A exclus��o branda do homossexual no ambiente escolar

A investiga����o, inscrita no campo das ci��ncias humanas, problematiza as categorias inclus��o/exclus��o no que refere ao contexto escolar. Estar inclu��do �� apenas estar matriculado e freq��entar a escola? Mais do que estar no grupo �� necess��rio o sentimento de perten��a. Sem este, dificilmente o sujeito se sentir�� integrado aos demais. Meu recorte de pesquisa vai enfocar a Exclus��o Branda do Homossexual no Ambiente Escolar nos primeiros anos do s��culo XXI, uma era de muitos direitos, especialmente em Porto Alegre, capital do Rio Grande do Sul, que j�� vinha h�� quatorze anos de uma experi��ncia de administra����o pol��tica de esquerda, naquilo que diz e no modo como opera em rela����o �� educa����o. Trazemos para as Universidades, as ruas e os parques da cidade o F��rum Mundial da Educa����o. Povoamos de juventude de todas as partes do mundo, a orla do Gua��ba, do Gas��metro ao Portal do Sol no Parque da Harmonia. O mundo esteve em Porto Alegre em janeiro de 2003. Sem d��vida o discurso pol��tico neste momento �� o da inclus��o. �� o contexto do ���politicamente correto��� que chegou at�� n��s, ���emergentes���, como subproduto cultural dos pa��ses ���emergidos��� Meu objeto de pesquisa �� o alcance da operacionaliza����o dos temas transversais (tem��ticas formadoras de cidadania) referentes aos direitos humanos que deveriam perpassar por todas as mat��rias do ensino fundamental e do m��dio, no que se refere �� livre orienta����o sexual. O discurso pol��tico das liberdades individuais, a mudan��a nos costumes, na legisla����o, a implanta����o do Estatuto da Crian��a e do Adolescente (ECA ��� 2000) e os anos de construtivismo baseado na Epistemologia gen��tica de Piaget (1976) e nas teorias de educa����o libertadora de Paulo Freire 1, modificaram, no espa��o escolar o preconceito contra os jovens que preferem namorar ou ���ficar��� com pessoas do mesmo sexo? Este estudo n��o tem como foco a identidade homossexual. Por��m, ser�� necess��rio atravessar alguns mil��nios e invadir o campo da Hist��ria, da Sociologia, da Filosofia e da Antropologia, para entender porque a Modernidade, uma ��poca de tantos direitos, mant��m esse preconceito sobre a quest��o homossexual. Relacionar este entendimento com a concep����o do sujeito ���normal��� e seus desviantes, a influ��ncia do Higienismo e a escola como institui����o normatizadora constituem o campo te��rico desta investiga����o. Trata-se de uma pesquisa de car��ter hist��rico, que se serve de uma estrat��gia anal��tica inspirada nas proposi����es de poder/saber, subjetividade de Michel Foucault e na obra filos��fica de Gilles Deleuze, embora n��o exclusivamente, para a media����o das hist��rias de vida de homossexuais mais velhos fazendo o contraponto com a an��lise do contexto das escolas visitadas .

Acessibilidade no ambiente escolar: reflex��es com base no estudo de duas escolas municipais de Natal-RN

This work was originated through the results of the analysis of the services for the needs of people with disabilities that were permitted by the physical space of two schools of the municipality of Natal/RN. The general objective/goal was to subsidize the elaboration of alternatives for the planning of environments that could be used by any person. The study used the empirical research through the adoption of a multimethod approach including: (i) technical visits oriented by the NBR 9050, (ii) contact with users that have reduced mobility (visually impaired and wheelchair or crutch users) through escorted travels and interviews, and (iii) interview with school managers. The evidence from the research, even though with significant development of laws that guarantee people with disabilities their right to citizenship, the physical environment of our schools still present with many obstacles that prevent the mobility of people with disabilities which proves their lack of readiness to accommodate them. Therefore, the actions taken to address the accessibility has been the adoption of temporary solutions that makes the adaptation more difficult, adds obstacles and reinforces the undesirable segregation, however still very present in our society. Finally, there is the indication that in order to achieve the spatial configuration that promotes social contact and integration in between the persons with different physical status, it is necessary to completely comprehend the activities developed in each space, from the conception of the equipment to the individual learning needs, having in mind creating environments that stimulates the execution of the tasks in an independent manner without the assistance of others. The inclusion regarding attention to accessibility in the decision making process, directed to the arquitectural and urban project, would decrease the constant need to redevelop and adapt spaces, and should be definitely incorporated as an important component in the production of space

