Interferência de educadores de camada média em educação popular

Pela educaçio o homem se apropria do mundo atra vês do exercício processual e consciente do saber e dopoder sobre a realidade e o mundo, realizando-se como sujeito da história em cuja construção se reconhece ao reconhecer sua participação como açio criadora. A divisão da sociedade em classes antagônicas fundamenta a possibilidade e a necessidade de uma proposta de Educação Popular como a forma de retomada pela classe dominada de um direito que lhe foi alienado, que e a Educa ção sem adjetivo, onde saber e poder são qualificados a partir do ser homem e nio a partir da posição que se ocupa em uma sociedade capitalista. A proposta de educação popular, para ter significincia, tem que objetivar a mudança social atrav~s da ne gação de estrutura de poder, assumida numa perspectiva de superação de suas contradições constituídas pela existência de classes antagônicas na sociedade. O sujeito dessa mudança social e a classe dominada que, atraves de grupos:populares organizados, assumem o processo educativo como instrumento de realização de seu projeto de libertaçio, em contraposição ao projeto da classe dominante que usa o sistema educativo-vigente, como for ma de manutenção do status quo ,de dominação. A interferência em educação popular da parte de pessoas de camadas media, que nao pertencem sociologicamen te ã classe dominada, põe problemas serios de viabilidade e eficácia. No entanto, com base em dados experimentais e teóricos, pode-se afirmar que essa interferência e válida e eficaz, mesmo que os educadores nao se integrem em forma de pertença ã classe dominada.Para a eficácia de sua interferência no processo educativo popular, os .educadores de camada media têm que manter na praxis educativa uma constante vigilância para se pôr a serviço da classe dominada e dominante. nao da classe As condições principais para esse intento sao: opçao pela mudança social, convicção consciente de que nao são eles, mas os educandos, os agentes principais da dita mudança e, consequentemente, o empenho na consecuçao, por parte dos educadores, de uma autintica autonomia no saber e no poder. Da interferência posta corretamente em prática sao também beneficiados esses mesmos educadores que, na sua praxis educativa, têm oportunidade de crescer na refor mulação de seu saber, tanto sobre a sociedade como sobre o seu posicionamento concreto diante das exigincias de mudança de uma sociedade cuja organização negaram na base de seu engajamento educativo.

Operacionalização da educação para a cidadania no PCT: um desafio à inovação pedagógica no 1º CEB

Ao falarmos de cidadania, pensamos num projecto de convivência, de pertença e participação plena numa comunidade humana, o que pressupõe uma dimensão social e política e acentua as capacidades de pensamento crítico e de agir consciente e intencional que permita salvaguardar o indivíduo na sua identidade e diversidade. Neste contexto, a Educação para a Cidadania é considerada um aspecto fundamental na educação integral de todos os alunos e está relacionada essencialmente com o desenvolvimento de competências de vida, pelo que as escolas e os professores de todas as áreas deverão assumi-la com significativo empenho, mantendo o propósito de assegurar que todos os conteúdos sejam efectivamente promovidos numa abordagem transdisciplinar, com implicações directas nas metodologias, no trabalho cooperativo, no planeamento curricular, nas práticas pedagógicas e na avaliação. Neste aspecto, o PCT permite que estas abordagens sejam efectivas e eficazes constituindo um óptimo auxiliador do trabalho docente. Foi com esta clara convicção que desenvolvemos o nosso estudo. O objecto em análise sugeriu a aplicação de metodologias de investigação de carácter qualitativo com uma posterior complementação mais quantitativa. Os processos aplicados na recolha de dados incluíram, numa primeira fase, a análise de alguns PCT no âmbito da educação para a cidadania no 1.º CEB e, posteriormente, a utilização de entrevistas semiestruturadas dirigidas aos docentes titulares de turma que colaboraram connosco neste trabalho. Os resultados da investigação permitiram-nos concluir que ainda existem muitos professores que têm dificuldade em operacionalizar a educação para a cidadania no PCT como área transversal, dificuldades que são extensivas à elaboração e concretização do referido documento. No entanto, os docentes são de opinião que o PCT constitui um óptimo recurso para o desenvolvimento de uma prática mais dinâmica e inovadora. A análise dos resultados sugere ainda maior aposta na formação de professores com vista ao esclarecimento e preparação destes profissionais na aplicação correcta dos novos documentos que vão surgindo a nível curricular, de forma a que as suas práticas possam constituir momentos de verdadeira inovação pedagógica condizentes com as pretensões de um novo paradigma educativo.

