When we approach the subject development and learning soon in them it comes the mind the process of education and specific learning of the pertaining to school environment. However we must have clearly that the development as well as learning is complex processes that involves the pertaining not only the school environment but the development of the physical, mental and social of the human being. The human being is not only intellect, is a complex being with strong cognitive and ambient support, of interactions, learnings and consequently development and evolution. This capacity to learn during all the life, exactly without being present in a pertaining school environment, is what in them it becomes only beings capable to be able to interpret, to reveal knowledge, to develop itself socially intellectual and, that is learning in potential. With regard to the children superendowed or carrying of high innumerable abilities doubts and contradictions thus permeat the relative aspects to its development and learning, different visions and perspectives are analyzed in order to contribute and to clarify aspects related to these children special, so that school and educators can assist in significant way these children potentializing his capacities.
Education for Youth and Adults in Unesp of Bauru, started in 1999 with a project to extend to meet officials of the campus and community. Two years later, the PROEX organized a program of Education Youth and Adults with two dimensions: to meet officials of the university and the community. The aims are: to reconstruct personal identity, social and citizenship through education, allowing students of the Course of Pedagogy and other degrees experience to organizing and developing projects for young and adult literacy; joint training activities, research and discussion of public policy at the Education Center for Youth and Adults (CEJA) of the Municipal Secretariat of Education of Bauru. Since 2002 adopted the methodology of partnerships with institutions, associations and churches that served the outlying communities, including removal of the demand and community spaces to be used as classrooms. Thedevelopment of the educational process has been worked out by university students and fellows under the guidance of volunteer teachers from the Department of Education Faculty of Unesp/Bauru. The university also promotes training courses for all campusesinvolved in Peja. The results in Bauru point to the achievement of the objectives proposed for the formation of social identity of participants and their integration into society as citizens and for the training of university students and their role as educators.
This article presents the characteristics participation of Brazilian businessmen on the actions from the political and educational reforms from 1990s. Our focus is based on the changes in the process of social regulation that redefined both the action of the State and the Private Sector, which extended their association areas of activity through interaction with the public authorities. That dynamic process provided for the expansion and participation of multiple actors in the management and provision for EducationalPolicies, contributing to the diversification way of governing Public Education to go into a partnership and influence them by their organizations. This contextualization, between public and private on education, based on a political rationality the State pluralize the means to govern the education while acting as central actor.
This paper deals with the deepening of the analysis of a part of the field work of my master’s research in which the focus of study was the teaching and learning of Statistics by adult students of the 7th grade of Elementary school. This episode was chosen after we evaluated what is exemplary to underline the importance of the development of a project called “statistical” for the insertion of these students in literacy activities. We underlined statistic literacy establishing an interlocution with statistical educators who work in this perspective. We also brought authors who have served has a base in our theoretical-methodological framework for the research actions. Moreover, it is worth to underline the vygotskian contribution for the understanding of the mediation of theteacher in Mathematics classes in which Statistics was approached. It is possible to state that the production of the students was beyond the knowledge of Mathematics and Statistics and fulfilled what we intended with regard to the protagonism of those adultstudents and their inclusion in literacy activities.
The great depth of changes in the capitalism system beginning in the middle of the twentieth century has produced a total new way of life, which encloses from social behavior patterns to the relationship between capital, employment and the State.International organisms have been created to organize the changing process in the Nations’ agenda around the world, including the educational area that begins to be understood as priority justifying the needs of a new social pact, which implies the participation of the whole society. In Brazil, the municipal, state and federal laws sanction the principle of “democratic administration”. What we need to verify, though, is how this principle has been put in practice. Hence, the text intends to analyze the school board performance within the education system of São Carlos/SP, identifying the participation possibilities of the community inside the school. For that, we used the statements given by the municipal school counselors, and, as a result we identified two important obstaclesregarding the democratic inner workings of the school board: one related to parity and power sharing; and the other regarding the representation.
