Repositório RCAAP

Esta pesquisa objetiva descrever e analisar o brincar das crianças no contexto da creche. A expectativa é possibilitar a discussão em torno da produção das culturas infantis. Buscamos investigar as crianças a partir de si próprias, como atores sociais competentes e potentes, constituídas de múltiplas dimensões humanas e protagonistas nas relações que são estabelecidas no grupo de pares. Para tanto, realizamos pesquisa de campo, utilizando observações com base na orientação etnográfica, registradas em caderno de campo. Com base nos dados analisados, identificamos que as culturas infantis e as formas de sociabilidades criadas e recriadas pelas crianças, revelam a especificidade própria destas em relação às produções culturais dos adultos. A pesquisa possibilitou demonstrar a necessidade de adentrarmos nos respectivos mundos sociais e culturais dos grupos infantis, para conhecer as crianças em sua complexa singularidade. Evidenciamos que o conhecer das culturas infantis, nas rotinas do brincar, apresenta-se como uma possibilidade para os adultos significarem e elaborarem seu pensar e seu agir pedagógicos aos interesses e necessidades das crianças.

Neste artigo, procuro refletir sobre o desafio que se coloca para a educação do ser humano culto como resultado do processo de globalização e de revolução técnico-científica que vivemos hoje frente às formas como nossa sociedade tem respondido com a educação das crianças e, ao mesmo tempo, a complexidade do processo de conhecimento que descobre uma relação intrínseca entre o afetivo e o cognitivo que condiciona a aprendizagem. Destaco, especialmente, o sentido que as crianças têm construído acerca da escola e do processo de conhecimento, a partir de tarefas e das idéias impostas às crianças pelos adultos, e que as distancia da apropriação do pensamento teórico e da vontade de saber, elementos essenciais no processo de apropriação da herança cultural da humanidade, motor da humanização das novas gerações. A imposição às crianças de formas de relacionamento com a cultura - próprias dos adultos - em idades cada vez mais precoces abrevia a infância e compromete o processo essencial de humanização vivido nessa idade. Não só isso, cria nas crianças uma atitude que as indispõe ao conhecimento - o que se coloca em contrário ao desejo maior de pais e mães e professores/as com relação à escola.

O texto a seguir resulta de uma pesquisa que teve como mote a compreensão de práticas educativas desenvolvidas em uma instituição de educação infantil pública no sul do Brasil. O recorte realizado para análise foram das relações estabelecidas entre os adultos e as crianças no interior da instituição, em especial nos momentos marcados pelos adultos como de transgressão por parte das crianças. Buscou-se também compreender as relações que as crianças estabeleciam entre si e as diversas estratégias criadas por elas na acomodação, resistência e reinvenção do cotidiano a fim de tornarem-se, em alguma medida, partícipes do espaço frequentado por elas diariamente. Como forma de dar visibilidade às manifestações das crianças sobre o que vivenciavam na instituição e também revelar as estratégias utlizadas por elas para os excessos de regulação, foram utilizados diferentes recursos, tais como: registro escrito, fotográfico (feito pela pesquisadora e pelas crianças), dramatização, literatura, desenho, bem como a captura das expressões faciais que as crianças utilizavam para comunicarem-se entre si. Os jeitos das crianças, em especial naqueles momentos em que instituiam modos diferentes de agir, indica-nos um aprendizado social de como lidar com as estruturas impostas e reforça a idéia de redes de aprendizagem construída no sentido horizontal, entre pares.

Este estudo parte de um projeto de dissertação de mestrado e tem por objetivo centrar olhares e percepções para as culturas infantis nas interações sociais que bebês, de um ano e meio a dois anos e meio, estabelecem entre si em uma Escola Municipal de Educação Infantil. A tentativa é de compreender as múltiplas linguagens que esses bebês utilizam nas suas interações para constituir suas dinâmicas de sociabilidade, e suas culturas da infância, concebidas como formas singulares de significação e apreensão do mundo, as quais as crianças criam e compartilham nos seus grupos de pares. Para tanto, busquei traçar algumas reflexões acerca do lugar social que os bebês ocupam, e realizar um breve levantamento de alguns grupos de pesquisa no Brasil que vem se destacando em pesquisar crianças com idade entre zero e três anos. O referencial teórico que subsidia esta investigação é o da Sociologia da Infância em diálogo com outros campos teóricos que também consideram a agência das crianças pequenas nas dinâmicas de sociabilidade.