Um programa de treino da criatividade: estudo exploratório com alunos do 1º Ciclo

A ideia de que os recursos ambientais exercem forte influência no desenvolvimento da criatividade é hoje, unanimemente aceite pela comunidade científica, sendo a Escola perspetivada como o contexto ideal para a promover (Alencar, 2000). Este estudo desenrola-se em contexto escolar e é seu propósito contribuir com informações úteis e meios necessários para a promoção da criatividade na Escola. Ao longo deste estudo procuramos comprovar a ideia consensualmente assumida pelos especialistas desta área, de que a criatividade pode ser desenvolvida através do treino, sendo os programas criativos favoráveis neste domínio (Fleith, Renzulli, & Westberg, 2002). A componente empírica assumiu como objetivo principal avaliar os efeitos de um programa de escrita no desenvolvimento da criatividade em alunos de 1.º Ciclo. O estudo utiliza um design experimental com avaliação pré-teste e pós-teste, com um grupo controlo. A amostra é constituída por 76 alunos a frequentar o 3.º e 4.º anos de escolaridade, em escolas públicas da RAM. Para alcançar os objetivos a que se propôs este estudo foi necessário avaliar a realização criativa dos alunos recorrendo ao Teste de Pensamento Criativo de Torrance (TTCT-Figurativo, Versão A) (1992) e um outro elemento avaliativo designado histórias futuristas. Os resultados quantitativos permitem-nos afirmar que o programa teve efeito significativo no desenvolvimento da criatividade no grupo experimental para os vários parâmetros avaliados pelo TTCT- Figurativo, à exceção da fluência. Também os resultados obtidos através das histórias futuristas revelam desenvolvimento de criatividade neste grupo de alunos. Considerando de uma forma mais específica, o efeito de interação entre as variáveis momentos de avaliação, o grupo de pertença e ano escolar verificamos que este só acontece para o parâmetro abstração de títulos, mas ao considerar-se a análise do efeito das variáveis momento, grupo e género encontramos interação entre elas nos parâmetros da fluência, originalidade e vigor criativo, beneficiando o género feminino. Os resultados alcançados pela investigação reforçam a ideia de que o investimento em programas criativos em contexto escolar, podem ser uma estratégia pedagógica necessária e pertinente para a Educação.

Repercussões sociais da violência contra crianças e adolescentes: deliqüência

This research is responsible for the investigation and problematization of the violence production process in children and teenagers through deviant behaviour, especially the drug s use and traffic, given that the deviant behaviour named juvenile criminality is something built and that can t be disassociated from the social and institutional relations that are ideological and violent, as well as the construction of, social and individual, positive identities can become important instruments for the process of democratization and the effective juvenile citizenship. In relation to the teorical referential, the work was developed from readings beyond the social science camp, without getting far from it, searching for support in other scientific camps and making your bases on Manuel Castells formulations about the power of the identity, and on Nancy Fraser and Axel Honneth in relation to the recognition struggle. In the empiric field, the discourses and graphic representations from twenty four children and teenagers that attend a social project were privileged, and compared to those shown at the documentary and the book Falcão Meninos do Tráfico produced by MV Bill, in relation to the social profile and life trajectory. From the study subjects' perspective, the data suggest that the children and the teenagers conceive violence as a natural thing, either as victims or persecutors. However, the research shows that, despite the subjects of the two studied groups reveled in your discourses the influence of the violent relations in their daily lives, the subjects got recognition during the process of identity construction by the groups with which they maintained the sense of belonging, either it being the family, the community or the school, they were positively influenced and established a positive representation of themselves and didn t show any deviant and violent tendency or behaviour. Therefore, we demonstrate the role of the school for an education for peace, as well as the participation of the family, the community and the stimulation of the juvenile protagonism as transforming practices, capable of awaking the citizenship and avoiding the construction of people that reproduce deviant and violent behaviour