This article presents the main elements of the Brazilian State reform project, expressed in the document known as the Guiding Plan for the Reform of the State Apparatus (1995), in which reference is mainly to the alterations in the public administration bureaucracy for public management administration. This reform institutes newregulation relationships between public and private and transfers to civil society, particularly to the third sector, characterized as the non-state public, the execution of a double role: provide social and scientific services and exercise social control. In this way, civil society is called on to act, in fact, as a space for the transference of state responsibilities. Thus, here the attempt is made to discuss the implications of these changes for the management policies of basic education, emphasizing that teaching systems, especially the municiple system, sought to align themselves with theadministration model, which has as a basis the principle of efficiency, with emphasis on results.
This paper aims at reflecting upon Michel de Certeau’s relationship with education. Even though the issue is marginal to his other fields of interest, such as history, religion and culture, the challenges he presents are inspiring for educators at varying levels and from different fields of knowledge. Certeau’s thought moving power is the movement towards other ones, fostered by ethical and epistemological demands; a movement which opens itself to the possibility that each encounter may reveal something new. Themovement is born from the refusal of literal meanings or existing hierarchies, without falling into irresponsible relativism which denies his own memory. With Certeau we learn to see schools or universities as places of crossing paths, bricolage and operationswhich escape from established references.
This article aims to encourage educators to consider aspects related to the timing and scope on the planning of pedagogic activities regarding to evaluate student´s attitudes, skills and knowledge. Evaluation, in this context, means embracing other beings withintheir intrinsic manners, bounding to decide about educational aspects derived from the previous assessment. Speculating about potential activities that emerge from current daily actions, extracting from these experiences the real sense of reality and languagethought may provide the need for new ways of expression. The pedagogic process starts when there is an interaction between the community and the educator generating knowledge about communitarian characteristics and aims, therefore the class schedule and theme and matters of the class survey may emerge from the dialogs held amongeducators and students. The curricular contents will be based on the sociocultural knowledge developed by humanity according to it´s historical needs.
This article analyses a Project’s development of young and adult people education, from an academic institution, in a community assisted from the city periphery of Araraquara. Beyond the teacher’s observations, a fact seems very important, the teaching process bring changes in the students quality of life and in the process of building their self-esteem. This fact demanded a revision in the aspects considered in the evaluation process and a new propose of development of the systematic knowledge contends, considering the self biography student’s writing. This work, tried to find out elements of self recognizing, of the personal experience and a self invention. Write their own stories allows them to have access to systematic knowledge and to a different look at the world that made them interpret an find their place in the contemporary reality. The theoreticians formulations include the concept of social resentment, formulated by Maria Rita Kehl (2004), to characterized the lower self-esteem and the political demobilization, and the educational concept of Paulo Freire, that synthetically can be called education for emancipation and liberty. Also was utilized the concept of memory and society, considered by Ecléa Bosi (1994), for the work with literature writing, as a form to remember the memories, that possibility a reconstruction of the relations with the knowledge andthe social imaginary.
The focus of the present article is on Youngsters and Adults Education (YAE/EJA) under the perspective of dialogic learning and based on the communicative action theory by Habermas and the dialogicity theory by Freire. Such concepts point out that dialoguemeans praxis, which is fundamental for learning, the constitution of human development and democracy; they enable the criticism of the dominant YAE model which discriminates the adults based on prejudice against adult intelligence; they also provide tools to overcome such a model. Based on this perspective, the purpose of the article isto present YAE as a cultural educational system as opposed to a traditional scholastic one, which guarantees that its individuals are perceived as subjects with their rights: education, housing, feeding, job, etc. In order to achieve such a goal, the education inthis teaching model should be based on the practical and communicative skills which the learners already possess so that they are given the right to make and remake themselves in the world. When the Education of youngsters and adults is approached under a critical and dialogic perspective, we recover its transforming function, its announcing function.
This paper aims to give evidence to one of the possibilities of bringing formation to the professionals that work with EJA (Youth and Adult Education), that is, the continuous formation, that follows the trajectory of the educator’s work with his/her students, having as a support its insertion in search projects, in the perspective of a group process that involves action-reflection-action. It also aims to discuss the bases on which may be constructed mathematical and reading/writing concepts. Parting of the reality diagnostic to documental analysis to situate the EJA in the present Brazilian context debate the didactic and pedagogical action and finish to need of the epistemological curious teacher.
