A formação de professores surdos de Libras: a centralidade de ambientes bilíngues em sua formação

The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in these educational institutions for the deaf and our own journey, as a teacher and researcher. The study was conducted on the theoretical-methodological principles of (auto)biographical research in education and socio-historical studies on the social formation of the human. The corpus used for analysis was consisted of six narrative interviews conducted in sign language and transcribed into portuguese, documents and personal files and institutional. The analysis allowed us to define three hinge moments of this story: the creation of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism (1995 to today). The analyzes show that the trajectories of teacher formation of the research participants reflect the history of the three schools which have costituted bilingual social spaces of paramount importance to the subjects and the deaf community as a group of linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate between the two generations of research participants. The generation of heirs of oralism, which had delayed access to the Libras and lived an education referenced in oralism, whose reminiscences of childhood and adolescence are strongly marked by suffering for the lack of communication, which hinders their social and professional career until today. And the generation of the sons of bilingualism, the youngest in age, who had childhood access to Libras and education within the framework of bilingualism, whose reminiscences are not marked by suffering and have a positive vision of the future. With respect to your teacher formation, three figures stand out as a teacher. The teacher's improvised, closer to the first generation of teachers who were called to teach without proper training. The figure of the teacher craftsman, which corresponds to the image that most of them have of yourself now, understanding that their knowledge are based on the exchange between peers. And finally the figure of the real teacher, which stands on the horizon of expectations as future graduates in Letters |Libras. The narratives allowed to realize that the evolution between these figures is based on the contributions of the other: hearing teachers of EDAC and the Federal University of Campina Grande and deaf teachers of the two generations who learn from each other. The analyzes and reflections allowed to defend the thesis of the centrality of bilingual environments for the establishment of the deaf person as a citizen with full rights, based on the voice of the deaf, muted by the history of education, conducted by listeners

A recepção da criança com deficiência intelectual ao texto literário na educação infantil

The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic

Dançando com gatos e passáros: O movimento ecossistêmico da ludopoiese na educação infantil

This study shows the movement of educators ludopoiese ecosystem of the Center for Early Childhood Education Marise Paiva-CEIMAP. We used the metaphorof dance as an opportunity to stimulate scientific creativity. Ecosystem Thought, complex thinking, the theory of autopoiesis and Flow Theory, constituted the main theoretical steps to understand the phenomenon of ludopoiese, from the look of your totalidadem with the following objectives: 1 - Identify and interpret the process of self ludopoiética CEIMAP of Early Childhood Educators in the actions of the play, care for and educate in school life; 2 - Analyze Ecosystem Thought from ludopoiéticos how these processes affect and / or possible changes and transformations in practice humanescenteseducational CEIMAP. The theoretical metodógicos steps to address the proposed objectives are grounded in existential action research part of the appreciation of the complexity of the real, considering the human being a whole dynamic. In this sense the game of sand, recreational experiences, the systematic studies and video training were explored with a view to the transdisciplinary relevance of everyday phenomena. New knowledge acquired in accordance with the directions given indicating the movement of the ecosystem studied ludopoiese educators, involved in four main streams: love, play, care for and raise it from love streamline interdependently. The ludopoiese eachteacher would then be fed by this web generated by love that permeates all other educational activities, nurturing and maintaining a constant creative self-organization of knowledge and know-how to be teachers. Thus, every network that generates andstream lines the system emerges ludopoiético biology of love, the open dialogue and playing in the wishing well to the student, the aesthetic beauty of caring and educating, as a human conditionand relevant as possible to live / live not only in teaching children, but in other educational contexts of teaching and teacher education

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

Em que contextos aprenderam a ensinar os professores que propiciam aprendizagens pertinente à alfabetização?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Lagoa do Piató: a educação como uma obra de arte