Trajetórias da adoção cadastral em Fortaleza: o Estado modelando as relações familiares

Esta disertación tiene como objetivo principal identificar las motivaciones de los adoptantes catastrales, pues la regularidad estadística en el universo adoptivo nacional apunta para una preferencia por las adopciones al modo brasileño o listas. La hipótesis principal señala que las caracterizaciones de los sujetos en foco, en cuanto a su pertenencia religiosa y al nivel de educación formal, ejercen fuerte influencia en su opción por la adopción catastral. Apoyándose en la teoría del habitus de Pierre Bourdieu, se pudo constatar que la cultura individual es lo que orienta los límites de la acción de los sujetos y, en el caso de los adoptantes catastrales, en sus diferentes habitus, se encuentra la explicación para sus trayectos y tentativas adoptivas. Es importante recordar que sus habitus son unificados por el Estado. En la colecta y análisis de los datos, se realizó un trabajo cualitativo y cuantitativo fundamentado en los siguientes recursos: observación directa, consultas de documentos oficiales, aplicación de formularios y entrevistas semiestructuradas. Las observaciones fueron realizadas en instituciones relacionadas al proceso de las adopciones catastrales, así como mediante encuestas sobre los adoptantes. Se analizaron, también, documentos referentes al regimiento de esas instituciones, especialmente en cuanto a las orientaciones relativas a la práctica adoptiva estudiada. Se observó una discrepancia entre el discurso oficial y lo que efectivamente las instituciones practican en su cotidiano. Por fin, en cuanto a las entrevistas realizadas con los adoptantes, fue verificado que ellos tienen un nivel socioeconómico y formación escolar superior a la media de la población de la ciudad de Fortaleza, así como participan de alguna comunidad religiosa y son miembros de familias que representan el modelo socialmente dominante nuclear burgués

O processo de invenção de si: um estudo sobre a construção identitária de pedagogas em formação

This work was developed in the course of Pedagogy, Universidade Federal do Rio Grande do Norte. Aims to understand the process of identity construction of teachers and educators in initial training. We started from the idea that such process was made by a complex and interdependent movement, once it was an inventive phenomenon wrought by individuals who are authors and actors of the story of their "real life" (KAUFMANN). This identity is rooted in the trajectories and social biographical experiences (FERREIRA), relationships with the constructed and accumulated knowledge in this route (CHARLOT) and in the developing of a sense of cultural belonging institutionally constructed (Luckmann, Berger). Then, the training involves relationships with knowledge in several instances, considering the effects, in one hand, the historic-social production and, in another hand, from the positions of subject and their biographical itinerary, existential and formative. We used the methodology of the Comprehensive Interview (KAUFMANN; SILVA), associated with a network of theoretical references, empirical and very analytical and interpretive activity. She researcher also relied on the "sensitive listening" (BARBIER), empathic attitude of "listening / seeing" the subject, and the notion of "intellectual artisan" (MILLS). The individual interviews were supplemented by the Focus Group. The approach was multi-referential (ARDOINO; MACEDO), with the intertwining of different perspectives, allowing a more complex configuration and less reductionist. In the analysis and interpretation we located the starting point, genesis of identity whose dynamics is not rigidly determined, but localized in space-time that precedes entry into the initial training. It is the time of concerns, questions and reflections about what you want to be in the future professional life. In sequence, we saw the route, multifaceted process whose the direction is the increasing involvement of individuals with their training. This training is engendered by the relations with the curricular, extracurricular and discursive knowledge, as simultaneous dynamics of self training and socio training. The self training of the individuals, understanding the critical, ethic and authority reading of their own experiences, is also seen as an exercise of shared responsibility, it assumes that the relationship with others meanings and professor mediation. The socio training refers to the collective subject and turns to the historical production and diversified knowledge, and comprehension of the various training instances. Self training and socio training are both objects of negotiation, because they are provocative of new designs, and cultural and identity maps, mobilizing the senses towards new meanings of themselves and the professional reality. It is in this interdependence between what is historically produced and the experiences of the subjects, who we located the arrival, considering it as a radically incomplete process of the professional identity and the building itself.

