Narrativas de Formação de Professoras dos Anos Iniciais do Ensino Fundamental:Concepções e Construções de Necessidades Formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system

Narrativas de formação de professoras dos anos iniciais do ensino fundamental: Concepções e construções de necessidades formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system.

A aprendizagem na convivência:o estágio curricular em enfermagem

This is an analytic research of a qualitative nature whose purpose is to examine the learning process involving students of the Nursing Program of the Universidade Federal do Rio Grande do Norte UFRN who are attending the Supervised Clerkship in Nursing (SCN) in Family Health Strategy (FHS), based on learning through daily living. In order to do this, a historical overview of this academic activity in the teaching of nursing was presented, and the importance of FHS as the scene where professional health education takes place was discussed. For the empirical investigation, ten eighth-semester students involved in clerkship activities at family health units in the Western Sanitary District of Natal, Rio Grande do Norte, were interviewed. The theoretical approach relied, as epistemological presupposition, on the ideas of educator Humberto Maturana who showed that learning, both in nature and among human beings, takes place within dialogic living relationships wherein acceptance of the other, affectivity (love) and dialoguing are essential stimuli to learning. Students discourses gradually became part of the analytic categories that had been established beforehand. There has been verified that the students went through meaningful learning encouraged by all who shared the living environment, that is: nurse/instructor, teacher/supervisor, family health staff, and the community. Several feelings were involved in the process, such as joy, satisfaction, self-reliance, affectivity and, in the opposite direction, sadness, indignation, a feeling of impotence, and fear. The learning of interpersonal relationship was describe as the most relevant of the academic experiences and, therefore, thus emphasizing the relevance of affectivity to the learning process as Maturana points out. It is suggested that the teaching of nursing keep on giving priority to family health units as the Basic Care educational scene, with attention to the importance of placing the students in welcoming environments, in such a way as to encourage learning

Exploring community assembly through an individual-based model for trophic interactions

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A formação matemática de nível médio: reflexos na educação profissional

Pós-graduação em Educação Matemática - IGCE

Análise de adequações curriculares no ensino fundamental: subsídios para programas de pesquisa colaborativa na formação de professores

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Profissionalização e escolarização: a experiência de articulação do SENAI-PA

O presente trabalho tem como objetivo compreender, na prática da formação profissional dos trabalhadores em nível médio, como se relacionam a escola média e a escola profissional técnica de nível médio, conforme o preconizado pela legislação vigente, que prevê a articulação entre estes dois momentos da formação do trabalhador de forma seqüencial e concomitante. O foco da investigação manteve-se nas estratégias de formação adotadas no Curso Técnico em Manutenção de Mecânica Automotiva do Serviço Nacional de Aprendizagem Industrial - SENAI, em Belém PA, uma vez que em seu processo formativo se processa apenas a formação da profissionalização. O curso tem por finalidade habilitar profissionais para atuar em processos de montagem, manutenção e recuperação de veículos automotivos. A metodologia utilizada subsidiou-se na abordagem qualitativa, por meio de um estudo de caso, fazendo uso na coleta de dados da entrevista semi-estruturada e da análise documental. A análise dos dados foi realizada com fulcro no referencial teórico utilizado e com base nos procedimentos da análise de conteúdo, a partir de três grandes eixos principais identificados na fala dos entrevistados, que foram: a articulação entre escola média e escola profissional de nível técnico no contexto da formação para o trabalho, formação profissional e mercado de trabalho e relação teoria-prática como componente da formação profissional. A pesquisa possibilitou identificar que o processo formativo no SENAI-PA possui como referência o economicismo, a empregabilidade e a competitividade, tendo na pedagogia das competências seu norte de formação profissional, a qual está voltada para atender a um mercado de trabalho cada vez mais mutante e instável. Constatou-se que a articulação mantida entre a escola média e a escola profissional de nível técnico é instrumental, ficando a escolarização subordinada e a serviço da profissionalização, sem preocupação específica da Instituição para com uma formação ampla do trabalhador. Ignora-se que a mera soma das partes não favorece uma formação mais abrangente desse trabalhador. Concluiu-se também que a formação profissional promovida pelo SENAI-PA, ao desenvolver um modelo utilitarista, pragmático e fragmentado, ratifica o histórico dualismo existente nesse nível educacional. Além disso, ao focar no desenvolvimento de habilidades e atitudes apenas para o mercado de trabalho, sua formação acaba por inviabilizar o projeto de ensino médio integrado que possibilitaria o desenvolvimento amplo do trabalhador.