This article objectives to present and to analyze the manners asgovernments of local administrations of urban space, in recent years, come drawing and implementing public politics of youths' and adults' education. First, it is approached the public politics of youths' and adults' education implemented by city Executives, between 1987-2003. Period during which we can verify, in the Area that served as scenery to the study, the emergency and coexistence of two "generations of politics": the first anchored in the idea of supplying State and the second anchored in the principle of the social participation and marked by the evident shortage ofresources. It was looked for, still, to analyze the place that the executed public actions occupied inside the organization of the school education and the contribution that it gave to guarantee the social participation and the new actors' constitution in the public sphere.
We present a research based in the work The importance of the act of read and other texts of Paulo Freire. In a classroom with 16 youngs and adults pupils, mostly migrates of other states of Brazil, the reading of art, through images, musics and poems, also instigated them to read theirs life’s histories and the oppressive situations what they lived. When they recognize themselves in domination situations and overcome the naive and conformist view, while subject of own educative process and of own history, was possible to overcome the own limitations.
This paper presents some reflections of young and adult educators when situated, themselves, as subjects of their actions in a Painting Workshop. We analyzed an experience produced by PEJA - Projeto de Educação de Jovens e Adultos (Young and Adult Education Project) – Unesp/Assis. The educators of this project offered a Workshop entitled “Arts and Education: the arts as language in the education of youngsters and adults”, destinated to educators of the City Board of Education Assis (SP) and to undergraduate students of the University. Each one of the participants was invited to make a picture, using various materials as the conventional brushes and paints, besides seeds, leaves, stones and a lot of sensibility to discuss pedagogical theory and practice. The Workshop took place in 2003, because of the V Education Journey of Unesp, with a total time of 8 hours.
Currently the joint between the public administration and the private sector assumes new contours in function of the of the Brazilian State reform, configuring itself as a trend that if it has accented in the educational area, in the São Paulo’s cities, from themunicipalization (municipal ownership) of elementary school education, with the consolidation of partnerships and agreements involving the purchase of educational private system’s for municipal education net’s, the vacant subvention in private entities and the hiring of private institutions, aiming at the elaboration of educational politics for the management municipal. (ADRIÃO, BORGHI, 2008). Thus being, this article to look for introduce and to analyze, from the national legislation, the procedures for theestablishment of these different partnership’s modalities between the municipal government and private institutions, physical or corporation body, discussing the rules for the licitation process for the services and works hiring, property and consumer goods acquisition, for the contracts celebration and the accords establishment with social organizations to transfer it of public resources, to look for understand the legal possibilities for the introduction of the privatizations mechanisms in the education.
Taking in account the historical development of the elementary school institutionalization in Brazil, this article focuses on the pedagogic project of schools from a particular viewpoint,recognizing such project as a factor of tension in the main Brazilian educational law (LDB). This project is considered a positive thing that, at the present time, can promote distinct attitudes to face the challenges concerning teaching and management of schools. Looking at public school practices, this work brings ideas by several authors connecting technical and political issues which are essential to elaborate the pedagogic project of schools understood as a possible and desirable practice to fulfill the educators’ professional duties.
The structure of the cognitive processes, from the relations between the citizen and the enviroment, constitutes the learning base. Amongst the diverse cognitive processes, the attention represents an essential mechanism for the understanding and incorporation ofnew contents. Riots of the attention process, besides compromising the learning, are extended for hyperactivity behaviors. The attention riots and the hyperactivity – intimately correlated phenomena - contribute to the significant difficulties the citizen has in other cognitive functions, as language, calculation, capacity of recognition and planning, ability of behaviors self-correction, etc. The teacher’s pedagogical performance, integrated to the interdisciplinary action of other qualified professionals and family, constitutes a promising strategy in the boarding and orientation of the child with attention riots and hyperactivity.
