life and the relationships among them

A formação do professor alfabetizador em cursos de Pedagogia: contribuições e lacunas teórico-práticas

To the we assume the disciplines of the area of Literacy of the course of Pedagogy, our intention has been the one of working the literacy, the reading and the writing as alive processes, as social practices inserted in the history, continuators of the subjectivity, done in the culture and producing of culture. The importance of the course of Pedagogy in the teachers' formation is unquestionable; however our goal is to highlight, in this work, the paper of that course in the formation of the teacher alphabetized, while mediator of the literacy process with an inclusive vision. In that to walk, it appeared us the following subject: which the contributions and the gaps theoretical-practices - of degree courses in Pedagogy - experienced for the exits of that course, in the specific pedagogic work of alphabetizing children, young adult and/or our study aims at to investigate, under the perspective of teachers alphabetizer licensed in courses of Pedagogy, the contributions and the theoretical-practical gaps of those courses, in the formation of the educator alphabetizer. In this sense, our work if it bases on the presuppositions of the qualitative investigation that leaves of the foundation that there is a dynamic relationship among the real and subjective world, an alive interdependence between subject and object, an entail indissoluble between the objective world and the subjective (CHIZZOTTI, 1998, p.79). The research is characterized as a descriptive and interpretative study and for the collection of data; the questionnaire, the semi-structured interview and the documental analysis were used. We took the following providences for the choice of Locus and of the subject of the research: it visits to the schools; compatibility of the criteria previously defined for choice of Locus and of the Subjects. For the choice of those schools, we defined the following criteria: that, in your individuality / totality, they were located in integral neighborhoods of, at least three of the four administrative areas of the city of Natal; that, in your individuality / totality, they contemplated the public spheres and private of attendance; that, in the year of accomplishment of the research - 2004 - they were offering infantile education and/or fundamental teaching; this last one gone back to the children of the initial years and/or for the youth and adult of the first levels of the modality of EJA; and that made possible the researcher's access. Front to the particularities of our study object and considering the criteria of choice of the locus, four public schools and three private schools were selected. Like this being, in those schools, we would look for the subject of our work that they would owe: 1) to be working, in 2004, with children's literacy, youths or adults: they as teacher (the), it as coordinator (the) that guides teachers alphabetizer, in public schools or peculiar of the city of the Natal-RN; 2) to be exit (the) of the degree course in Pedagogy, supplied by institutions of superior level (public or matters) of the city of the Natal-RN; 3) to have concluded your course of Pedagogy in the period of 1990-2004; 4) to have, at least, 01(one) year of experience in literacy rooms (TARDIF, 2002). The subjects interviewees concluded your courses of Pedagogy, in the period from 1990 to 2004, in institutions different from the city of Natal/RN, being five to the whole: two public IES and three deprived IES. Of the analysis of the data, the theme emerged, ' teacher's Alphabetizer Educational Formation in Courses of Pedagogy', with the following categories: contributions of the courses of Pedagogy; More important disciplines in the educational formation; Areas / Aspects lacunars of the courses of Pedagogy. The pedagogic practice of the teacher alphabetizer demands a formation from him found in you know educational, requested in the children's literacy, youths and adults. In that work, we defended the thesis that the course of Pedagogy is the locus, par excellence, for that formation, in spite of possible structural limitations and curricular of the referred course. In spite of the countless contributions of the pedagogy course for the formation of the teacher alphabetizer, our data appear for the need of a revision of the proposals curricular of that course, getting the attention for the importance of a proposal formation curricular more gone back to the literacy process / literate and for the social inclusion. We thought that, although insufficient, the teacher's formation in that perspective is a fundamental condition for a practice pedagogic alphabetizer to be promoted, in fact, inclusive and promoter of the school success

Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA

Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educação Básica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranhão - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vitória do Mearim in Maranhão. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vitória do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education

Letramento no trânsito: eventos e práticas na formação de condutores de veículos

In the contemporary society, the language is presented in all social spaces and assumes many different purposes in order to meet the needs that emerge from each of these sphere. In traffic, this reality is not different. To guide vehicles, it is necessary to know, by means of reading artifacts, what the legislation establishes in what concerns the way to act in this domain. Thus, this works aims at describing the practices of literacy held in events of driver trainings and know the expectations generated by drivers/learners from this training. In theoretical terms, it anchors in Literacy Studies, comprehended here as social practices (BARTON; HAMILTON, 1998; KLEIMAN, 1995, 2008; MORTATTI, 2004; STREET, 1984; OLIVEIRA, 2008, 2010; ROJO, 2009; PAZ, 2008). Genre Theory (BRONCKART, 2004, 1999; OLIVEIRA, 2010) and in your multimodal instance (KRESS; VAN LEEUWEN, 1996; DIONÍSIO, 2006). In terms of methodology, it follows the bias of qualitative research, because of its ethnographic nature (BOGDAN; BIKLEN, 1994; MINAYO, 2010; CANÇADO, 1994; CHIZZOTTI, 2005). The research corpus was generated by reading the Brazilian Traffic Code, by observing the literacy events held in Drivers Training Centers of Natal, analysis of course books used in these events, plus questionnaires with open and closed questions and semistructured interviews. The collaborators are constituted of drivers in training, and instructors who work in this field. The analyses show significant contributions regarding the placement more committed of future drivers with the welfare and safety of those who use the public roads, from the practice or reading done during the traffic training. The contribution of this work lies in the possibility to expand the discussion about the language practice uses regarding the training for the traffic, more specifically, the training of drivers of vehicles

As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

A escrita de si na formação em educação física

The Self-writing on the formation in Physical Education Abstract: The objective of this article is to create a field of quarrels about Self-writing on the context of professional graduation in Physical Education, recognizing this writing exercise as a potential way to find what escapes to the knowledge terms and that force the thought to think the consistency of the meeting that across the graduation process. From this point, we want to reach the demands that are excluded in the formation speech - the demands of sensibility - recognizing them as expressions of an incarnate knowledge. Beyond the theoretical skills, the Selfwriting helps us to build a deeper understanding of the professional graduation, not because it play on a speech upon the practices, but for giving opening to the writing of the intensities forged in the meeting between practice and knowledge - where the professional intervention is installs.

As diferenças entre os desempenhos escolares, a relação com os saberes e o acesso à escrita: o que dizem professores e alunos de 5. série

Pós-graduação em Educação - IBRC

Leitura de imagens: as concepções dos professores de educação infantil

Pós-graduação em Educação - IBRC

Leitura, leituras de leitores e leituraleitores: texto e espaço narrativa

Pós-graduação em Educação - IBRC

A prática de uma professora bem sucedida: uma leitura comportamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A literatura infantil como meio para a formação da criança leitora

Pós-graduação em Educação - FFC

Da leitura no impresso à leitura na tela: novas veredas para a formação do leitor na escola

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)