Praxiologia e representação social sobre formação de professores nas licenciaturas da UFPI

At this investigation it was analyzed the content and the organization of the social representation on the object teachers education, built by teachers of degree courses from Universidade Federal do Piauí(Ufpi), understanding such representation articulated to the teaching habitus of these educators of teachers, what takes under consideration the position that they hold in the structure of the national field and in the subfield of teachers education. For that, it is searched: a) to emphasize the properties of the place in which the trainers act Ufpi as the office of those field and subfield; b) to understand who are the trainers, that is, to grasp the teaching habitus of the trainers with a view of its origin, social trajectory and the specifics of their position in the analyzed field and the subfield and c) to know what they think about their work object, that is, identify and articulate the content and the organization of the social representation analyzed with their properties of field and subfield agents. The research includes the specific degree courses of the Campus Ministro Petrônio Portella , from Teresina(PI), and it was applied to 134 professors of degree courses from this Campus. The data collect joined to the participants happened on the second period of 2008 and on the first semester of 2009. The starting point of the study is the corroboration that the reform of Ufpi degree courses, determined by the legislation and stablished at this Institution in 2005, altered a little the previous situation. It is comprehended that Ufpi and its structures of teachers education as a trainer institution, is limited by the national academic field and by the subfield of teachers education. From this last one, it was listed some of its properties, to show that it is about an academic subfield in construction process. It is emphasized division of the subfield, that separates the trainers into two subgroups the ones who dedicate themselves to the specific education on the contents and those ones who are specialized on pedagogical education placed in antagonistic position and competing by the symbolic power of imposing the meaning and the sense of the teachers education in the degree courses. To understand the comprehension of the problem, it is searched for the models that are in the root of the construction of the University and its project of teachers education in the degree courses, to clarify the matrixes in which the social representation searched is stablished. The theoretical referential articulates the contributions of Moscovici, the theory of social representations, and of Bourdieu, with the concepts that compose its praxeology, as habitus, social field, capital, symbolic power and others, as well as their interpreters and continuators, as Domingos Sobrinho. From the literature about the university and teachers education, it was used Dermeval Saviani, Luiz Antônio Cunha, Maria Isabel da Cunha and Mirian Jorge Warde, besides others. Plurimethodological procedures were adopted, combining associative techniques adjusted to the access to the social representations, and a classic technique, a questionnaire about teaching habitus. The condition is that the teachers build different social representation of the object teachers education because of the distinct positions that they occupy in the structure of the academic field and the subfield of the teachers education. The reached positions in the field and subfield are due to the differences in the origin and social trajectory of these agents, who, therefore, have different teaching habitus from which they build their social representation about their work object. It is highlighted that the teaching habitus and the social representation of two subfields, identified by the belongings to different dimensions of the teachers education in the degree courses, they have similarities and, also, differences. These ones permit to support that the subjects are holders of distinct teaching habitus that conceive different practices, struggles, tensions and conflicts around the sense of teachers education

O Curso Normal de 1º Ciclo em Assu/RN (1951-1971)

The aim of this research is the analysis of the history of the Normal Course in the 1st period in Assu, Rio Grande do Norte, since its foundation by the state law no. 621, de 06 December 1951 until its demise, with the implementation of the Course of the Magisterium, by Federal Law 5692 from August 11, 1971. The goal is to answer how it was constituted the operation and the educational practices of this institution, teacher trainers, throughout its existence. For this, we analyze the institution's documents in focus interviews, legislation, of the education, newspapers and books of the season, guiding itself by the studies of Chartier (1991), Elias (2001), Certeau (2001), Frago (1995), Magalhães (2005) and Julia (2001). When dealing with an educational institution, the central category of analysis is the school culture, in which supported the cutting of specific categories of study: the entrance into the Normal Course, the conferring of a degree, the "Normalista Week‖ in Assu and formative elements. The Normal Course from 1st cycle formed teachers in a basic level, differing themselves from schools of teacher education of 2nd Cycle. It was founded in Assu as Regional Training Course and called Ginásio Normal in 1961.In the temporal cut studied, 279 women and 07 men were graduated as Regents of Elementary School, demonstrating a school attended virtually by women. In the narrative, it is restored to the inclusion of female students in the Normal Course, focusing on the processes of registration and the admission exams, graduation events, imbued with discourses on the social role of the teacher and the Party Normalista Week, which valued the sense of belonging with of students to the profession. Through theater plays in the school, of practices forming behaviors and stages of female students in elementary school, training elements are reassembled, demonstrating the discourse of modern education intermingled with the Christian Catholic values of the culture for female education. The reconstruction of the historical identity of this institution sometimes close, sometimes unique, when confronted with other schools of teacher training brings a contribution to the setting of the history of schooling in the state of Rio Grande do Norte