Ensino de F��sica para pessoas surdas: o processo educacional do surdo no ensino m��dio e suas rela����es no ambiente escolar

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

A solidariedade e a coopera����o como estrat��gias para um trabalho eficaz no ambiente escolar

P��s-gradua����o em Educa����o Matem��tica - IGCE

Inclus��o escolar e g��nero: o ambiente escolar como fator de influ��ncia no curr��culo social e acad��mico dos alunos das s��ries iniciais do ensino fundamental

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

An��lise do ru��do e interven����o fonoaudiol��gica em ambiente escolar: rede privada e p��blica de ensino regular

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

A amizade em crian��as da educa����o infantil es rela����es interpessais estabelecidas no ambiente escolar

The research aims to propose a study of the central concepts of friendship among children of kindergarten and how such conceptions influence the interpersonal relationships within the school. We intend to observe the friendly relations between the kindergarten children, to examine how teachers of early childhood education business with the friendly relations between children and their conflicts and to propose alternatives to work with the theme friendship in the garden childhood, aiming at the socio-moral development of children. To do so, as the main theoretical basis the studies of Jean Piaget (1932/1994) on the development of moral reasoning in children. The methodology is based on Piaget's clinical method, which aims to understand how the subject thinks, analyze and resolve certain situations, presented as short stories. We hope that by doing so, we contribute to the debate on the educational work aimed at building the moral autonomy of the children, especially in kindergarten

As festas no ambiente escolar e sua rela����o com as aulas de educa����o f��sica

One of the interests of leisure is social and involves the festival. The holidays can be of different types and occur in different places, having lots of functions as the union of those involved, the development of creativity, fun and identification with the culture. The festivities are part of the play culture. The school, being an environment that deals directly and indirectly with the culture of organized behavior and appreciation of the discipline, often in second person through the formation of relationships, cultural transmission and access to the traditions of the groups around it. The entertainment component of culture in the school also finds himself sidelined in a society of work and a school that educates more to the labor market. The parties almost do not occur at school and when they happen, are given in order to make profits and sell consumer goods, apart from values that are intrinsic. In this study the objective was to deepen the study of parties, given that these are elements provides the establishment of the identity of a group of groups and of each individuals. When it comes to educating people, parties contributed to the emancipation of the human being which is cultural. Was developed a study in the field about the theme parties at the school, to understand whether and how it is being taught in schools, and what is its real importance for teachers and students, since we consider it fundamental to the development of culture and leisure culture of individuals. For this, we conducted a qualitative study based on a field research, using as a tool for collecting a semi-structured interviews with 52 students from 6th grade (7 years) from two schools at Ibitinga-SP, since one of them was a public school and the other a private school. Based on data collected from interviews and analysis, we found that the parties do not happen in schools, students do not learn what is leisure, and do not study or folklore festivals in physical...

Pr��ticas de exclus��o em ambiente escolar

P��s-gradua����o em Educa����o Matem��tica - IGCE

DESCRI����O E AN��LISE DOS ELEMENTOS ESTRUTURAIS DOS C��RCULOS RESTAURATIVOS E DOS FEN��MENOS DO CAMPO GRUPAL EM PROCESSOS ENVOLVENDO A JUSTI��A RESTAURATIVA NO AMBIENTE ESCOLAR

