Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

As coisas estão no (meu) mundo, só que eu preciso aprender. Autobiografia, reflexividade e formação em Educação Nutricional

This paper gives clues for the educative action in nutrition subjects. It deals about the professors experiences deployments lived in 2003 e 2004, both in Nutrition undergraduate course of the Federal University of the Rio Grande do Norte (UFRN), in Nutrition Education and Supervised Internship in Social Nutrition academic disciplines, as well as in the II Update Course in Nutrition Practices for Health Basic Care , offered to the supervisors nutritionists of internship, in this same department, being able to be characterized as an action-research, with interventionism purpose. The study stands out the importance of a new point of view about the nutritionist formation to overcome the limits imposed by the scientism, and the adoption of a complex and reflexive reference about the educational practice in this area. The corpus is made up by 81 undergraduate students alimentary autobiography (source of generating subjects for interventions with the nutritionists), 17 questionnaires and 05 interviews, being 03 of them biography (the start up for an initial dialogue with the nutritionists). The data found and the professors experiences allied to a theoretic reference, by the light of the education proposals for the XXI century were used as establishment elements for the proposition of five guidance axles used to build a complex and reflexive nutrition education, which are: 1) Take the cookery and the culture of eating together as significant elements for the human being integral formation; 2) Conceive the religion manifestations associated to feeding process as relevant elements of the human food culture; 3) Discuss the rupture nature/culture aiming the preservation of live in earth; 4) Search for the overcoming of the identity conflicts by a higher inclosing conscience degrees of being part of this process. 5) Face the limits of fragmented formation. The presented thesis stands that the autobiography method, allied to the freirean pedagogy and to a complex reference, could be taken as an important tool to the health educative subjects, contributing to the formation of reflective individuals able to transform themselves and the world.

Diálogos e aprendizagens na formação em agronomia para assentados

This thesis aims to investigate the Agronomy course in the perspective of the graduation course for the settlers of the Universidade Federal do Pará- Marabá. This course requires a partnership with the social movements of the North region of the country, with the purpose to understand knowledge production and how learning process occurs from the point of interaction and reliable relationships which are established in the organization during the course. The base of theses studies is to reflect of how the dialogue and learning processes occurred during the Agronomy course and resulted in changing in the teachers behavior and in the other integrated members of the group and mainly in the graduating settlers students. These changings happens as a consenquence of the dialogue production between the most varied areas, different people and institutions which take collective decisions. I observe educational actions, researches, extention concepts of extension and also development researches presented in the educative actions discussed by Freire (1985), Simões (2001, 2003) e de Amartya Sen (2000). The theory in which I am basing these studies are based in Boaventura de Souza Santos Simões (2001, 2003) and Amartya Sen (2000). Methodologically I analyse knowledge production by sudying the thesis and scientific works related to rural education, social movements, university and higher education in the last 20 years. I analyze the scientific works of all settler students, and besides, I do open interviews with the students, as well as, with the teachers and the leaders of social movements (MST, FETAGRI, CPT, EFA/FATA). I organize and analyze all the speeches from the ecological knowledge as defined by Boaventura de Souza Santos (2006). Finally, I visit five towns of municipal districts of the southeast of Pará, which represents the final methodological part of the research, in order to verify in loco the practices of the experiments purposed as final activity of the Agronomy course. I organize the work in five areas composed by the occupational process and the initiatives which emerged from them; development model and the social and environmental consequences; I also organize the university role and the relationship established between people and institutions which gave origin to the Agronomy course of UFPA and the programs developed in the region; conjuncture of creation of the groups of settled students, curriculum, principles and focus on the course and the experienced actions; developed practices in the course and the relations of reliability experienced internally and externally to the Academy, the learning and dialogue promoted by the course. I believe that the dialogue has caused changes in the organization of the knowledge and in the educative practices of the teachers, as well as, in the socio-productive practices of the regressed settled students

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Saberes pedagógicos/comunicacionais, pesquisa/formação: reflexões sobre as experiências formativas das professoras online

The thesis, entitled, Pedagogical/comunication knowledge, research/formation: Reflections on the formative experiences of teachers online , developed dialogues on the pedagogical/communication knowledge, research-formation and the formative experiences of teachers online, for the purpose of understanding how pedagogical/communication knowledge is establishing/established from the formative experience of teachers online. For this reason we began with the following question: how does pedagogical/communication knowledge become estabilishing/established beginning with the formative experience of teachers online? The methodological approach for the selected research was research/formation, based on Ethnoresearch of critical formation. This became a rich route for reflections on pedagogical/communication knowledge and formative experiences, making a contribution for formation and autoformation of the teacher/researcher and the teachers online. This provided moments of formation, of reflection-in-action and on the action, potentialized/structured the process of comprehending, analyzing, interpreting, reflecting on the formative experiences and contributing for reflections on pedagogical/communication knowledge of the teacher online. The theoretical referential dialogue was based on concepts such as: education online, interactivity Silva (2002), Santos (2005), Moran (2003), teaching, Veiga (2005), Pimenta (2002), Freire (2005), Tardif (2002), teaching online Sacramento (2006), teaching knowledge Tardif (2002), Charlot (2000), Porlán (1997), García (1992), Freire (2005), Ethnoresearch-formation Macedo (2000), formation Macedo (2010), Josso (2010). The discoveries revealed that the pedagogical/communication knowledged becomes establishing/established beginning with formative experience of the teachers online, from the emergency of a collective communicative dialogue, structuring and potentialized by the experiences of the context online, from the didactic pedagogical/communicational organization online, of the research, of the relation created by the expertise and the presents itself along the itinerary of the family , the school, academic and professional. From this we can conclude that of knowledge and plural experiences, which became broken down because they are parts that relate themselves with other parts, which become united in one whole, the singular/plural, the local/global, the text and the context, agregating principles a pedagogical- communication perspective that orients :the dialogue, the interactivity, the hypertextuality, themultivocallity, formative dispositions, formative experiences all of wich makes for the possibilities for researdh and the training of professors and teachers who accept their point of departure and enddind points as pedagogy and experience

Círculo de ação-reflexão-ação: uma possibilidade praxiológica para a prática pedagógica da formação problematizadora de professores

Considering the dialogue as a gnosiological act and teachers as a researchers of their own practice, this thesis deals with the contribution of Paulo Freire thoughts to teacher s formation process. The study was made over an intervention carried out at a regular Pedagogy Course, however directed to teachers on duty inside a program called PROFOMAÇÃO (Special program for professional formation on Basic Education) promoted by Universidade do Estado do Rio Grande do Norte (UERN). From Freire s ideas of problematizing education, action and reflection dialectics, conscientization and from the analysis of the course itself, I support the idea that the dynamics of collective construction of knowledge- three pedagogical moments (ANGOTTI, DELIZOICOV e PERNAMBUCO) when intermediated by individual reflection, provided by written register, permits the development of three important dimensions of knowledge about pedagogical practice; observation and selfobservation; understanding the theories witch grounds the action; and theorization. By these means, initial and permanent teacher s formation could materialize its political commitment in a concrete action of collective and participative act of conscientization and transformation of the reality of pedagogical practice at school ground, developing itself as a truly circle of action and reflection