A lideran��a na perspetiva das representa����es pessoais, profissionais e sociais: um estudo de caso num infant��rio na RAM

Compreender a lideran��a numa organiza����o escolar, nomeadamente num jardim-deinf��ncia, numa sociedade em que a educa����o defronta in��meras muta����es que implicam a sua (re) constru����o numa amplitude focalizada em procedimentos pol��ticoadministrativos. Desencadeamos um estudo que nos fez caminhar pelas hist��rias de vida, por via de entrevistas epis��dicas de uma l��der escolar considerando o Infant��rio ���O Carrocel���, no Concelho do Funchal, o locus privilegiado do nosso estudo de caso. O objeto de an��lise foi a lideran��a escolar em conformidade com as representa����es pessoais, profissionais e sociais da diretora. Question��mos os educadores e professores procurando, atrav��s dos inqu��ritos por question��rio, compreender qual o estilo de lideran��a mais vivido pela l��der. Sendo not��rio o desgaste psicol��gico referido pela l��der, pelo efeito das burocracias, e pela sua tenacidade em desempenhar o seu papel, a sua lideran��a ajusta-se entre a lideran��a transacional e a lideran��a transformacional tendo como foco preliminar as rela����es humanas. �� facto, que as representa����es, a ��tica e a educabilidade da l��der coexistiram para uma boa lideran��a e respetivas rela����es grupais sendo que numa lideran��a, em educa����o, persiste a imprevisibilidade e a complexidade em torno de um contexto social e pol��tico. Uma lideran��a direcionada para os valores e princ��pios em que o desempenho da l��der permitiu, apesar de dificuldades e receios sentidos no abra��o a este projeto, encaminhar as suas pr��ticas administrativas e pedag��gicas com determina����o num acreditar de uma estrat��gia de trabalho comum e de equipa. Certamente, com este estudo iremos refletir na educa����o de hoje e no entendimento do que �� ser l��der, e essencialmente na coexist��ncia de l��deres educadores num prop��sito de reconhecer que os infant��rios, apesar de pequenas organiza����es educativas, s��o fortes ��ncoras em contextos de diversidade.

Narrativas de Forma����o de Professoras dos Anos Iniciais do Ensino Fundamental:Concep����es e Constru����es 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 Cear��-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

Pr��ticas interformativas e desenvolvimento profissional de professores de jovens e adultos

The docent formation has been instigating researchers who look for ways to better qualify teachers in a way they can form and reform their practice in class. The category we brought for investigation and discussion is the formation that happens in the school these teachers work. This paper aims to study the repercussion of an inter-formative practice for the professional development of teachers from EJA 1st segment. The empirical field for the study was Professor Em��lia Ramos State School in Natal-RN/Brazil where, since its creation in 1988, has been developing a practice of formation continued on services characterized as Procedure of Inter-formation. The study fits in the qualitative approach of educational research. In methodological terms, it is a study case. Also, we were inspired by some elements from life history since we work on the teachers experiences in the School. Methodological tools such as semi-structured interviews, analysis of documents and participant observation were used. We invited 07 (seven) teachers from the night period of the school to revisit their formation history as teachers from EJA, counting on by their narrations apprehending the contributions of this formation on their professional development. The results collected show the school grants privileges to inter-formative practices based on collective and pair work, as well as on the teacher s reflection about his/her own practice. The Inter-formative Practice that happens in the School has an action-reflection-action basis where the docent action is read under the light of the theoretical support that fundaments the School s Pedagogical Proposal. The results also highlight the relevance of the inter-formative practices on the teachers professional development. This practice contributes to the construction of knowledge and competences, as well as to the identity of the teacher from EJA. For all the teachers interviewed, the School s formation has been the most significant contribution to their development as a teacher from EJA. Despite of the limitations found on using this kind of approach, we hope our study that talks about a well-succeeded experience can contribute to the widening of this type of practice, increasing then, the chances of making the dream of having a democratic high quality public school, despite all the difficulties, come true

Os saberes dos professores da escola fundamental: concep����es sobre as abordagens geogr��ficas / M��rcia Maria Dias