O desenvolvimento profissional docente e a participação colegiado no Atheneu Norte-Riograndense

To investigate the relationship that exists among the educational participation of the school board and the teacher's professional development, starting from the analysis teachers of a public institution who teaches daily in the city of Natal. We focused the possible relationships between the teacher's action and their professional development, which includes the participation of the School board, considered by us as a collective space. To accomplish this research we used Interviews (KAUFMANN, 1996; SILVA, 2002) to analyze the nine participants, who are teachers' of the school board, and their oral speeches, considered as main references of our study. While trying to understand the reasons that led the teachers to choose her/his educational profession, we noticed the difficulty of recognition of the job of lecturing as a profession. This fact comes as an obstacle to the perspective of the teachers' professional development. In what he/she refers to the forms of the teachers' participation in the board and their meanings, we noticed in first place that the feeling of it belongs one of the decisive factors it can be considered actively for the teacher to announce of the actions colegiadas. This for them to want and they believe that that is the best road for if they develop better while professionals and consequently to improve the situation of the school. In second place we noticed that the school board represents, a place of articulation of the equality among all the ones that form the school community. So, we tried to understand how they happened to the collective actions in the school, how the teachers presented them in spite of what they know, how a collective action should be presented in the elements of fragility of that process that inhibit the development of the overall action. Finally, we questioned the elements that would contribute to the educational professional development; we noticed that the teachers present the competence, the ethics and professional valorization, as factors that contributed at the present time to their educational professional development

Trajetos no labirinto: história de vida dos portadores de doenças oncológicas em uso de transfusões sanguíneas na cidade de Natal/RN

The studies paths in the maze: life story of individuals with oncological diseases into use of blood transfusion in Natal has the hemotherapy as a primordial procedure to review the relationship between users of oncological health and the due ramifications. The hemotherapy looks for supply the organic needs through blood transfusion, which acquires vital function to the ones that have cancer, because it might reestablish the functionality of the organism throughout the raising of blood components. The impact over the transfusion affects emotionally and physically the users life. Aiming to reflect on these impacts, this study tried, through narratives of lives, rescue their experience since their knowledge of the disease until the time of blood transfusion using. It s about an exploratory-descriptive study, where the qualitative approach uses the theoretical-methodological reference of the oral life history to analyze a colony consisting of five users of health diagnosed with cancer, with achievement of at least three blood transfusions, the clinic Núcleo de Hematologia e Hemoterapia - UFRN, in Natal-RN. The network, in turn, was composed by employees of both sexes, regardless of age, who voluntarily agreed to participate in the study. The data collection, with approval of the Ethics Committee in Research, Liga Norte Riograndense Contra o Cancer, on the number 001/001/2012, occurred through semi-structured interviews, recorded individually in the home context that was previously chosen by employees. The methodological procedure occurred with the transcription of the interviews and their transcreations, and analysis of reports by thematic content analysis. At the reading orientation and interpretation of the employees stories, were discussed three categories of analysis: the impact on psychological REVIEW; impact on socialization and group membership, the environment and the impact of blood transfusion on treatment. Based on the narrative of the life histories of employees, we conclude that the experiences and feelings, hope and sorrow, pain and faith, even when facing a disease like cancer, bring lots of teaching and learning to health professional that deposits humanization health and reinstate hemotherapy forms of clinical critical

Alternância no uso dos modos indicativo e subjuntivo em orações subordinadas substantivas: uma comparação entre o português do Brasil e o francês do Canadá