O texto apresenta resultados parciais de uma pesquisa que vem sendo realizada sobre a avaliação no Bloco Inicial de Alfabetização - BIA. Analisam-se as possibilidades de o Projeto Interventivo contribuir para a construção da avaliação formativa no BIA. Para isso analisaram-se 100 Projetos de diferentes escolas do Distrito Federal - DF - e coletaram-se percepções de professores, coordenadores pedagógicos e supervisores. Apresentam-se os momentos e as singularidades desse Projeto. Defende-se a tese de que desenvolvê-lo em consonância com a avaliação formativa pressupõe a individualização/diferenciação do ensino. Professores e coordenadores pedagógicos apontaram as contribuições que o Projeto tem trazido, como o maior acompanhamento do desempenho de cada aluno, e as dificuldades para desenvolvê-lo. As várias possibilidades oferecidas por esse projeto ainda não foram exploradas pelas escolas, como por exemplo: a superação da recuperação de estudos em seu formato tradicional e a organização da escola não-seriada. Constatou-se que uma das maiores necessidades do Projeto é ser “abraçado por todos os professores e principalmente ser entendido pela direção e coordenadores”.
The present article tries to recoup the ideas and the proposal of H. Furth (1973), pointing it as another option to try to work with the children’s difficulties in the alphabetization process. The author considers the substitution of “schools of the language” for “schoolsof the thought”, that is, to substitute the option of the teacher in the reading-writing education, in its traditional form, of how to transform graphical signals into sonorous and vice-versa, for that one of the thought consolidation, feeding the intellect in development of the child by exercises of “symbolic logic”. For theoretical basing, we still present some aspects of the psychogenetic theory, as well as other works carried through more recently on the subject, that even so “transvestite” (disguised) with new clothing, still find their beddings in the J. Piaget’s basis.
The present article tells about conceptions that rules and settles researches that being realized concerning the subject alphabetization in Brazil. These conceptions are analysed through some academic productions, studies published and documents that maps out statistic elements (IBGE), referring the subject, covering above all the 80 and 90 decades. The article demonstrates that analysing the conceptions who rules and settles the educational researchesand the pedagogic practices can comprehends and clears, at last analisation, the characteristic signification of alphabetization, which meets linked to the social, economic and politic historic structure.
This article tells two experiences of projects carried through in schools of basic education whose thematic it was the work with the cultural diversity, the valuation of other cultures and reflections on the proper culture The work was carried through in two schools: one in the state of São Paulo, the city of Rio Claro where as the thematic one worked was the Hip-Hop and cultural manifestations local Brazilians the second in the capital of a Argentina province, in the city of Paraná where it worked the contact and the relation enter the cultural manifestations of Brazil and Argentina
The central objective of this work was to think ways that could lead to the construction of a school that it considered the differences and the learning that happens when these (the differences) they are in relation.
This report is an abstract of a research developed in a Master Degree, in order to analyses the argumentative language in the assesment report as a way to explain the teachlearning process. The theory of this work is based on backthin‘s language conception(Bakthin/ Volochinov, 1929), the mediator assessment conception according to Vygotsky (1930, 1934) and argumentative language conception (Carraher 1983, Koch 1984, Bronckart 1997, Liberali 2000). As it is an action research, the assesment reports werecolected at São Paulo, in a Kindergarten Public School. The results showed how argumentative language helps teacher to think about its action, its teach-learning process out its comunication with parents about kids development.
The article presents the results of a research about the space that the poetry occupies in the school context. It was verified the frequency that the poetical texts are worked, their receptivity among the pupils, the type of activities teachers propose, the difficulties found by them and the conditions offered by the school for the development of these activities. It searched, still, to identify the students’ preference in relation to the authors which are presented by the teachers in their classes. The data was gottenby a questionnaire, with half-structuralized questions related to theteachers practicing with the poetical text. This questionnaire was applied, in 2005, in six State schools, in Ponta Grossa, PR. It evidenced that the poetry occupies a shy place in the didactic books that have been the pedagogical support in the Portuguese Language classes and, as a result, it is not much present in the classroom.
Usually, one investigates marital violence, children victimization, and school violence in an isolated way. The aim of this paper is to highlight the relationship between domestic violence and school violence, suggesting actions to deal with these serious issues.With this goal in mind, two studies are described in this paper. The first one evaluates if boys who behave aggressively in school, in comparison with their non-aggressive peers, have more incidence of domestic violence exposure and victimization. The second study investigates if exposure to domestic violence and child victimization are factors associated with bullying. These studies indicated that there is a relation between the violence experienced in these two contexts; however they emphasize the need forfurther investigations with more participant and longitudinal studies. Teacher in-service training is suggested, aimed at: identifying students living in families with a history of domestic violence; supporting teachers and principals in case of disclosures in the school setting; social skills training for students; class discussions about healthy and non-violent family relationships and, psychotherapy referral to students who are victimized.