El presente trabajo, intitulado, Los saberes de los profesores de la Escuela Fundamental: concepciones sobre los abordajes geogr��ficos objetiva investigar los saberes del profesor de los a��os iniciales de la Escuela Fundamental en relaci��n a la naturaleza especifica de los abordajes geogr��ficos y reflexionar como en el proceso de investigaci��n colaborativa los profesores aprendieron los saberes espec��ficos de los abordajes geogr��ficos vinculando sus asimilaciones te��ricas a un determinado nivel de concepci��n . Buscamos con base en la investigaci��n cualitativa del tipo colaborativa y en la aplicaci��n de diferentes procedimientos t��cnicos-metodol��gico, responder a nuestras cuestiones de estudio: ��Cuales los saberes geogr��ficos que los profesores construyeron en la trayectoria de sus formaciones? ��C��mo, en el proceso de investigaci��n colaborativa, los profesores aprendieran los saberes espec��ficos de los abordajes geogr��ficos? Conforme principios de la perspectiva socio-hist��rica. As��, utilizamos espec��ficamente las narrativas t��picas (orales y escritas) con base en los ejes norteadores Como aprend�� y lo que aprend�� referentes a los saberes geogr��ficos constituidos en la trayectoria de formaci��n, para realizar el diagnostico de los conocimientos previos de los profesores. El proceso reflexivo y la profundizaci��n del estudio ocurrieron, respectivamente, por medio de los Seminarios de Estudios Reflexivos y de los Ciclos de Estudios Reflexivos indicando la concepci��n de aprehensi��n de los saberes propuestos en esa construcci��n cient��fica. Los postulados te��ricos de Ferreira (2007), Charlot (2000, 2005), Tardif (2002), Tonine (2003), Soares (2000), Moraes (2005), Pimenta (2007), entre otros, proporcionaron comprensi��n sobre la tem��tica en estudio. La pesquisa ocurri�� en una acci��n colaborativa en la escuela p��blica de la ciudad de Natal/RN, en el Barrio de Nova Descoberta, en el turno matutino, con tres colaboradores, que participaron voluntariamente de ese proceso: Angico, Jacarand�� y Carvalho desarrollaron sus pr��cticas pedag��gicas, en los 1��s y 4��s a��os de la Ense��aza Fundamental. Los resultados obtenidos de los an��lisis, apuntaron un alcance descriptivo de las concepciones de los colaboradores sobre los saberes de los abordajes geogr��ficos, que se refieren a enumeraci��n de los aspectos caracter��sticos del fen��meno concebido, aunque nos haya empe��ado para los alcances transformadores de nuestras concepciones

Em que contextos aprenderam a ensinar os professores que propiciam aprendizagens pertinente �� alfabetiza����o?

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Uma viagem aos saberes das formadoras de professores da Educa����o Infantil

This study aims to contribute with the professional development of the Trainers of childhood education teachers of the City Department of Education of Natal/RN, through a formation in context, trying to understand the teaching knowledge required in the practice of these professionals. The focus of the research is in teaching knowledge understood as the ideas, beliefs, conceptions, reasons, arguments, speeches that the trainers builds during his life (ALTET, 2001; PIMENTA, 2002; TARDIF, 2001; 2002). The study inserts itself in the qualitative approach of the educational research and the chosen methodology has characteristics of an inquiryaction. In the process, the following instruments had been used: questionnaires, press conferences, personal documents. The relevance of the present research is in achieving reflections concerning the role of the trainers of teachers, who needs to be seen as a mediator in the formation of teachers, in view of the fact that he interferes and is determinative in such a way in the formative process as in its results. The findings demonstrate that: a) the identity of the trainer is in a development process, what it is resembled to the effective situation of that, symbolically, the trainer exists, however, his attributions still are not enough clear; b) the teaching knowledge of the formation in the childhood education are related, among others points, primordially, to the function / role of the childhood education, child and teacher s point of view of this stage of the basic education; c) the Trainers teaching knowledge, concerning the teaching performance, ratifies the multiplicity of knowledge that the trainer must has, beyond the necessary complementarities and conciliation between the administrative and pedagogical aspects in the exercise of the function; d) the Trainers have knowledge that are according to the speech, consisting as declarative knowledge; e) there is a conflict between the teaching knowledge of the Trainers and the actions that are part of real life, generating contradictions between the formative saying and making