The purpose of this work is to analyze the use of the indicative mood, instead of the subjunctive prescribed by the normative grammar, in complement clauses introduced by the conjunction que in Brazilian Portuguese. Contexts of use of the subjunctive according to grammatical prescription, and contexts of fluctuation on the use of that verbal mood were analyzed, in an attempt to investigate what interferes on the choice of the mood by the user of the language. This study is based on North-American Functional Linguistics theoretical perspective, oriented to analyzing language in use, in the light of the principles of grammaticalization and markedness. The results obtained support that the contexts that favor the indicative over the subjunctive are those composed by a complement clause functioning as a direct object the unmarked clause of all complement clauses and by a verb on the main sentence that belongs to the semantic field of low certainty, corresponding to the epistemic sub-mode the unmarked category of the deontic sub-mode. The results indicate that pragmatics and semantics factors influence the language user on the choice of the verbal mood. This research also presents comparative data on the use of the indicative mood in place of the subjunctive in Brazilian Portuguese and Canadian French, aiming to providing suggestions on language teaching

Um lugar para chamar de "meu" :estudo sobre relação afetiva com o lugar de moradores da praia de Pipa-RN

The chores and the daily physical and social demands make us feel more and more the need to be in a familiar and restoring environment, with which we frequently establish emotional bonds. The interaction with places for resting and leisure, exemplified in the Environmental Psychology literature as recreational and home environments, allow us to exercise our potentials and to strengthen our (personal and collective) identity. Bearing this in mind, this dissertation has as aim to study the relation of affection between the place and the inhabitants of the community of Pipa-RN, which has turned from fishermen s village into tourist destination, bringing with it many changes to the local population. To accomplish that, we made use of behavioral observations, interviews, and graphic and photographic documentation with 30 subjects selected through a network of indications, attending to the criterion loving Pipa . After analysis and systematization of the answers, we identified three super-categories: 1) Love, characterized by the strong representation that an environment has upon an individual without, necessarily, there being an affective link, allowing it to be nurtured from a distance and dissociated from the desire to be present; 2) Attachment, demonstrated by the difficulty in leaving the place, a bond that can be mediated by personal financial investments or expectation of future benefits; 3) Affiliation, which refers to the feeling of belonging to the place and its community, sharing its history, culture, habits, etc., independent from the place of birth. These super-categories are not exclusive, on the contrary, they can form combinations which we denominate as situations, that could vary from 01 (individual involved with none of the three) to 07 (individual involved with the three); there wasn t the combination between Attachment and Affiliation. These results showed that within the framework of relations of affection with the place, there are countless possibilities of interaction individual-environment, determined by the physicalenvironmental characteristics and by the assessment that each individual makes of it. With this small contribution to the theme, we hope to enlighten the perspectives for future research, especially involving the relation of affection for places and the adoption of proenvironmental conducts, as a question of preservation of the ecosystems and of the quality of life of the inhabitants

Segmentação Fuzzy de Texturas e Vídeos

The segmentation of an image aims to subdivide it into constituent regions or objects that have some relevant semantic content. This subdivision can also be applied to videos. However, in these cases, the objects appear in various frames that compose the videos. The task of segmenting an image becomes more complex when they are composed of objects that are defined by textural features, where the color information alone is not a good descriptor of the image. Fuzzy Segmentation is a region-growing segmentation algorithm that uses affinity functions in order to assign to each element in an image a grade of membership for each object (between 0 and 1). This work presents a modification of the Fuzzy Segmentation algorithm, for the purpose of improving the temporal and spatial complexity. The algorithm was adapted to segmenting color videos, treating them as 3D volume. In order to perform segmentation in videos, conventional color model or a hybrid model obtained by a method for choosing the best channels were used. The Fuzzy Segmentation algorithm was also applied to texture segmentation by using adaptive affinity functions defined for each object texture. Two types of affinity functions were used, one defined using the normal (or Gaussian) probability distribution and the other using the Skew Divergence. This latter, a Kullback-Leibler Divergence variation, is a measure of the difference between two probability distributions. Finally, the algorithm was tested in somes videos and also in texture mosaic images composed by images of the Brodatz album