This article reports analyses and conclusions formulated from comments about Brazilian Criminal Justice and that they had given to origin the thesis “Criminal Justice in Current Brazil: Democratic speech - practical authoritarian”. Focusing specifically national legal education, this text looks for to associate the maintenance of the authoritarianism in the criminal control to the positivist tradition of national legal science.
The present article aims to contribute for the discussion on the process of school organization starting from the concepts of cycles, continuous progress and automatic promotion. For that it was used the historical recover, the analysis of the official documents as well as of the literature that is pertinent to the subject, seeking the contextualization of the origin of those proposals and of the assessment conceptions that are underlying to them. The text tries to explain the subject of the cycles, of the continuous progressand automatic promotion/approval, analyzing how those ideas carry, potentially, thepossibility of the professionals of the education possibility rediscuss the school organization and, implicitly, the marks of the education politics which propose them.
State programs promoting school autonomy have been developed within the neoliberal project and its state reform policies characterized by decentralization and privatization of social services. These programs were fostered as strategies to improve educational quality and equity, in the midst of the redefinition of the role of the state as guarantor of education as a social right. Disputing the neo-liberal view which led to the dismantlement of the welfare state, social movements arising from marginal sectors of society have implemented their own education projects, often working in collaboration with academia. In these projects, school autonomy is seen as a strategy to challenge existing social relations. In this paper, we compare and contrast the meanings attached to the notion of “school autonomy” and the characteristics of the social practices fostered by the educational programs promoted by two different agents, i.e. the state and social movements. Thus, we analyze in the case of Argentina a nation-wide program implemented by the National Ministry of Education (Programa Nueva Escuela Argentina para el Siglo XXI) as well as an educational program developed by a social movement (the Movimiento Nacional de Empresas Recuperadas).
Cet article a pour but d’analyser quelques rares recherches dans le domaine de l’éducation, menées en France sur “la forme scolair”, et plus particulièrement celle de la pédagogie Freinet. Dans les sciences de l’éducation, il est actuellement de bon ton demarginaliser la dimension pédagogique au profit d’autres approches: cognitiviste, didactique, … Pourtant il est indéniable qu’elle a un effet à la fois sur les apprentissages scolaires, mais encore dans l’acquisition de compétences moins valorisées par le système éducatif français.
With the education in the distance, it is transferred to reflect it regarding the interaction mediated for technological tools in virtual environments. By means of the slight knowledge of dialogism and poliphony proposals for Bakhtin, it is argued in the distanceinteraction from clippings of the tools “Fórum” and “Painel de Opiniões” of a course in the distance modality. By the analysis, these tools can be understood as a intertextual space in which different alterities are brought up to date, providing an asynchronous dialogue not only with the initial proposal, but also with diverse the other positioning assumed for the other pupils. Of this form, they are rescued and they reconstructed social voices, professional positioning, knowledge and experiences in the mediationfield of interaction made possible for the education in the distance.
The objective of the article is to analyze the consequences that implement of Fund of Maintenance and Development of the Fundamental School and Teaching Valorization (FUNDEF) in the basic education in the municipals of Limeira and Santa Gertrudes concerning the dynamic of responsibility between state and municipalities and to the composition of the educational expenses during the period 1996-2002. To this it a accomplished both survey and bibliographic analysis connected on the subject and documental research next to theadministration municipal organs in order to collect and the analyze of empirical datum This paper presents in a result of the state research named in Implementation Accompaniment of Fundef in the state of São Paulo, and bonding national to a research about Fundefimplementation in eleven Brazilian states.
This work presents some aspects of singular and singularized experiences of formation, lived and narrated told by an actor as clown, and establishes connections with other voices, marked by invention of ways of life (DELEUZE, 1965). In the trajectory ofconstruction of the clown “Xuxu”, at the same time, the paper of invention in the construction of subjectivity and the paper of others as an opening to possible worlds are evidenced. (DELEUZE, 1974).
The aim of this paper is to present a preliminary information about the implantation of the municipal law n.5.081 sanctioned in the Piracicaba municipality from December 19th , 2001 in the course of Worker Party government which text approve the association between public and private sectors. In this paper, implantation means the government action to introduce, insert and institute the educational propose, in this case referring to “Bolsa Creche” program.
