1000 resultados para Problemas brasileiros Estudo e ensino (Pós-graduação)
Resumo:
This thesis is a result of a research on Natal/RN as a tourist destination. We understand that cities are chosen as tourist destinations beyond its cartographic localization, from other dimensions of meanings that, in its set, constitute images. These images are, probably, very different of the images constructed by native and resident populations, who possess relations of identity with the place. The knowledge of the meanings that others attribute to this city as tourist destination, bring us near to the symbolic bonds established by individuals or social groups on the act of their choices, as well as bring us near to the interaction process city-tourists where the expectations are confirmed or not. The images divulgated by the media also participate of the complex formation of the tourist image that is being constructed and available for the different public, in different social contexts. The tourism constitutes a symbolic asset of the modern society, being considered by the studious, as one of the most expressive phenomena of the modernity, for involving each year displacement and the interaction of thousand of people of different cultures in the entire world. All this people s mobilization points to practical social related to personal motivations, to the entailed desired to the idea to travel and to exceed borders. It is already consensus that tourism is a phenomenon of economic growth, generating jobs, income, professional, qualification, bringing improvements for the host cities. Since 1995, in Brazil, the tourism as a sector of the economy, passed to be considered one of the national priorities, and in this perspective, the national politics of the tourism invested in infrastructure of Brazilian cities with high tourist potential, objecting to increase the flows of Brazilian and foreign tourists. Owing to this fact, the country still invests in programs of tourist marketing, mainly divulging the images of the natural beauties of Brazil abroad. And for Brazilians, the campaigns appeal to rescue the feeling to be Brazilian, associating the idea to travel and know its country. Natal city possesses an excellent positioning in the tourist marketing, being predominantly divulgated in national and international level, for its naturalistic singularity, where the images of its natural enchantments as warm water beaches, white dunes, warm weather, constant breeze and an always blue sky are shown as the favorite scene on this city. From what was viewed above that the choice of a tourist destination articulates from a determined imaginary of a place, already constructed or in process of construction, we consider the knowledge of this imaginary a basic learning for the population of the city and especially, for educators, in the formation of professionals in this area and for tourism managers, elaborators of public politics. Based on this estimative, we developed this research that had as a general objective to identify the images that illustrate Natal city as a tourist destination - our objective of study, particularly the meanings and senses attributed by the tourist marketing (hotel s folders) and by the tourists that visited the city during this study. The discussions and reflections that had guided this research had been given from the theoretical link between imaginary and social representation, also considering some interfaces between the fields of communication and symbol. From the studied authors, Baczko (1985) clarifies that the study of social imaginary is directed for the mechanisms and structures of the social life, especially for the intervention accomplishes and efficient of the representations and symbols in the practical collectives, as well as in its direction and orientation . Following this same thought, Moscovici (1978) says that the social representation are produced in communicational and symbolic contexts, and these representations once that already constituted circulate socially as almost tangible entities. Based on this fundament and on the analyze of Barthes (1990), particularly in the approach given to the reading of photographic image, we could observe on hotel s folders that each page evidences senses and meanings of functionality of internal and external spaces, pointing to the way of leisure offered by the keepers of city which is the hotels. About, the leisure that they offer, it is directed to young public, giving meaning to the young myth of personalized leisure tourism on children, young and adults images. The image about security that hotels offer and the singular image of Natal city as a paradise place, provide an idealization of pleasure through the sun, dunes, and beaches and also due to the hospitability of the natives who are assigned as educated . For the tourist that participated on this research, Natal city is tied only by the imaginary of leisure and nature which constitute the emotional link of the relation media-city-tourist. And with such force and fullness of directions the city discloses without tensions and contradictions as a place protected