Repositório RCAAP

SPARGO, Tamsin. Michel Foucault e a teoria queer. Trad. de Heci Regina Candiani. Belo Horizonte: Autêntica, 2017. 96 páginas

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O artigo apresenta uma discussão sobre a formação, desenvolvimento profissional e práticas de ensino de professores de Química de escolas públicas de Santa Catarina por dados obtidos em três instrumentos disponibilizados na Plataforma Zoho Survey®, adaptados da Enquete Internacional TALIS da OCDE, e respondidos por 75 professores do estado. Trata-se de uma pesquisa exploratória e caráter quantitativo. A análise foi realizada com base nas categorias pré-estabelecidas pela enquete e dialoga com as atuais produções de educadores químicos sobre a formação e trabalho docente. Evidenciamos entre os professores que responderam ao questionário um perfil feminino, a predominância de contratos temporários e a jornada de trabalho semanal. Enfatizamos a necessidade de melhorar os conhecimentos pedagógicos, as dinâmicas de trabalho nas instituições escolares e repensar os tipos de atividades e práticas de ensino que instituem para qualificar o ensino de Química.

Presentation

Two dominant, contrasting, narratives characterise public discourse on queer sexualities inCape Town. On the one hand, the city is touted as the gay capital of South Africa. This, however, is troubled by a binary framing of white zones of safety and black zones of danger (Melanie JUDGE, 2018), which simultaneously brings the ‘the black lesbian’ into view through the lens of discrimination, violence and death. This article explores lesbian, queer and gay women’s narratives of their everyday lives in Cape Town. Their counter narratives reveal how they ‘make’ Cape Town home in relation to racialized and classed heteronormativies. These grey the racialised binary of territorial safety and danger, and produce modes of lesbian constructions of home, notably the modes of embedded lesbianism, homonormativity and borderlands. These reveal lesbian queer life worlds which are ephemeral, contingent and fractured, making known hybrid, contrasting and competing narratives of the city.

The school inclusion of students with disabilities encompasses multiple variables, characters and contexts. This study analyzed the inclusion in Physical Education classes of a regular state school in Mato Grosso do Sul, Brazil, from the bioecological model. A case study was developed through the observation of 15 Physical Education sessions of a 3rd grade elementary school, which had a student with disability. For data collection, we used the “Instrument to evaluate the interaction between students with and without disabilities in school physical education”, with data appreciated by categorization. A school system seeking to adapt to act jointly to the family and cultural, in line with the determinations imposed to the political promulgations. There were aspects favorable to the inclusion - positive interactions of students - interspersed with difficult aspects - weaknesses in architectural accessibility. Inclusion in school physical education can be performed by understanding the complexity of multiple aspects covered.

This article sought to make a brief balance of research on black associativism in the post-abolition period, pointing out the various advances of research with special emphasis on the work of historian Beatriz Loner.

This essay reflects on the configuration of sports policies in Brazil, drawing on the author’s experience as a researcher in the field, and, at certain times, public manager of the referred policies.  It seeks to express the lack of a “state policy” character in sports policies, making observations on the moments in which they have come closest to that character and then, the missed opportunity.  Finally, it discusses the presence of sports policies under the current government, pointing to a discredited “state of sports policies”, which are very unlikely to rise to the level of state policies. A State that has been giving clear signs of its government’s intention to militarize Brazilian Society, having the sports policies, led by the Armed Forces, as its loyal squire. 

Expediente

The article has as its theme the use of Scientific Dissemination Texts (SDT) with the Teaching of Natural Sciences and its Technologies (NST) and aims to qualify the understandings about the possibilities and inferences of its use in the school context. To this end, a literature review was performed in the Database of Theses and Dissertations (BDTD). After searching and selecting the papers, the research corpus presented 24 papers  which were analyzed in the light of Discursive Textual Analysis (DTA). The constructed results pointed to two final categories: Interaction and Conceptual significance. The meta-context of the Conceptual Meaning category is presented, which reiterates the use of the Language of Science in the school context through the SDT, as a way to enhance the understanding of scientific concepts through the different relationships established. And, finally, we point out the need to insert a dialogue about the use of the SDT in different training contexts in order to qualify Science teaching.

Reseña del libro Aquí se baila el tango: Una etnografía de las milongas porteñas de María Julia Carozzi.