A popula����o e as comunidades escolares v��m pressionando e cobrando as autoridades dos Sistemas de Justi��a e da Educa����o por uma interven����o coerente e efetiva na resolu����o de conflitos que se estabelecem no ambiente escolar, uma vez que o atual modelo de Justi��a, o retributivo, n��o tem sanado a situa����o. A Justi��a restaurativa surge ent��o como uma nova maneira para enfrentar esse problema e uma de suas estrat��gias �� o c��rculo restaurativo, caracterizado como um grupo para restaura����o das rela����es e dos conflitos. Esta pesquisa visa: descrever e analisar os elementos estruturais dos c��rculos restaurativos e os fen��menos do campo grupal em processos restaurativos realizados no ambiente escolar para intervir em situa����es de conflito. A amostra foi composta de cinco pr��ticas restaurativas que envolveram pr��-c��rculo, c��rculo e o p��s-c��rculo mediados por um facilitador e dois co-facilitadores. O tratamento dos dados se deu a partir da an��lise dos elementos estruturais da justi��a restaurativa (cerim��nia de abertura e fechamento, bast��o de fala, e processo decis��rio consensual), considerando tais elementos iguais ao setting de base psicanal��tica, visto que neste caso especifico, tem como objetivo deixar claro aos participantes do grupo qual �� a proposta de funcionamento do mesmo; e de uma an��lise de conte��do organizada a partir de categorias pr��-definidas, segundo conceitos psicanal��ticos (resist��ncia, acting/atua����o e insight/elabora����o). Os resultados mostraram que foram estabelecidos elementos estruturais (setting) favor��vel ao encontro dos participantes e que predominaram no campo aspectos positivos, o que resultou no bom reestabelecimento do conv��vio em todos os casos analisados. Os elementos estruturais estabelecidos para a realiza����o do c��rculo restaurativo criaram um espa��o seguro onde os participantes se ligaram de modo positivo, mesmo com a situa����o de conflito. Considera-se importante creditar a figura do facilitador (Psic��logo) parte da realiza����o da resolu����o do conflito. Conclui-se que a fun����o continente; o manejo e compreens��o das resist��ncias, actings e dos insights contribu��ram para que o campo grupal configurasse em coes��o ao inv��s da desintegra����o. Finalmente, cabe acrescentar que a experi��ncia demonstrou que as crian��as e adolescentes respondem muito bem quando s��o convidados a participar de um c��rculo restaurativo e ali aprendem a agir de acordo com os valores vivenciados como em um processo educativo.

Acessibilidade no ambiente escolar: reflex��es com base no estudo de duas escolas municipais de Natal-RN

This work was originated through the results of the analysis of the services for the needs of people with disabilities that were permitted by the physical space of two schools of the municipality of Natal/RN. The general objective/goal was to subsidize the elaboration of alternatives for the planning of environments that could be used by any person. The study used the empirical research through the adoption of a multimethod approach including: (i) technical visits oriented by the NBR 9050, (ii) contact with users that have reduced mobility (visually impaired and wheelchair or crutch users) through escorted travels and interviews, and (iii) interview with school managers. The evidence from the research, even though with significant development of laws that guarantee people with disabilities their right to citizenship, the physical environment of our schools still present with many obstacles that prevent the mobility of people with disabilities which proves their lack of readiness to accommodate them. Therefore, the actions taken to address the accessibility has been the adoption of temporary solutions that makes the adaptation more difficult, adds obstacles and reinforces the undesirable segregation, however still very present in our society. Finally, there is the indication that in order to achieve the spatial configuration that promotes social contact and integration in between the persons with different physical status, it is necessary to completely comprehend the activities developed in each space, from the conception of the equipment to the individual learning needs, having in mind creating environments that stimulates the execution of the tasks in an independent manner without the assistance of others. The inclusion regarding attention to accessibility in the decision making process, directed to the arquitectural and urban project, would decrease the constant need to redevelop and adapt spaces, and should be definitely incorporated as an important component in the production of space

Acessibilidade no ambiente escolar: reflex��es com base no estudo de duas escolas municipais de Natal-RN

This work was originated through the results of the analysis of the services for the needs of people with disabilities that were permitted by the physical space of two schools of the municipality of Natal/RN. The general objective/goal was to subsidize the elaboration of alternatives for the planning of environments that could be used by any person. The study used the empirical research through the adoption of a multimethod approach including: (i) technical visits oriented by the NBR 9050, (ii) contact with users that have reduced mobility (visually impaired and wheelchair or crutch users) through escorted travels and interviews, and (iii) interview with school managers. The evidence from the research, even though with significant development of laws that guarantee people with disabilities their right to citizenship, the physical environment of our schools still present with many obstacles that prevent the mobility of people with disabilities which proves their lack of readiness to accommodate them. Therefore, the actions taken to address the accessibility has been the adoption of temporary solutions that makes the adaptation more difficult, adds obstacles and reinforces the undesirable segregation, however still very present in our society. Finally, there is the indication that in order to achieve the spatial configuration that promotes social contact and integration in between the persons with different physical status, it is necessary to completely comprehend the activities developed in each space, from the conception of the equipment to the individual learning needs, having in mind creating environments that stimulates the execution of the tasks in an independent manner without the assistance of others. The inclusion regarding attention to accessibility in the decision making process, directed to the arquitectural and urban project, would decrease the constant need to redevelop and adapt spaces, and should be definitely incorporated as an important component in the production of space