Narrativas de forma����o de professoras dos anos iniciais do ensino fundamental: Concep����es e constru����es 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 Cear��-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 pr��tica interdisciplinar como estrat��gia de aprendizagem na forma����o continuada: uma experi��ncia com professores da ��rea das ci��ncias da natureza

The school is a privileged locus of pedagogical reflection and, therefore, can and must be the best place for the process of continuing graduation for teachers. This process can be very productive if executed with an interdisciplinary group, once interdisciplinarity enables sharing different disciplines and also different personal stories. This study aimed to build a continuing graduation opportunity with an interdisciplinary group of teachers to Natural Sciences area, in a private school in the city of Natal - RN. This opportunity was build using as a tool the elaboration of interdisciplinary class called dialog-lesson. The methodology was in accordance with the principles of the qualitative approach of search-action, and the methodological way consisted of three stages that sought to meet the specific objectives: the definition of multidisciplinarity and interdisciplinarity, which had teachers in the Natural Sciences area; present a proposal that emerged from group discussions, identifying some elements of the limits and possibilities of the activity developed by the group of teachers from the Natural Sciences area. The results showed a studies lack on the subject by teachers and induced the reading and studing the Education legal documents (LDB, PCNEM and OCNEM). The planning of lessons led to the need for meetings that established the process of continuing graduation in exercising at the school. The interdisciplinary practice enable many gains, for example, the cohesion of the teachers, the perception need to constantly update and use of teaching units for planning. But it was also possible to observe limits, such as the difficulty of working with large classes and the danger of the content become superficial. The experience has shown that continuing graduation at school is possible and can be beneficial the use of interdisciplinary groups for this purpose, because it allows the exchange of experiences and pratice reflection of teaching in the itself exercise of this teaching

Representa����es de professores de l��ngua inglesa de Natal-RN: um estudo sist��mico-funcional

Teaching and learning representations have been more and more investigated in the Brazilian applied linguistics field, as it allows the understanding of the teachers representations and how they conceive the learning process. This practice facilitates the planning of actions to improve the educational system. This study aims at identifying, interpreting and discussing some representations related to the identity and professional view of English as a foreign language teachers in different school contexts of Natal-RN. The theoretical and methodological foundation for this research is Halliday s Systemic- Functional Linguistics (1994; HALLIDAY; MATHIESSEN, 2004; EGGINS, 1994, among others). Our goal was to reveal the teachers representations embedded in their language, mainly through the ideational metafunction, as language is the tool we use to express ourselves about the external world (events, qualities, things, etc) and the internal world (thoughts, beliefs, feelings, etc). The research corpus is made of 21 teacher narratives, generated from a questionnaire sent to the teachers, who were divided in two groups: Group 1 (public schools teachers) and Group 2 (private schools and English course teachers). Most of the participants seemed to be satisfied with their professional choice. Many of them see the job as a challenge and an opportunity to transmit knowledge. All of them affirmed that the English teacher is a professional, for different reasons; however, the low professional appreciation was a recurrent aspect among the studied narratives. When asked about where they work, the private school teachers seemed to be more satisfied with the teaching-learning process than the ones from the public schools. We believe that the data analyzed in this study is important to show how some English teachers from Natal-RN see their profession. The results might be used in continuing education courses as food-for-thought in group discussions, as it is extremely important to emphasize and stimulate this practice

Cren��as de professores do munic��pio de Caic�� RN sobre o ensino de gram��tica nos anos iniciais do n��vel fundamental