by a mythical and sacred aura. The study also demonstrates us that the potiguar culture remains (almost) forgotten, due to the silenced in this imaginary. In this perspective, we highlight that this culture silence is very close related to the disvalue of education in its general meaning. We defend that the imaginary apprehended constitutes a new reading and a new looking and understanding the tourist reality that comes historically consolidating in this city. In this direction, we glimpse that this study and its future dismemberments can collaborate with the process of rescue the cultural values of the potiguar people, in the way that the meaning of tourist may be redefined, and the tourist image of the city can be also disclosed for its identities particularities of its culture
Resumo:
La investigacin fue realizada con profesores de los aos iniciales de la enseanza bsica, alumnos de la carrera de Pedagoga Licenciatura Plena del PROBSICA de Cear-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiacin de esa habilidad, segundo las siguientes perspectivas tericas: histricocultural, de L.S. Vygotsky, teora de la actividad, de A.N. Leontiev, y la teora de la asimilacin por etapas mentales, de P. Ya Galperin. La metodologa se desarroll organizndose en tres etapas: el diagnstico inicial, con el anlisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientacin del aprendizaje, el control y la evaluacin del desarrollo; y el diagnstico final, con el anlisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizacin de los sujetos de la investigacin, el planeamiento de enseanza de los profesores y el diario de clase, donde se registraba lo que ocurri en cada orientacin y realizacin del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de enseanza de los conceptos. Durante el proceso de enseanza y aprendizaje, los profesores han expresado sus dificultades, pero tambin las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el anlisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de enseanza con la definicin y con la identificacin, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos lgicos y las categoras del planeamiento (objetivos, contenidos, estrategias de enseanza, control y evaluacin). En cada etapa surgieron obstculos, pero tambin aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiacin de nuevos fundamentos tericos. La prctica docente se constituy en un elemento que facilit la comprensin y la apropiacin de las habilidades de planear situaciones de enseanza de conceptos mediante la definicin y la identificacin
Resumo:
Los estudios cerca de las dificultades en el aprendizaje del contenido de la biologa han sido foco de la investigacin diversa que si ten corido a partir de la dcada de setenta del siglo pasado, en consecuencia al movimiento de las concepciones alternativas (MCA). El estudio que se presenta, se atan con el Departamento de Educao da UFRN - Base de Pesquisa Formao e Profissionalizao Docente, como parte do projeto de pesquisa - A passagem do Ensino Mdio a UFRN: estudos sobre o acesso, a permanncia e a qualidade do Ensino Mdio. Los objetivos de esto investigacin, haban consistido en el identificar del contenido explorado en las cuestiones de las Pruebas de la opcin mltiple del Vestibular de UFRN para el cual los candidatos haban demostrado dificultad en el aprendizaje; para analizar si el contextualizao de la pregunta y la presencia de elementos no-literales que haban influenciado en el aumento de la dificultad de la pregunta e identificar los errores ms frecuentemente por los candidatos en estas pruebas. La tesis si configura en dos dimensiones: 1 - El contenido explorado en las Pruebas del Vestibular de la UFRN si distribuya uniformemente a travs de los aos; sendo priorizados procedimentos que exigem demanda cognitiva diversificadas na soluo de problemas; 2- Nessas provas, os resultados dos candidatos, en relacin con el ndice de Aproveitamento, indican la existencia de reas en las quales hay dficit del aprendizaje; qu envolucran las dificultades en aprender el contenido. Los datos de la investigacin haban sido recogidos al partir de las pruebas de la biologa y de la inicial abstracta selectiva de los informes provedo para el COMPERVE/UFRN, del ltimo los ocho aos (2001-2008). En la direccin alcanzar a los objetivos considerados para este estudio, contenta haba sido construido a las categoras del anlisis - (temas, subtemas y procedimientos); ndice de aproveitamento; contextualizao de la pregunta; estructura de la pregunta y el error. Los resultados, qu si configurn de los anlisis de las ocho pruebas del vestibular de la UFRN y los sesenta y cientos envolvement mil, seiscientos y sesenta y cinco candidatos que le haban contestado; demuestran eso: los temas y los subtemas de la biologa para los cuales las dificultades en aprender si est tenido divulgado sea - gentica (hibridismo; fentipo y genotipo; Leyes de Mendel), biotecnologa (transgnicos; clula-tronco) y citologa (qumica de la vida; divisin celular; membranas) y los procedimientos - identificar, analizar la situacin y aplicar concepto, para correlacionar y para interpretar el grfico; los quais no