The main objectives of this work are: to understand the perceptions that undergraduate students, descendants of Japanese immigrants, have on themselves; to identify the images that Brazilian undergraduate students whose ascendants are not Japanese have on the Japanese descendants; to compare these images to the expected imagesthe Japanese students have on others’ perceptions about them. In such a way we conducted half-structuralized interviews with the Japanese descendants and applied a Likert type scale of 5 points questionnaire to the non Japanese group. The analyzed data don’t allowed to conclude on the existence of preconceptions in relation to the Japanese descendants , but it shows the Japanese and their descendants are perceived as different by the own Japanese descendants and their friends, which points to the importance of deepening the discussion about the identity formation of the immigrants and their descendants in Brazilian society.
This article discusses the policy nature of school principal, considering the thoughts of many authors about school administration and the debate about politics, power and burocracy. The study still presents a profile of Brazilian school principals with the data ofBasic Education Evaluation System – SAEB, of 2003, specially comparing elements about gender, experience and formation of school principals, and aspects linked with methodology to provide/indicate the school principal and its possible democratic vocation.
The paper intends to describe and analyze the implementation of the partnership that was signed between the Municipal Secretariat of Education of São Jose dos Campos and Embraer Institute of Education and Research, under consultancy of Pitágoras Foundation with the goal to install a model of corporate management in network ofmunicipal education. Thus, it was used data on enrollment, official documents and interviews conducted in 2008 with representatives of the Embraer Institute, Pitágoras Foundation and the Municipal Department of Education. The article shows that adherenceto the corporate management model named Integrated Management System (SGI)wasn´t the need, but the offer of the Embraer. Also we note that the partnership can´t guarantee the promised public education of “quality”, in mind as organizes the educational business system as the SGI, may influence the responsibility of schools to develop and implement its pedagogical proposal, damaging school´s pedagogicalautonomy.
The objective of this inquiry was to understand and systemize the Educative Processes that characterize Practical the Social one of the Hip Hop of the city of São Carlos, interior of São Paulo; as these young ones if educate and as they educate other peopleof its communities, longing for to contribute for the valuation of the Movements of Youth and for the elaboration of politics that consider them. For in such a way, we follow some of its activities, as periodic weekly meetings, artistic events, educative activities and parties. The analysis of the data disclosed to some values gifts in the life of these people, as the love for what it becomes, the not arrogant, the necessity of the collective work, the responsibility and the belonging to a community. The men and the women of the Hip Hop invite-in opening the doors of the Schools and University, so that in we let us exempt them of the preconceptions that we construct every day, so that we learn with young of the Hip Hop, as well as with other people who fight for worthy conditions of life.We believe that this inquiry brings contributions to think the education that characterizePractical Social in not-pertaining to school spaces, as well as to rethink the education inthe pertaining to school spaces.
The democratic management of educational practices is a theoretical and practical matter, which has been discussed in several institutional spheres (PARO, 2003; BORGES, GIUBILEI & OLIVEIRA, 2006). This paper deals with education management and is based on a case study about technical and professional education of agents of Municipal Guard (SILVA, 2005). This kind of education is affected by structural problems in the public institution (SANTOS, 1987) and in the macro judicial system (PINHEIRO, 1997), also being harmed by a process of social and work precariousness (ANTUNES, 1999; 2005). All these aspects represent challenges that have to be overcame. Thus, our propose of democratic professional education management (SILVA, 2005; HELOANI & SILVA, 2006) opposes the bureaucratic and alienating management. It demands listening to the collective subject and assuming a reflexive praxis about the professional activities and the socio-institutional reality. We consider that the challenge of creating a democratic professional management and a critical collective conscience, articulated with innovative actions, is part of a horizon of possibilities, even when it is mediated byinstitutional, organizational and cultural dimensions (SILVA JÚNIOR & FERRETTI,2004).
This work reports an activity performed as part of coursework in Psychology class during a school semester which aimed to provide students an effective experience of what public school psychologists do, based on the critical presumptions about Psychology and also aimed to present reflections on the performance of this professional together with children. The proposal involved encounters with teachers and children and the undergraduates were responsible for the preparation and execution of activities under the supervision of professors. The Psychology students highlighted the importanceof this practice for their professional training, which provided discussions on key questions such as childhood, education and the impact of School Psychology in the Brazilian educational scope.
