A construção do projeto político-pedagógico das escolas do campo do município de Araraquara

This study aimed to analyze the process of developing and implementing a politicalpedagogical project for rural schools in the city of Araraquara, focusing on one of the schools served. This is an ethnographic qualitative study. The instruments of data collection were participant observation, semi-structured interviews and documentary analysis. It was observed are a change in the community organization throughout the process, with regard to a more active attitude on the part of its members, who have pursued other means to claim the fulfillment of their demands by the Government and relevant institutions, which points to the pedagogical character of participation in the movement to fight for the education they desire. It was also noticed a process of re-signification by the subjects, of their own community identity while seated in an agrarian reform project, as well as a more effective participation of those in everyday life and school organization. It was also observed changes in indicators of school, with an increase in the achievement of students as well as reducing the dropout rate to zero, and the reduction of absenteeism of teachers.

Inclusão de alunos com deficiência em escolas do campo: desafios da docência em contextos multisseriados

The challenges of dealing with diversity in the school, in a society that values standards, which homogenizes subjects, have been one of the main issues raised, both by researchers in the field of education as the segments that produce the policies in our country. The teatchers transformations, in the new needs prevailing in the era of postmodernity have inspired improvements in the teaching- -learning process and provide conditions to seek training professionals aware and critical in the process of being on social diversity. The present study aimed to investigate the challenges of teaching practice in the process of inclusion of students with disabilities in public schools in the Field of Concordia-SC. Such institutions have structures in their multigrade classes and organizations – with one teatcher for all. The methodological approach was qualitative in nature, with the instruments to collect data, semi-structured interviews and non-participant observation. We research subjects, two teachers of multigrade classes, Azucena and Dalia, which have enrollment of disabled students and the schools that comprise the Concordia Field. It was observed that as a result the main themes emerged from the interviews were: 1) Valuing and respecting the characteristics and capabilities of each student, 2) Design of classroom space as heterogeneous, rich in human diversity, 3) Cooperative work as a potentiator rhythms and different styles of learning, 4) continuing training of teachers: ensuring a “know-how”. It is hoped that the results of this study contribute to the formation and performance of the teacher in the process of inclusion of students with disabilities in school areas, especially in schools field.

A divulgação do pensamento saussuriano no Brasil

The ideas of Ferdinand de Saussure (1857-1913) still stimulate keen interest among language scholars today, be it complementary or contradictory. Saussurean thought has become widespread, in a more or less explicit manner, in undergraduate and graduate education in the humanities. Since the mid-1950s, Saussure’s ideas have been introduced and debated as part of the training of first-language and foreign-language teachers, communicators, anthropologists, sociologists and psychologists. In the majority of undergraduate and graduate disciplines in the areas of Linguistics and Communication, from the moment academics begin to address the nature of human signification and communication, it is impossible to ignore Saussure’s reflections on language and parole. The aim of this study is to reflect on the transmission of the general lines of Saussurean thought in Brazil. For this purpose, an inventory and analysis are carried out of Linguistics manuals originally published in Brazil since the 1970s, with the aim of reflecting on their construction in terms of programming and persuasion, categories of analysis of didactic speech proposed by A. J. Greimas.

As práticas pedagógicas e o desenvolvimento dos conceitos não-cotidianos na criança pré-escolas

This article discusses non-daily concept formation in children talking about contributions from historical-cultural theory, highlighting school learning and teaching mediation as effective instruments on the development of these concepts. The goal is to reaffirm the understanding that it is by teaching activity that children acquire cultural concepts that are necessary to their humanization process. It also discusses the opposition established between psychogenic understanding on the formation of non-spontaneous concepts and the perspective in this historical-cultural theory, lines of development of daily concepts and not daily ones, and finally highlights the assumption that school educative practices are universal and necessary forms for this development.