exigem uma alta demanda cognitiva na soluo dos problemas. La presenca de situaes contextualizadas e de grficos en las questiones de las pruebas influenciou en el aumento dos niveles dificuldade da of questo para a maioria dos candidatos, reiterando as of dificuldades of observadas na of aprendizagem dos procedimentos. Los errores principales cometidos para los candidatos haban consistido en no reconocimiento del estndar de la herencia del gnica - mendelian y despus de-Mendel; no del reconocimiento de los acontecimientos de la divisin celular y de las tcnicas en biotecnologa. stos haban reflejado las dificultades en aprender del contenido para algn contenido y en otros sugieren que tuviera la expresin de los conceptos alternativos que los estudiantes construyen en los conceptos. Los resultados sealan la necesidad de una revisin de las preguntas inherentes didcticas-metodolgicas a la educacin del contenido para las cuales las dificultades en aprender si hay tenido presentado
Resumo:
This work aims to describe and analyze the process of the mathematics teacher modernizing in Rio Grande do Norte, in the period from 1950 to 1980. For that, we use as theoretical foundation assumptions of Cultural History and memories of the researchers Maurice Halbwach, Ecla Bosi and Paul Thompson. As methodological tools, we used bibliographical resources and semi-structured interviews, in order to do a historical reconstruct of the mathematics educational scene of institutions and people who taught mathematics in Rio Grande do Norte, or those who participated in the modernization of the teaching of this subject, recovering their training and its practices in teaching. For the analysis of the bibliographical resources, initially we organized in a systematic way the transcripts of the interviews and documents, which were accumulated during the research, so long our thoughts, returning to the theoretical basis of this research, through questioning of knowledge acquired and that guided the problem of our study. The analysis showed that, important moments to modernize the teaching of mathematics in Rio Grande do Norte happened such: (1) Training Course of Lay Teachers in Rio Grande do Norte, in 1965, (2) Course for Teachers in Normal Schools, in 1971 (3) Satelite Project on Interdisciplinary Advanced Communications (SPIAC) in 1973; (4) Lectures of the teacher Malba Tahan, at Natal, from the end of the 50 s, that could be analyzed through the lessons notes of the teacher Maria Nalva Xavier de Albuquerque and the narrative of teacher Evaldo Rodrigues de Carvalho and (5) Courses of the Campaign for Improvement of Secondary Education and Broadcasting (CISEB). Thereby, the modernization of the school s mathematics teaching in Rio Grande do Norte, in the period from 1950 to 1980, was given mainly by disclosure of the Discovery Method and by the Set Theory contents in Teacher Training Courses
Resumo:
The main objective of this research was studying the meanings of the freedom of expression and what professors of Journalism think about the way those meanings are used in pedagogical practices. The term freedom of expression is commonly used in journalism even though it is not so studied, consequently we don t have a word to define it. Therefore, we related the term freedom of expression in Journalism teaching to the condition as the object of this study, aiming to establish a connection among the term, the right, free expression and the endurance of the right. The theorical support to understand the dynamic of the meanings of the freedom of expression in the social practice of Journalism teaching was based in the Hegeliana dialetic theorical principles and in the language philosophy more specifically in Bakhtin s perspective from which we can mention the social auditorium, immediate conditions of production and a wider social horizon as the main categories of analysis. This study is a qualitative research with an interacionist perspective anchored in a semi-structured interview as a privileged method of data collecting made with ten professors from Journalism graduation. The analysis reveals that, in the interviewers perspective, there would be a deceiving practice from freedom of expression in the journalism teaching in which emerges either in speeches with handbills spreading the fear and/or under a stimulus form to concealment
Resumo:
mongst the trends in Mathematics Education, which have as their object a more significant and criticallearning, is the Ethnomathematics. This field of knowledge, still very recent amongst us, besides analyzing an externalist history of the sciences in a search for a relationship between the development of the scientific disciplines and the socio-cultural context, goes beyond this externalism, for it also approaches the intimate relationships betwe_n cognition and culture. In fact, the Ethnomathematics proposes an alternative epistemological approach associated with a wider historiography. It struggles to understand the reality and come to the pedagogical action by means of a cognitive approach with strong cultural basis. But the difficulty of inserting the Ethnomathematics