The present work, proceeded to an analysis from the City Council from Education and from the City Council of Accompaniment and Social Control of FUNDEF, in the São Paulo cities of Leme and Pirassununga, in the period understood between 1998 and 2003, while mechanisms of social control of the public education. It searched to deal with thestructure and the dynamics of the functioning of these Councils, through interviews and questionnaires, which had been increased with information about the local educational scene, resultant of the financial statements and educational data.
The official discourse reported by the National Curriculum Model, especially that on geography, has incorporated several terms and expressions currently used in academic discourse. Such incorporation might indicate updating and commitment to current and theoreticalregulations; however, it demands special attention. The terms “teaching democratization” or “educating for citizenship” are reported in official documents as having the same meaning; they should be better explained. Once they are widely broadcast, new concepts, codes, and expressions have become central elements of pedagogical discourses. Therefore, educational agents should do a more thorough and detailed analysis of the terms mentioned above to better explain their meanings, involving practical or theoretical aspects.
The Moral Education and the Education for the Citizenship imply in the reflection on which are the society that we want. It is only from this definition that it becomes possible to argue the school institution contribution in the process of social transformation and,therefore the organization of a pedagogical environment aiming at the formation of the citizen as individual inserted in a universal context propitiating the necessary conditions to the development of solidary people, fraternity, with capacity to argue, to question, tocooperate and to transform the way where it lives. When establishing a relation between Moral Education and Education for the Citizenship I am prioritizing, in the pedagogical action, the work with the construction of the cooperation concept, equality and justice,concepts that will allow the understanding and the construction, for the citizen, of the human rights underlying ethical principles and the democracy concept while pillars of a free society organization, with equality and justice.
This article intends to present some reflections on the importance of the students' participation in the organization of the work in the school. It is a presupposition that the implementation of the democratic administration in the public school necessarily demand to consider the part that the students occupy in the process of organization of the pedagogic work. The text, based in obtained results from a research accomplished at a school of the from São Paulo state net that assists to the elementary school teaching(final series) and high school teaching, it examines the theme of theparticipation in the administration of the public school; the user-students' participation in the organization of the pedagogic work and the results of professionals' actions with views to the democratization of the school administration, especially concerning to the execution of the access and permanence right in the school. It argues, finally, about the importance of the implementation of solid politics that contribute to the democratization of the school practices.
The objective of this article is to discuss, starting from the historical-cultural perspective, the sense of a pedagogic project considering its procedural nature, the convergence of the personal and collective dimensions and the educational purpose. The goal is to notice the project as possibility in the field pragmatic and in the theory of the sciences of human formation, linking the human development with the schools and its projects. For that, it tries to demonstrate that pedagogic projects configured as activity don'tjust legitimate the collective participation as it establish a new theoretical and/or methodological order in the organization of the pedagogic work, provoking a school that learns and grows in the search of forming men and women of the best human quality.
The present paper consists in a reflection related to the identity and new signification of Pedagogy in the context of the new millennium. As science of education, it belongs to Pedagogy the study and investigation of the pedagogical work developed at educational and non educational spaces. With a brief historical retrospective, there are some legal principles of pedagogy mentioned, up to the recent approval of Report CNE/CP 05/ 2005 that establishes the curriculum policies for the courses of Pedagogy Taking into consideration that the pedagogue is a needed professional in all the instances where there is teaching and learning, which means the existence of wide fields of pedagogicalperformance, some signs of adaptation of his professional work to the companies are brought into discussion, in the implementation of the movement Enterprise Social Responsibility.
This paper presents the analysis of some narrative strategies used by students of Elementary School in the elaboration of texts. The texts were produced with the aid of a word and images processor (Microworlds). The analysis’ perspective considers the recent researches on the narrative as way of understanding, representing and creating the reality. Some aspects of computer’s use in the educational environment are also discussed. On this last aspect, someof the transformations concerning the relationship student-student, student-computer, studentteacher and student-knowledge were focused.