La construcci??n del juicio moral infantil y el ambiente escolar cooperativo

Resumen del autor

Cambio inducido en grupos peque��os en ambiente escolar.

Conseguir unas t��cnicas de control democr��tico en el aula que favorezca la socializaci��n de los alumnos. Se compone de 71 alumnos pertenecientes al colegio p��blico en pr��cticas de la Escuela Universitaria de Formaci��n de Profesorado de EGB de Alicante. Los alumnos son divididos en dos grupos, experimental y control, durante 1982-1983, y en tres, dos de control y uno experimental, en 1983-1984. Para conseguir el objetivo se interviene un aula. De forma que permita detectar la incidencia del profesor en el desarrollo de h��bitos y conductas en el aula, el papel del lider y el aprendizaje vicario. Sociogramas con diferentes tipos de objetivos de aceptaci��n. Pruebas psicom��tricas: Raven, escala general; test de aptitudes I y II; test de memoria auditiva inmediata y test de memoria MY; test de atencion EOS; 0-2 TEA; test de personalidad de Eysenck; escala de socializaci��n de Silva Martorell. Estad��sticos descriptivos para cada variable. An��lisis de varianza de dos vias. Prueba T de Student. Paquete Stat-Calc. En el an��lisis de varianza se eligen s��lo las dimensiones de socializaci��n. Demuestra que las variables significativas son liderazgo, jovialidad, sensibilidad social, apat��a-retraimiento, ansiedad-timidez, y rendimiento. En las comparaciones intragrupos, el mejor es el de control total, puesto que en el experimental la apat��a se ha mantenido en un ritmo progresivo. En las comparaciones intergrupos se infiere que el liderazgo de la clase sobre la que se ha intervenido no es significativamente mayor que en los grupos de control, no produci��ndose aprendizaje vicario. Es m��s, la situaci��n del grupo experimental es mala en comparaci��n con el grupo de control sobre el que no se ha intervenido, en jovialidad y respeto-autocr��tica. El grupo control-2, sobre el que se intenta actuar con el lider negativo, la situaci��n es mala, teniendo una alta puntuaci��n en ansiedad. No hay diferencias significativas en rendimiento acad��mico realizaci��n de un dise��o m��s cuidadoso, en tanto en cuanto la evaluaci��n cuantitativa no coincide con la cualitativa. Se destaca la importancia del profesor como gestor e investigador en/de el aula.

Elementos de reflexi��n para un ambiente escolar positivo y m��s seguro : los casos de Francia e Inglaterra.

Presenta los resultados de una investigaci��n comparativa entre Francia e Inglaterra llevada a cabo dentro del marco del Observatorio Europeo sobre el clima escolar y la violencia en los centros educativos de Educaci��n Secundaria Obligatoria en el medio urbano. Se trata de identificar las caracter��sticas que influyen sobre el clima escolar y los niveles de violencia en los centros investigados bas��ndose en las percepciones y experiencias de los j��venes en sus escuelas y cu��les son los valores y procesos que permiten asegurar un clima positivo a pesar de las dificultades sociales. Como elemento metodol��gico se han utilizado los indicadores de clima de Derbarbieux y como variable independiente se tom�� el pa��s de origen de los encuestados. Se dan los resultado con respecto al clima general, las relaciones entre alumnos y adultos en los centros educativos, la diferencia de cultura profesional del profesorado y de los directores de centro, la diferente gesti��n de la disciplina; y, la participaci��n de los padres y la apertura de la escuela a su entorno. Al final se presentan los resultados del estudio.