into the educational context is met by resistance from some mathematics educators who seem indifferent to the influence of the culture on the understanding of the mathematics ideas. It was with such concerns in mind that I started this paper that had as object to develop a curricular reorientation pedagogical proposal in mathematics education, at the levei of the 5th grade of the Ensino Fundamental (Elementary School), built from the mathematical knowledge of a vegetable farmers community, 30 km away from the center of Natal/RN, but in accordance with the teaching dimensions of mathematics of the 1 st and 2nd cycles proposed by the Parmetros Curriculares Nacionais - PCN: Numbers and Operations, Space and Form, Units and Measures, and Information Treatment. To achieve that, I developed pedagogical activities from the mathematical concepts of the vegetable farmers of that community, explained in my dissertation research in the period 2000 through 2002. The pedagogical process was developed from August through Oecember 2007 with 24 students of the 5th Grade of the Ensino Fundamental (Elementary School) of the school of that community. The qualitative analysis of the data was conducted taking into account three categories of students: one made up of students that helped their parents in the work with vegetables. Another one by students whose parents and relatives worked with vegetables, though they did not participate directly of this working process and one third category of students that never worked with vegetables, not to mention their parents, but lived adjacent to that community. From the analyses and results of the data gathered by these three distinct categories of students, I concluded that those students that assisted their parents with the daily work with vegetables solved the problem-situations with understanding, and, sometimes, with enriching contributions to the proposed problems. The other categories of students, in spite of the various field researches to the gardens of that community, before and during the pedagogical activities, did not show the same results as those students/vegetable farmers, but showed interest and motivation in ali activities of the pedagogical process in that period
Resumo:
La sparation entre les deux cultures (Snow, 1995) a battu la comprhension du monde, a influenc l'ducation tous les niveaux et a fragment les tres humains dans leur faon de penser et de produire des connaissances. L'accumulation des connaissances hrites ds la naissance de la science moderne au XVIIe sicle, n'a pas t suffisantes pour relever les nouveaux dfis du monde contemporain (Morin, 2000, 2001, 2002a). Maintenant c est le temps de chercher une nouvelle comprhension du monde et des nouveaux faon de comprendre et rsoudre les vnements et problmes de l'ge moderne. La Pdagogie de la fraternit cologique "est dfendue et construite partir d'un point de rfrence cosmologique nouvelle, base sur le grand rcit de l'univers, et inspirs par la vie fraternelle, l'amour, la posie et la sagesse de saint Franois d'Assise (Italie , sec. XII-XIII) et l'exprience des connaissances traditionnelles et la logique du sensible (Lvi-Strauss) de Francisco da Silva Lucas, un rsident de la communaut de Areia Branca, sur les rives du lac Piat dans la ville de Assu, Rio Grande do Norte. Une pistmologie fonde sur le grand rcit de l'Univers rachetera des relations fraternelles entre l'homme et la nature. partir de ces rfrences j ai elabor une nouvelle formation pour les ducateurs, formation interdisciplinaire pour enseigner de l'ducation, dans lequel je dveloppe ce que j'appelle Architecture transdisciplinaire de savoir pour la formation des enseignants, fond sur les principes de la complexit et de la transdisciplinarit. Nous comprenons que notre rle est plus large intgrant l'homme dans l'histoire de l'univers, car le bien de la terre et le bientre de la communaut humaine sur terre peut tre le point que rejoindra l'enseignement de l'avenir
Resumo:
This study examined the training of teachers in service developed by the Integrated Program for the Development of Early Childhood Education in Rio Grande do Norte - PIDEPE / RN - UFRN, whose central focus of action is the action of the multiplying practice within Natal. The methodology used is a reflection on the training strategies of the practice of early childhood education in order to build a knowledge that can be generalized to other formative experiences of teachers. The instruments used for data collection were the desk research and literature from the perspective of qualitative research. The study focused on the instrument were related to the structure and organization of the stage and the process of action multiplying of the infantile practice. We concluded that the process of training needs to be carefully reviewed. It is necessary to rethink the definition of objectives, criteria and tools for continuous evaluation that they wish to maintain and / or setting up on stage. Look not only for the formative role of education but also indicators of professionalization of teaching.
Resumo:
This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.