The act of telling histories is one of the pedagogical activities that compose the didactic actions developed in the preschool age period. We start by the thought that the educator’s identification of the scenes that can unchain a moral discussion, as well as, the organization of a pedagogical action, by the judgment of the character’s actions, propitiates an adjusted environment for the work with the citizenship formation process. With this intention thepresent article has as objective to argue, from the Piaget’s theoretical referential on the process of the moral development, the use of Infantile Literature texts as ways for the organization of an educative action with the process of the infantile morality evolution.We select for the organization of this work three moments: the contextualization of the theoretical referential; the presentation of two texts, in which the educator can identify, in the plot of the histories, scenes that are possible to unchain a moral discussion; the election of a Literature text that was submitted to the child with the intention of demonstrating the educator’s intervention in the construction process of the dialogue, the argument and the confrontation of divergent points of view, aiming at the co ordination of different perspectives.
This article is a reflection on the binomial education and work, based on the strategy to restructure the production process and the educational programs implemented in the construction sector, through research conducted in a building located in the city of Sao Paulo in the period 2000 and 2003. The process of restructuring the productive sector beginning in 1983, where builders were compelled to promote changes in the organization of the work process. It is in this scenario that fall both the strategy of outsourcing, such as literacy / vocational qualification. Therefore, our focus of analysis focused on these two distinct types of initiatives, which correspond to two different moments in recent history of the company researched. Both trying to understand the implications and changes in working conditions, the organization and content of the work arising from the adoption of outsourcing. This analysis is also held projects for literacy held in beds of works, through the confrontation between the vision expressed by the sector’s administrative building and searched by employees about the meaningand importance of the role assigned to education.
This research searched to investigate if the acquisition of the notion of respect to the environment, that we call “ecological moral”, is constructed during the childish development, solidarily to the construction of the morality, presupposing that the notionof respect on the ecological field is the same that found the conquest of the moral autonomy. For this investigation, it had been taken a sample of 15 participants, five by age group – form 6 to 8 years old, 10 to 11 years old and 13 to 15 years old. Through thepiagetian clinical method, it was told to the children and adolescents two groups of stories: three stories were taken from Piaget’s studies about morality, focusing the conscience of rules and the notions of lie and justice, and four another hypotheticalstories were created specifically to study the respect to the environment, focusing, respectively, the selective collection, the extinction of the birds, the pollution of a river and the cutting of tree. The statements of the participants were analysed according tothe theoretical reference of Piaget concerning to the morality, also helped by some studious that have been amplifying the application field of Piaget’s theory. The data analysis allowed us to set up three levels for the development of the notion of respect tothe environment, proving that the ecological moral has a psychogenetic dimension and there is a relation between the development of the morality and the acquisition of the ecological moral.
Taking as presupposition that the history of the institutions evaluation follows two directions, that are emancipation/formation and regulation/control, this work has as investigation object the documents produced in the scope of the Ministry of Education that established SINAES, in order to identify their evaluation conceptions. In a first moment in order to contextualize the debate, we present a brief historical reconstitution of the processes ofinstitutional evaluation. For that, the two evaluation types mentioned above will be used as leading elements. Secondly, the documents on the evaluation which are produced by the National Commission of Evaluation of the Higher Education (CONAES)/INEP areanalyzed, as well as the proposal of MEC of ordinance that links the evaluation and the regulation. It is concluded that the impasse of Lula’s government in defining the function of the evaluation, makes it difficult to establish SINAES. The delay in the definition ofwhat and how to evaluate might suggest that the government does not get to accomplish a complete cycle of the institutional evaluation.
This article proposes a reflection upon the changes on the modern society’s project and points out the renewing perspectives of knowledge, between them are the possibilities of the cultural geography (III Millennium) settled on the perception and representation associated to the subjectivism and intersubjectivism of geography. For both, it indicates some methodological and pedagogical questions of the actual cultural geography, searching for phenomenological and social representation grounds for the elaboration of a more human knowledge, transposed to a pedagogical deed in the scholar geography, which can contribute to the project of the society as a whole. For that it recalls the Husserlian and Merleau-Pontyan phenomenological perspective, as well as the Moscovician social representations theory. These perspectives go toward a humanistic geography to be constituted and developed in academic and didactic and pedagogical environment of Geography.