Este trabalho tem como objetivo analisar as cren��as de professores das s��ries iniciais do n��vel fundamental da cidade de Caic��-RN sobre o ensino de gram��tica. A partir da aplica����o de um question��rio, analisam-se as cren��as manifestadas no discurso de 20 docentes da rede municipal de ensino do referido munic��pio. As quest��es formuladas visaram investigar as cren��as dos informantes sobre o que �� ensinar gram��tica e que dificuldades encontram para realizar o ensino dos conte��dos gramaticais, considerando aspectos te��ricos e pr��ticos, entre eles: a constru����o da concep����o sobre ensino de gram��tica, a participa����o em projetos de forma����o continuada na especificidade de ensino de l��ngua, a influ��ncia dessa forma����o sobre o seu fazer pedag��gico, e a realiza����o do planejamento de ensino de conte��dos gramaticais. Para fundamentar a reflex��o, buscou-se apoio em autores como Abrah��o; Barcelos (2006); Antunes (2009; 2007); Neves (2004a; 2004b; 2007; 2010) Silva (2004; 2007), Travaglia (2001; 2004); entre outros, a partir dos quais s��o abordados os conceitos de l��ngua, linguagem e gram��tica, relacionando-os ao desenvolvimento da compet��ncia lingu��stica/comunicativa no ensino de l��ngua portuguesa. Os dados analisados revelam que a influ��ncia das cren��as sobre o ensino de gram��tica no fazer pedag��gico do professor se relaciona com sua forma����o acad��mica, desde a escolha do referencial te��rico adotado pelos professores das disciplinas relacionadas ao tema at�� a metodologia utilizada para trabalhar os conte��dos, considerando as experi��ncias pessoais concretizadas ao longo de sua vida. Al��m disso, percebeu-se que existe uma forte converg��ncia entre cren��as, conhecimentos e experi��ncias pr��ticas. O trabalho conclui-se com uma reflex��o sobre as implica����es que uma postura reflexiva pode ter no atual panorama de ensino de l��ngua, em geral, e de gram��tica, em particular.

Conectores sequenciadores e e a�� em contos e narrativas de experi��ncia pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and A��, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and A�� in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and A�� in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

A f��brica de professores e a padroniza����o do conhecimento

This paper concern the general subject of teacher career construction, since the period of the initial formation in the teaching course of pedagogy crossing the first effectives experiences of professional performance, until the reflections about the results of the continuous formation propositions. The specifics subject is the formative quotidian in the teacher s life beyond of the traditional stereotypes about individuals and institutions bring up for discussion a micro sociological approach about the professionals uncertainty and the personal hopes, the teacher displeasures and the pedagogical satisfactions. The epistemological reflection about the different formatives experiences, taking as example the Programa de Forma����o de Alfabetizadores PROFA (Alphabetizers Formation Program) developed by the Secretaria Municipal de Educa����o of Natal City, consider the ambiguous tension between the knowledge that the teachers acquire in their formation and the concrete teachers practical since those experiences. The study methodology is based in the qualitative comprehensive research, sustained by observations, impressive reflective accounts, and also in the theoretic analyses with contemporary references to the critical pedagogical through and education sociology. I used the autobiographic reflective account by the writer-researcher in her owner academic and professional way. I propose an image of a teacher s factory in such a way for its conformist aspects to the continuity stands as much the internal contradictions of the system. Gears, pieces and manual instructions are the educational components of this factory as ideological, institutional and technical structures to aim at to limit the critics and the changes. However the teachers thinking and acting with their owner creativity to adapted uncontexted professional knowledge s to their pedagogical lives. Under those analogies I propose the problem of this research the teacher s formation and theirs pedagogical practices- and also examine briefly its theoretic-philosophical and methodological basis. From the analysis and interpretation of my owner experiential life as teacher s educator I put the necessity of re-thinking the teacher s formation in terms to rebound more meaningfully in their pedagogical actuation. I believe an important part of the teacher s formation process is the personal wish to learn more about the office, explicitly connected to human convictions and values such as to a positive professional identity. Thus, the teacher able to reflect about your owner educator life can find the best way to help the students to think critically about their culture and history, valorizing creative exits by themselves to face the conformist social stands connected with school education

Marcas de identidade profissional/ocupacional em um grupo de orienta����o de professores

P��s-gradua����o em Educa����o Escolar - FCLAR

O jogo na educa����o f��sica escolar: uma an��lise sobre as concep����es atuais dos professores

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)