A partir de una concepción de la educación como una obra de arte, la disertación revela los estudios realizados en una escuela de la comunidad de Areia Branca Piató, en la Laguna de Piató en Assú, Estado de Rio Grande do Norte. Como una forma de hacer dialogar conocimientos científicos y saberes tradicionales, la investigación establece el intercambio de saberes y afectos sobre todo por intermedio del intelectual de la tradición Francisco Lucas da Silva. Para construir un conocimiento pertinente (Edgar Morin), el que forma parte de un contexto, buscamos aquí la comprensión de una pedagogía viva e imaginativa. La disertación encontró en la Laguna un laboratorio vivo para pensar en una enseñanza educativa y para ejercer el pensamiento complejo. A partir de estudios e investigaciones anteriores, pude organizar lo que considero que se constituye como constelaciones de saberes que permiten dar continuidad a ese eje de investigación que empezó desde 1986 en el Grupo de Estudios de la Complejidad GRECOM. En la construcción de este trabajo, pude aprender valores que creo que son importantes para una educación compleja: la humildad delante de la vida; la abertura para diferentes lenguajes del mundo; el diálogo con la naturaleza; la apuesta en nuestras creencias; el sueño de resignificar a la realidad a partir del lazo entre la profundidad de nuestro ser y el mundo; el uso pleno de nuestras potencialidades imaginativas y creativas; y, finalmente, la vivencia intensa de los sentidos. Partiendo de ese aprendizaje, la investigación teórico‐práctica tuvo como elemento central el desarrollo de talleres sobre el tema del agua con alumnos de la enseñanza básicas de diversas series, y con la participación activa de dos profesoras de la comunidad de Areia Branca Piató. Fueron llevadas adelante experiencias que contemplaron una visión sistémica de la naturaleza, las fotografías, los atelieres, las clases de campo, el arte de educar, la narración de historias y sobre todo las enseñanzas del intelectual de la tradición Francisco Lucas da Silva

Quando as professoras se encontram para estudar matemática: saberes em movimento

This text results of a research in an Education Doctorate about teachers, professional background, formation, teaching knowledge and abilities. In this text, it s described the history of a study group in mathematics education composed by teachers who teach mathematics in the 2nd cycle of Ensino Fundamental (5th year of schooling), all belonging to the same school of the municipal public schools network. It presents the trajectory of the collaborative group, in all particularities, singularities, and the constant search to become collaborative. This trajectory was marked by the stories of it s participants in the ceaseless path to constitute teachers, by the sharing of knowledge, by the process of collaboration, by the thinking about the teaching practice, and by the personal and professional improvement of the teachers that form the group. The interpretative and qualitative research had as its investigation field the study group. The data supplied by the collect instruments indicate us that the collaboration between the teachers, the access to specific knowledge of mathematics area, the reflections about the teaching practice in a given context, are paths that lead to and make possible the re-elaboration of the teaching skills by teachers that teach mathematics to the first years

A videobiografia como dispositivo de pesquisa-ação-formação: uma prática educativa com adolescentes abrigados

The focus of this thesis is a production of video biographies with/by sheltered teenagers. The general objective is discuss the potential production of video biographies while a device of research-action-formation. From de point of view of research, the study interrogates cultural practices that demarcates the passage of teenagers in shelter institutional; From the point of view of action, seeks to identify the modes of appropriation of space for audiovisual creation by teenagers; and, from the point of view of formation, asks the potentiality of audiovisual language while the way from which teenagers can auto-configure themselves responsibly, in the reinvention of places and others worlds for them. The research falls in the intersection of qualitative approach of ethnographic and of research-action-formation. Is anchored theoretically in autobiographical approaches - Pineau (2005); Passeggi (2008); Delory-Momberger (2008); Josso (2010) e Bertaux (2010) - and in the filmic method - Ramos (2003); Wohlgemuth (2005) and Comoli (2009). Participated in the research eleven teenagers members of the production cycle of biographical traces, among these, the three teenagers who advanced to cycles of audiovisual recording life narratives and reflective exercises around produced reports, procedures of which we extract the set of empirical material analyzed The analysis revealed that teens use in under three types of practices: the practices of mess , as way of expression; the practices of evasion , as resistance to restraint the right to come and go, and the practices of claim a regime of "truth" to the institutional environment, which emerge as a survival tactic in the face of paths desvínculos, family abandonment and neglect. The study also showed the appropriation of spaces of audio-visual creation meaningful expression through music by teenagers and encourage dialogue between and with the teenagers and the achievement of reflective exercises focused for awareness of their stories in becoming. These findings show a broader sense the thesis that visual language is a potent mobilizer artifact reflections and empowerment of individuals in situations of social exclusion

O estágio supervisionado como contexto de formação docente específica para educação infantil: o que dizem os formandos sobre suas aprendizagens?

Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice

Alfabetização de crianças e jovens: superando desafios da inclusão escolar

This work has its genesis in the life of a teacher. It contemplates the report of a great story that expresses the political will of anonymous people who sought/seek to overcome challenges and prejudices, a joint effort to make real the right to literacy. The reported story was developed in the Pedagogic Clinic Teacher Heitor Carrilho, Natal-RN which, concerned about the sentence of 'unable to learn the written language' attributed to children and young public school students, decided to invest in overcoming prejudices and fight against school failure of these underprivileged. The problem that motivated the study was thus set up: What particularities characterize a pedagogical practice which aims to teach literacy to children and youth from public schools, considered not capable of learning the written language? What theoretical and methodological procedures are shown as a boost to literacy in the development of a pedagogical practice systematically targeted to reflect the perspective of educating those students in public schools? Aiming to answer these questions, we conducted a qualitative research having as methodology, Life Stories and Research/Formation. For the construction of the data, it was decided to use the participative observation, semi-structured interviews and document analysis. Guided by the principles of content analysis the data analysis was built, from which emerged two categories: theoretical and methodological procedures aligned to the major axes of literacy and Procedures of the specific theoretical and methodological fundamentals of literacy. As subsets of the transverse procedures others were seized: didactic-pedagogic procedures; social affective procedures. Regarding these ones, the research shows the importance of the teacher to build a relationship of listening to the students and their families in order to organize the pedagogical work, looking at multiple dimensions of the subject: the intellect, the creative, the affective, moral, noting that between the methodology and didactics or as part of it, the links built represent great opportunities to promote literacy. Regarding the specific procedures, others were built: procedures that emphasize oral communication, procedures that favor writing and procedures that privilege reading. Under these procedures, the results of research show that you can only promote literacy if the teacher provides the students effective conditions of understanding the principles of alphabetical notation from the use of various kinds of texts, leading them to comprehend and use them in different contexts. Therefore, instructors must meet the learners' prior knowledge, their language, and the learning real needs that will bring new challenges consistent with their possibilities. The research confirms the importance of the Educational Support extra school. However, it is essential to emphasize that it is a function of the school to promote literacy for all students in the early years of schooling. It is recorded, however, that for the implementation of this desire, we must break the school model characterized by a rigid tradition, in which there is only room for those who learn the content taught in a minimum time. Unfortunately, despite the discourse of inclusion and ensuring the right to education, the school remains exclusive and selective separating the school learning of interpersonal relations and social integration and performance. On the one hand, research showed the difficulties of conducting studies and/or strategies that address the particularities of children and young people believed not capable of learning. On the other hand, the political commitment and motivation have increased the perception that it is possible to mitigate the existing deficits in the educational context, beginning with the everyday teaching practice, in which new knowledge can be learned, methodologies can be improved and, despite everything, the educational success can be built

Literatura e educação: o bullying nos contos de fada, uma discussão possível

This study investigates how the reading of fairy tales can be an instrument for reflection on the bullying phenomenon in the live of students. Its relevance is present the work with literature as an alternative to facilitate the understanding of children and young people about this violence practice, on the basis of the discussion moments, mediated in the classroom. Methodologically based in the principles of qualitative investigation, setting itself as a bibliographic research, and linked to the content analysis in order to make inferences and construct interpretations from the study of tales that encourage discussion and reflection about the bullying theme. In this work were selected the following stories: Cinderella 1812) and a One-eye, Two-eyes, Three-eyes (1812) of Grimm Brothers; John-Slapstick (1837), The Storks (1838), and The Ugly Duckling (1844) of Andersen, to make possible a more explicit interface between literature and the bullying theme, providing fertile material for moments of debate. Was taken as the theoretical reference studies of Eco (2003), Jouve (2002), Zilberman (2003, 2004), Lajolo (2001), Rabbit (2008), Bettelheim (2007), Amarilha (2004), Held (1980), Beaudoin and Taylor (2006), Fante and Stone (2008), Middelton-Moz and Zawadski (2007), Olweus (2006), Jares (2002, 2006), Beane (2010), La Taille (2006, 2009) and Piaget (1994). The analysis demonstrated that the characteristics inherent in the literature allow the realization of readings in which the bullying theme can be discussed among students, to contribute positively in the education of children and young people and reflect about violence. This is possible way, especially because of the involvement promoted by the reading of literary texts, allowing that students see, in fiction, possibilities of change