This article aims to discuss the issue of learning in a school of Youth and Adults Education. It was aimed to find out how does the learning take place among those who did not learn or those who couldn’t stay in the so called “normal school”. Through observation and interviews with teachers and students of this core of education it was possible to answer these questions: how does the process of teaching and learning of students in adult education occurs? What goals are appointed to this level of education? Those goals are made explicit in the actions of teachers working in adult education? The aim of the school, in the view of the teacher interviewed, his actions to achieve this goal and the results produced by the actions that we observed in the performance of students allowed us to see that educational practices are far from the established educational goals of educating for freedom and citizenship and enabled us to reflect on the hidden face of the school that seems to rule out, once again, students who return to it.

Text intends to reflect upon observation activity that characterizes School Life Observatory (OBVIE) action in the past eighteen months. As OBVIE belongs to a Higher Education Institution one major question is to what extent can University establish an open conversation with Elementary and Secondary Schools? This is an epistemological analysis about Observatories demands ( like OBVIE), as well as further impact on their organization and management requests. Empirical analysis is limited, so far, to thirteen Schools. However analysis relevance is larger than specific context from which it arises.

A etnóloga Julie Delalande, autora do livro La cour de récréation, contribution à une anthropologie de l’enfance (Rennes, Ed. PUR, 2001), encontrou-se com a cineasta Claire Simon, realizadora do documentário Récréations (Les Films d’Ici, ARTE France, 1992), que mostra crianças de três a seis anos na hora do recreio no pátio de uma escola. Elas conversaram a respeito de suas abordagens das crianças da escola maternal francesa. Compartilhando a mesma intuição – de que as crianças vivenciam um momento importante de sua existência na hora do recreio –, elas debatem a sutileza de apreender sua experiência quando se é, aos olhos das crianças, um adulto forçosamente dominante. Somente o reconhecimento daqueles que se vem observar permite o acesso a esse universo. Descobre-se então como, entre uma lógica do desejo e uma lógica do social, as crianças aprendem desde a escola maternal a ser atores para seguir adiante. Ali, ao invés de permanecerem seres que devem ser educados, elas são atores de seu texto.

The present research came from procedures reflected by the practice attendance from Children Educational teachers. We have been listening continuous complains from teachers about their student’s behavior from 4 to 6 years old, that are considered disrespecting and that they are involved just in have fun. People who participate on this research were: four advising teachers and class assistants from a private school in São Paulo. The problem that guided the present research was: the teacher that uses game playing as a developing process of friendship, observing the characteristic limits of age, will have a group of students more respectable, collaborative and team spirit? The fact that the teacher plans, organize pedagogical procedures and analyses his own practice in the field of values, giving priority game playing, can change the number and the way of solving conflicting situations in the classroom. The focus was to analyze if the planning, the organization of didactics procedures and analyzing the practice in the field of values, giving priority game playing, modifies the number and the shape of solving conflicting situations pointed by teachers in children education. It has been used three instruments: 1. observation filling card; 2. observation of interacting situations; 3. questioner. The qualitative analysis from data showed that planning, organizing didactic procedures, focusing game playing can help on the solution of conflicting situations. Progress as in the teachers’ acting showed by the records as in the procedure of solution of conflicts used by children, could be watched during the procedure.

No summary/description provided

No summary/description provided

This article aims to make a brief conceptual analysis of cognitive memory, based on the neuroscience, in order to understand its importance in the education process. Initially we will hold the concept of cognitive memory and some of their ratings and then carry out the analysis of this function in educational processes.

This article aims at studying the stress factors in students of an engineering course at the city of Curitiba. Although stress can be also regarded as a positive factor to the subjects, while responses to stress agents are mild and light, the notion most often widespread and damaging is that in which the estressor has a negative character and more prolonged, which indicates greater severity. Academic, social, profissional, exams, dedlines to be met, learning new technologies in short time, the search for an intership or placement in the labor market in the midst of this process of building a professional identity. Are variables that are interwined and can facilitate the emergence of estress in students. We characterize this study as descriptive, and assessment of the data will give a qualitative approach and the method used is the case study. The sample consisted of 84 engineering estudents. Finally, the study indicates the need for interventions that address the most affected group of students as well as providing proposals to minimize and avoid problems of students who drop out the course. Key-words: Education. Health. Stress. Curriculum.