Resumo:
The work objectified to apprehend the degree of the teachers' concept concerning the territory concept and to intervene with situations of critical reflections to accompany and to analyze the process of conceptual elaboration. It contemplates on the (new)meaning of knowledge and (new)elaboration of the concept in study done inside a pedagogic intervention. The Municipal School Dr. Julio Senna - Cear-Mirim/RN and six (6) teacher-collaborators that taught in the 3rd and 4th grades of the fundamental teaching, constitutes the empiric field of the research. Its theoretical-methodological contributions are built in the studies of Vigotski (2000a, 2000b and 2001) on the formation process and development of concepts; in the methodology colaborate (Ibiapina (2004), Bartom (1986), Kemmis and Mctaggart (1988), Arnal, Del Ricon and Latorre (1992), Pepper and Ghedin (2002), among others) and in the critical-reflexive conception of the Geography (Soares Jnior (2000 and 1994), Silva (1998), Raffestin (1993), Santos (1994), Felipe (1998), among others). The accomplishment of the work presupposed starting from the reflections on the following subjects: which the teachers' understanding in the school space concerning the territory concept? How does happen the process of conceptual construction territory for the teachers? The analysis of the teachers' previous knowledge on the concept in study, evidenced that its apprehensions on the attributes of the referred concept went mentioned the to light of the perceptible dimension of the real-concrete relationships of the reality linked to the degree of the spontaneous concepts and followed by the ideas of the traditional, humanistic and cultural geographical conceptions (positivism and phenomenology), restricting the territory meaning the notion of State-Nation and place of the men's dwelling. In the intervention process, it was verified to real possibility of the acquisition of indispensable scientific concepts to the process of (new)meaning conceptual of geographical knowledge through the continuous practice of the educational formation, when it was evidenced that the teacher-collaborators acquired high degrees of attributions of the significance of the territory concept to the they elaborate generalizations by means of analyses and syntheses of the concept-attribute (essential and multiples) of the reference conceptual in study
Resumo:
The Nossa Senhora da Conceio Seminary, installed in 1894, by Dom Adauto Aurlio de Miranda Henriques, first Paraba Bishop, and the Episcopal Seminary of the Sagrado Corao de Jesus, implanted in 1913, by Dom Jos Thomas Gomes da Silva, first Aracaju s Bishop diocese, were created as a result of lack of an official religious process proposed by the Brazilian Republic Proclamation, in 1889. With the appoint to enlarge the number of priests and change the image of the priest married and unrolled who used to identify the Catholic Church in the colonial and imperial Brazil. Such bishops developed into intellectuals in the government, dioceses and formation priest houses. I take as a study object, for this doctorate paper, the academic formation and priesthood developed in theses seminaries, from 1894 to 1933, once 1894 the year of Joo Pessoa Creation Seminar that was implied the Minor Course (preparation) and the Major one (built by Philosophy and God related studies) and the research limit year of 1933, is concerned about the Major Sergipe Seminary ending, which was created and has worked offering the Minor and Major courses, from 1913 to 1933. Showing the teaching models that guided and leaded the priest formation, referred as Seminaries, and the application result is the objective of this investigation. To comprehend the teaching models seminaries studied, my research line is the Catholic Church theme and priest formation in Brazil. In front of the object and the objective desired, I chose the historical comparative method and the scholars modals notions of Araujo de Barros (2004) and the Sirinelli intellectuals (1996). Such references allowed me to analyze the formation given in the seminary and seminarian participation and actions, included the sequence after the scholars formation. The thesis defended is that the teaching model developed in the Brazilian Seminaries, created after a non official religious process in the Brazilian government, deal with a model of one unique center (Seminary formation and aim pre arranged by Santa S), although adapted, presuming the local reality and formation structure (privileged not only spiritual and moral speaking, but intellectual also), was it responsible for intellectuals generations (teachers priests, educationalist priest, journalists priests and so on) that boost the education in Brazil. During the Republic first three decades, when, in thesis, the Government was becoming free religion, i.e., the government did not subsidize the Church anymore, and the Government, among others aspects, did not received any Church care to help the public teaching in the country. The investigation reveled accede, by bishops and their followers, such as by the Conclio de Trento pre concept, or by the others ideas, leading by the priests formation in Seminaries. By creating and stalling diocese Seminary, Bishop Dom Adauto and Dom Jos went further their functions, by the time they built inside themselves a teaching model thought from the main pedagogic logic, based on several religious exercises, moral and ethic, considered by themselves several knowledge connected to humanity, philosophy and God related studies). Following clearly rationalism principle (the way of teaching, which each subject has its own teacher and this class get together students with the same knowledge, regardless of age) and efficiency (trying to teach the whole content in each class), the Seminaries researched developed a whole education, allowed the structure of a spiritual education, moral and intellectual, for a quality developed by priests, including different levels that they used to performance. Their bottom line, actions and priest matter achievement allowed their broad fulfillment, in the way that priests matter were associated with cultural, educational, welfare assistance, at last, intellectuals
Resumo:
Cette tude appartient l un des principaux dfis de l ducation dans l actualit qui est la production de connaissances concernant la mort comme objet d investigation thorique et empirique dans le domaine ducationnel. Des recherches rcentes signalent le besoin d une ducation contemplant des tudes sur la mort et montrent l cole tel qu un lieu de dbats et reflexions propos de ce thme. Cette reflexion est relevante et fondamentale, tant donn que la mort fait partie du cycle de la vie et se trouve prsente dans les contenus scolaires des diffrents domaines de la connaissance. Ce travail a, donc, l objectif d analyser les signification attribus ce concept mort et la relation qui s tablit entre eux et la pratique des professeurs de l enseignement fondamental. Il adopte en tant que rfrentiel les principes de la recherche qualitative du type tnographique (Andr, Chizzotti et Meksenas), dans une approche socio-historique et en ce qui concerne la formation et le dveloppement des concepts (Vygotsky, Kopnin, Guetamanova et Ferreira). La participation des professeurs a t faite par l observation participante, registres en cahier de bord et application d un instrument de construction de donnes pour l apprhension des significations attribus aux concepts qui sont la base de la pratique de cinq enseignantes des premires sries de l Enseignement Fondamental d une cole publique du rseau d enseignement de l tat du Rio Grande do Norte situe dans la Zone Sud de Natal. De ce fait, les analyses et les interprtations des observations de la pratique dans la salle de classe et des rponses aux quinze questions lies au thme ont permis de construire les significations des concepts qui appuient les pratiques enseignantes de ces professeurs, tout en mettant en relief la fragmentation et la dsarticulation entre les expressions dcrites dans les questionnaires et les pratiques dveloppes en salle de clase. Ces reflexions mettent en vidence la ncessit de re-penser l articulation entre l nnonc et la pratique des professeurs propos de cette thmatique au cours d une formation initiale et continue
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The discussion we have established in this study is about how the practice is developing educational projects based on work with because the methodological choice of the teacher. The study of an ethnographic qualitative approach was conducted with a group of six teachers in two public schools in School Administrative Zone north of the city of Natal / RN. Data were constructed from semi-structured, reinforced by the direct observation of the practice of teaching of teachers. The goals outlined were to identify the reasons why the option for the project, listing the benchmarks that subsidized their construction, the observation of everyday experience in educational planning and development of projects developed. In the light of information we can notice a complex and even contradictory, which is confusing the concepts and practices are weakened. The analysis revealed inconsistencies between theory and practice in working with projects, the fruit of little theoretical development of teachers. The adoption of the project as a methodological option has meant a change in direction of the effective action didactic. Reflects on this situation, it was concluded that there is a need to broaden the understanding of the significance of this type of work, covering the different dimensions that involve the practice of research, research and training of teachers. Even preventing the intentions and initiatives of the teachers, it must be emphasized is the process of learning within an approach that focuses the process of learning in multiple dimensions, inter-relational, both the capabilities of students in the areas of knowledge.
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Metaphorically, research is presented as a journey by sea, having as object of study the social representations of Continuing Education for teachers of elementary school and as aim, to analyze them in comparison of participants from state and municipal systems, located in Natal-RN, Brazil .They have contributed to the achievement of this objective the voices of 158 teachers, the vast literature on training in professional development and the theoretical formulations proposed by Moscovici and colleagues, with relevance to the Central Nucleus Theory advocated by Abric. The corpus resulting from evocations about continuing education, as well as teachers' justifications were submitted to different computer methods/techniques, through the EVOC ALCESTE Programs, respectively, providing the opportunity to highlight a network of interconnections between the likely core and the production of discourse. Although the educational ideologies that underlie social perception of the state teachers are anchored in New School and technicist concepts and the teachers in the city tend to an ideology of social interaction, the choice of working with the symbolic field identified the political-social commitment of groups with the impacts of training on learning of their students
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The following dissertation has as its main advantage the privilege of visualizing the literacy processes through the angle of the functional perspective, which does not see the literary process as a practice solely based on the decoding of alphabetical codes, and then allows for the opening of ample spaces for the allocation of mathematical skills in the realms of the functional literacy. The main object of this study was to investigate which are the contributions that a sequence of activities and of methodologies developed for the teaching of Geometry could provide for a part of the functional literacy process in mathematics of youngsters and adults of EJA, corresponding to the acquisition or to the improvement of skills related to the orientation capacity. The focus of the analyses consisted in the practice of these activities with the young and adult students of an EJA class belonging to a municipal public school of Natal/RN. The legacies of Paulo Freire about the redimensioning of the role of the teacher, of the students, of the knowledge and of their connections within the teaching-learning process, prevailed in the actions of the methodology implemented in the classroom and, especially, in the establishing of dialogic connections with the students, which directed all the observations and analyses regarding the collected information. The results indicated that the composition of articulations between the teaching of mathematics and the exploration of maps and the earth globe enabled the creation of multidisciplinary learning environments and situations, where we could observe, gradually, the development of procedures and attitudes indicating the evolution of space-visual type skills