Prevention of Salmonella infection by contact using intestinal flora of adult birds and/or a mixture of organic acids

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Tornar-se professor formador pela experiência formadora: vivências e escritas de si

This thesis describes and analyzes the trajectory of education of an educator-teacher group to become tutor of memorials (final work of the course Normal Superior in Instituto de Educação superior President Kennedy IFESP-Natal-RN). The writing of memorials (self-biographical writing) propitiates to the pupil that writes a reflection on his/her student and professional life, and to whom guides an evolution in his/her professional education. From the methodological point of view, we adopt an etnomethodological perspective of qualitative approach which describes the reality of real citizens inserted in a real situation of education. It is constituted of participants of the research of 32 educator-teachers, deriving of three different areas of academic formation. The instruments of data collection consist of eight life histories, 32 contextualization applications of the participants of the research, interviews with two consultants of the project, as well as some documents. The results of the analyses put in evidence that the education of the educator-teacher goes for two parallel ways: the first deals with the experiences, interactions and elements of daily practice; the second with the academy experiences where the educator-teacher searches the post-graduation courses. The integration of these two ways defines the educator-teacher identity with foundation in knowings that constitute in the exercise of guidance of memorials. The teachers knowings are considered insufficient by the majority and others knowings are mobilized to the knowing to be educator-teacher, memorial tutor. The thesis concludes that the trajectory of the educator-teacher constitutes an educator experience, in the direction of that implies an articulation among the learnings, abilities and knowings, to support the pupil in self-discovery, and that these multiple experiences favor the education of these teachers

UTILIZAÇÃO da PRÓPOLIS E ÁLCOOL ETÍLICO NO CONTROLE DE Salmonella em RAÇÕES AVÍCOLAS

Em quatro experimentos foram avaliados como agentes antibacterianos os produtos própolis em solução alcoólica e álcool etílico, adicionados às rações artificialmente contaminadas com os respectivos sorotipos: Salmonella typhimurium Nalr - Specr, (resistentes ao ácido Nalidíxico e a Spectinomicina) nos três primeiros experimentos e Salmonella agona Nalr - Specr, Salmonella infantis Nalr - Specr e Salmonella enteritidis Nalr - Specr no quarto experimento. As rações foram fornecidas a grupos de 10-16 pintos de corte de um dia. em todos os experimentos os produtos testados foram adicionados na base de 2% da ração. Quando se utilizou solução hidroalcóolica de própolis (exp. 1), seguidas 120 horas após o desafio, detectou-se a presença da bactéria nos cecos. No segundo experimento, testou-se a solução de própolis e seu diluente, o álcool etílico; seguidas 96 horas após o desafio, não foi observada a presença da bactéria nos cecos (< 2,0 log10). Avaliou-se, no terceiro experimento, a ação da solução de própolis e do álcool etílico no tempo, adicionados na ração 14 dias e 28 dias antes do fornecimento às aves. Após 72 horas do desafio, a leitura nas placas acusou a presença da bactéria nos cecos. Dentro deste último período, também se avaliou a ação da própolis em pó (extrato seco) e esse mesmo extrato em uma solução aquosa, adicionados à ração 48 horas antes do fornecimento às aves sendo que os resultados confirmaram a presença da bactéria nos cecos. No quarto experimento avaliou-se somente o álcool etílico nas rações artificialmente contaminadas com os sorotipos S. agona, S. enteritidis e S. infantis, registrando-se contagem zero (<2,0 log10) apenas com o último sorotipo. Os resultados obtidos permitem concluir que o tratamento com a solução de própolis apresentou ação sobre a S. typhimurium somente quando em solução alcóolica, dentro de um período de 48 horas, indicando que o efeito bactericida se deveu ao álcool etílico presente na solução. A ação do tratamento com o álcool etílico sobre os demais sorotipos demonstrou resultado parcial sendo observado efeito bactericida nos sorotipos S. typhimurium e S. enteritidis artificialmente inoculados na ração.

Occurrence of Salmonella sp in laying hens

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)