Interdisciplinarity has been constituted as one of the truths that crosses the Brazilian educational field and the effort of teachers from different institutional levels (school and academies) compete for the realization of interdisciplinary curricula. Specifically, this article problematizes and presents an analysis of the discourse, in the perspective Foucaultian, of enunciations that emerged in the speeches of the students of the Degree course in Nature Sciences of the Federal University of Rio Grande do Sul - UFRGS, North Coast Campus by justifying the need for an interdisciplinary curriculum. We investigate the resonance of these statements in discourses from sociology, from theorists like Bauman and Castells when they are willing to describe the conditions of our contemporaneity, as we believe that this chain of statements could be strengthening both discourses to the point of making them contemporary truths. For this essay interviews were conducted with 32 students and the theoretical tools used come from the workshop of Michel Foucault, especially the concepts of Enunciation, Statement, Speech and Truth.

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Hartmut Rosa is Professor of Sociology and Social Theory at Friedrich-Schiller-University in Jena and Director of the Max-Weber-Kolleg at the University of Erfurt. He was Vice-President and General Secretary for Research Committee 35 (COCTA) of ISA and professor at the universities of Mannheim, Augsburg and Essen. In 1997, he received his PhD in Political Science from Humboldt-University. His main books are “Social Acceleration” and “Resonance”.

Reply to the articles by Uiran G. da Silva and Henrique E. Lima.

Dion Boucicault’s three Irish plays: The Colleen Bawn (1860), Arrah-na-Pogue (1864) and The Shaughraun (1874), while not critically significant, owe their perennial popularity to their appeal to Irish romantic nationalism and to their memorable character types. While Boucicault’s character Myles Murphy or Myles na gCopaleen (Myles of the Ponies), an example of his native Irish hero, was the first of a series of rogue heroes that John Millington Synge developed in his character of Christy Mahon, Boucicault also owes the character of Myles to American native heroes like Sam Patch, Davy Crockett and Mose the Bowery B’hoy. While the plays are not great drama, they are good theatre and a less self-conscious national theatre has found room for both Boucicault and Synge.

This work aims at investigating, from the perspective of experimental linguistics, the use of iconicity as a provisional reading strategy used by children during the pre-literacy phase. In the background, we contrast the recruitment of iconicity with the notion of default arbitrariness in language, as proposed by Saussure. To test the interplay of these cognitions, we propose a role-playing experiment with children from three age groups, 4, 5 and 6, in order to verify if these participants use iconic relations to guide them in a task of pairing figure to written word. Our results show that iconicity is afirst-hand resource used by some children, specially 4 year-olds, who tended to establish a clearer motivational relationship between the size of objects and the size of the word that names them. Nevertheless, iconicity persists as a strategy in a few 6 year-olds, on the brink of attending literacy class. Considering these results, we discuss the implications of choosingaliteracy method, either favoring global reading or grapheme-phoneme decoding, specially for the kids who tend to preserve the iconic strategy longer.

Phonemic awareness is the ability to notice and manipulate language sounds in their base form (phonemes). It is associated with emerging literacy skills and predictive of skilled reading. The aim of the present study was to investigate phonemic awareness in German and its association with speaking a German-origin, but predominantly unwritten language. We investigated speakers of Hunsrückisch, a Brazilian minority language predominantly used in its spoken form. Participants were literate Brazilian Portuguese speakers who spoke Hunsrückisch and German or Hunsrückisch only. The results show faster, more accurate performance in the phonemic awareness task among participants who spoke Hunsrückisch and German, relative to those who spoke Hunsrückisch only. Participants who spoke Hunsrückisch only were able to perform the phonemic awareness tasks but having learned to read and write in German allowed for faster, more accurate performance, especially in relation to pseudowords.

In the 2016 National Early Literacy Assessment (ANA) (INEP, 2017), 2,160,601 students from Brazilian public schools were evaluated at the end of the 3rd year of the Early Literacy Cycle, in reading and writing, among which only 12.99% reached the aimed level (4) in reading and only 8.28% reached the aimed level (5) in writing. However, in Lagarto city (Sergipe State), which, according to the aforementioned evaluation, had ranked last in Brazil, with only 3.02% of students at the aimed level in reading, and penultimate place in writing, with only 1.84%, things became quite different. Being taught by Scliar Early Literacy System, seventy children were reading with fluency and comprehension and, above all, with pleasure, by the end of the first year, in 2017. I analyze two documents on early literacy public policies: The final version of the Common National Curricular Base (BRAZIL, MEC 2017) and the decree 9.765 of April 11, 2019, which establishes the National Literacy Policy and Iexplain why the lack of knowledge about advances in sciences such as linguistics, psycholinguistics, neuropsychology and neuroscience leads to failure in early literacy.

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