This work aims to analyze the process of digital inclusion configured from the deployment of the project titled "Plan Ceibal" by the Uruguayan Government in all public schools in Uruguay. In this article our analysis focuses on data collected about the impact of the project outside the school context, and to analyze how the digital inclusion is promoting or not inserting these portable computers outside of school space familiar looking for direct gaze that make people with technologies (cultural practices of digital literacy) and not to the possibilities of equipment in relation to the effective use of ICT 's. Data will be collected through a survey ethnographic blended in development, let us consider the configurations interaction and inclusion of actors from the border town of Rivera / UR. Analysis on socio-historical bias allows you to understand how digital inclusion configures itself from cultural practices exploring the concept of zones of senses and not just for pedagogical possibilities of technology whereas there is a relationship between technologies and social structures. keywords: Social Incusion, Ethnographics, computers, education

We intend to discuss here which the contributions of genetic epistemology for learning astronomy themes present in the curriculum of the early years of EF. This arises epistemology, pedagogy, called constructivist methodology. Demonstrated in our article, using a methodology that starts with questions and problems the teacher may allow students under the action of the research object and thus make it possible to build their concepts about the world and may increasingly become more complex their knowledge. Teaching astronomy since the early years can help in the development of logical-mathematical students, which makes them able to understand the world around them, this consequently influences their scientific literacy, therefore, increasingly to intervene in the world so conscious. In this sense we believe not only in the inclusion of subjects of astronomy in science education, as well as the need to review the methodologies applied in this discipline.

Oral history is part of the debate about the role of historical knowledge and operates inquiring the historical tradition centered in official documents. This study intended to carry out possible “dialogues” between two retired teachers about their memories and opinions in relation to the education subject. We following a semi-structured screenplay divided in two blocks: the first one intended to address their experiences while they were students and the second, intended to express the memories and views of them as teachers, establishing relationships between these two times and also seeking to investigate their opinions about the current stage of Brazilian education. Thus it was possible not only generate diagnoses and report the views of the collaborators, but also understand subjectivities that only through these procedures could be made.

This article aims to discuss the use of sources, specifically those from the press, in the construction of teaching history. From this perspective, we present the following as concerns guiding this work: What is the role of historical sources in teaching history? What are the possibilities of learning from these? The press takes a prominent place in this scenario to what extent? The method chosen to approach these responses was the methodology of the research literature, as well as content analysis, which allows working with text written materials. It is important to mention that this methodology is the starting point of the message, but should be considered the contextual conditions of their producers and become critical in the design and dynamics of language to establish an opinion (FRANCO, 2005: 13). Given the above, will be drawn primarily a discussion about the teaching of history. Soon after will be presented some aspects regarding the importance of the sources and their potential uses within the area covered. Finally, we will reflect on the press and its specificities. Therefore in order to promote a reflection on the teaching of history and its vast possibilities of building space within the school.

Hierdie vraestel bied die resultate van 'n ondersoek in die loop van spesialisasie in Liggaamlike Opvoeding - FURG, wat die liggaam van navorsing tot die kontrak genoem word vir' n graad aan die begin van die 80's, 'n staat skool in die stad Rio Grande - RS. Die doel was om uitsprake wat verband hou met die liggaam van boeke bekend te onttrek, om moontlike verklarings, toesprake wat in werking gestel met die status van die waarheid oor die liggaam in die skool te identifiseer. Metodologies, die navorsing oorweeg hoe dinge gepraat uitsprake en gelei word deur 'n analise gereedskap uitspraak van Foucaultian, probeer sommige elemente te maak in die konsepte van verenigings uitspraak en uit te spreek. Werk met die data stop by die eerste, die vertoon nie, omdat die kontrak genoem word aanvaar dat die onderwysers by die skool dinge, en wanneer transkribeer die uitsprake, ek huidige twee stellings oor die liggaam wat blyk uit die rekords - die higiëniese en psigomotoriese . Dit was wat gepraat word deur die sogenaamde eie kennis van hierdie studie, is die teoretiese raamwerk van die navorsing wat gebou is, as ek glo dat die psigomotoriese en higiëne, soos uiteengesit, ondersteun en georganiseerde die orde van die praktyke, terwyl toelaat dat die produksie van 'n bepaalde liggaam in die skool en nie 'n ander, van die toestand van die sigbaarheid van notaboeke.

No summary/description provided

No summary/description provided

This article relates the use of the technology in the deaf’s education and the necessity of the teacher to accompany these changes. It mentions some experiences with deaf contained in books and periodic, showing that the technology became indispensable in the world, shortening distance, agiliting services and producing a new era of students and workers informatizeted. The proposal of the present article is to suggest a reflection about the subject, without the pretension to offer no solutions or deep analysis of the presented questions. This study had as sample, five teachers that teach deaf in order to know his envelopment in the technological world and his application in the class-room. The results demonstrated that the majority of the teachers still utilize very little the technological recourses Key- words: Technology. Education. Deaf.