Repositório RCAAP

O presente artigo visa introduzir elementos para o repensar da inserção do Serviço Social nas empresas privadas, diante do processo de inovações no mundo do trabalho que estão alterando as requisições de prática dos profissionais da área. Para tanto, considera-se o contexto histórico onde ocorrem as inovações na esfera produtiva, a partir de uma análise referenciada na teoria Gramsciana, enquanto embasamento teórico-reflexivo.

Necessidade de inovação e espírito empreendedor são expressões hoje sempre muito presentes quando se trata do conjunto de habilidades gerenciais. O presente artigo focaliza os desafios que os novos tempos têm imposto a todos quantos se dedicam a avaliar o direcionamento das ações na educação e que fatos da realidade do país no campo da gestão merecem destaque.

This article discusses the process of learning to teach of seven graduate and non-graduate teachers of the preparatory entrance exam of the Federal University of Sao Carlos (UFSCAr) with the aim of understanding the kind of learning that takes place during teaching. The investigation was based on studies about teacher education that view learning to teach as a continuous process that involves reflection during practice, about the teaching practice and its context. Questionnaires and interviews were used with teachers in order to understand how they see their own practice. The results show that teachers change their teaching according to students´ demands and according to the analysis of their experiences in contexts such as the preparatory entrance exam that due to their management andorganization go beyond the classroom.

This article aims to discuss the process of dissemination of Enterprising Culture in school and university spaces taking into consideration the contributions of Cultural Studies in Education. Through the analysis of Foucault-inspired speech, the interviews realized with high school teachers, students of the Pedagogy Undergraduate Course and school supervisors were analyzed aiming to question social-pedagogical aspects that may represent the enterprising perspective as a “pedagogical value” in the researched educational spaces. This study has highlighted the traces of a neo-liberal rationality, which has been expressed in speech and expressions such as: flexibility, pro-activity, potential for innovation, management skills, human capital, team spirit, strategic planning, goals, resilience, strategic vision, capacity for taking risks, continuing education, coming from a business ethos, which have received more and more emphasis in teacher training and throughout the practices developed by school supervisors. According to the speech analyzed there is a need for the professional in education to become an enterprising subject of himself, as a flexible subject who must be constantly learning, innovating, and developing projects. It is necessary to emphasize that the analysis developed with this study were carried out in view of questioning the speeches of the people interviewed, that corroborate the dissemination of enterprising as a “pedagogical value” in the educational environment, questioning how this logic operates in the training of teachers and school supervisors.

The contemporary world, especially after the last quarter of the 20th century, has been going through fast economical, social and cultural changes as a result of the recent technological revolution. According to different authors, these technological changes have characterized the information age or knowledge age. Castells (1999), for example, affirms that we live under the development information model. In order to analyze the change in the role of knowledge throughout history, he refers to a category called development mode, which is discussed in this article. These concepts are used in some cases without much precision making it difficult to understand reality. Which is the most appropriate concept to understand the moment we live? This article tries to analyze and situate the role of education in this context. Has the school been able to meet the demands of a world in constant transformation? The amount of curricular reforms that have been implemented in several countries is a demonstration that the answer is negative, that education has not found a consistent way of meeting the demands yet. Furthermore, education can not restrict itself to meet the demands of the productive system, education should first of all, be concerned with human emancipation. Has Geography been able to adapt to the transformations of the contemporary world and at the same time explain it properly? This article discusses some of the issues related to the role of academic and educational Geography in this context.

This article presents the debate about the initial education of Geography teachers and the tensions between the academia and the cultural scientific institutions related to this area of study and also to schools from basic education and the questions raised by these formative institutions about some public policies. Do Geography courses, either teaching or bachelor degrees contribute to the education of future teachers by means of a solid curriculum that provides a sound knowledge about Geography? Can the research methods and techniques be used during the teaching practice and later in the future profession? Are the relations between the university and the schools where the teaching practice takes place articulated in terms of teaching knowledge and the early years of teaching? Do the public schools have projects with proper human and material resources so that they can contribute to the formative activities of future Geography teachers? These are the main issues discussed in the article and in debates illuminated by Geography and Education researchers.

This article presents the results of an investigation carried out with students of the 4th year of the teaching degree in Geography at the State University of Ponta Grossa (UEPG), Pr and teachers of basic education in 2007 and 2008. The research tried to identify the formative possibilities that the teaching practice experience provided to the initial education of Geography students. This identification is based on students´ and teachers´ conceptions about the importance of the teaching practice to the future profession. The aim of the study is to reflect on the construction process and teaching professionalization development during the teaching practice in basic education schools. In this article, students´ evaluation of the teaching practice experience and of the undergraduate course are presented. The opinions of basic education teachers’ about the importance of the activities are also analyze.

Knowledge about teachers´ working context and their interrelations with the personal, economic, social and political aspects contributes to a conscious choice, avoiding future frustrations. The Geography teaching degree at the Universidade Estadual do Centro-Oeste, (State University of the Mid-West), campus of Irati, considers important to go beyond the boundaries of the classroom and know the profile of Geography teachers who work in public state schools in Irati. It is also important to understand some of the characteristics of the profession in terms of content, context and personal expectations of future teachers. The study included a literature reviews and by means of questionnaires it was possible to understand the specific local conditions, allowing the determination of the professional profile of in-service teachers, labor relations and policies related to education, the prospects and difficulties of the career and also the consequences of this context to the teaching-learning relationship.

An image, a charge or any other image, can be used to denounce the process of exclusion and selection that occurs in Brazilian schools. This article emphasizes the need to intensify the discussion about the messages conveyed in charges as images form opinions and concepts, in particular in lower social classes. The article intends to show that the interpretation of an image enlivens our beliefs, values and conventions that come from the personal and social imaginary, where the intertextual possibility and image polyphony perpetuates school failure in children from lower social classes.

This article refers to a research carried out as a requisite for the Post-Graduate Program in Environmental Education at the Federal University of Rio Grande. The aim of the study was to analyze the process of becoming a teacher, researcher and environmental educator. The thesis defended refers to the changing potential of narrative in the processes of knowledge construction in teacher education, in particular in initial education in which future teachers face problems in the classroom as well as in the use of diaries as an instrument for the reconfiguration of environmental teacher educators´ reality. Therefore, diaries as a form of narrative should be reconsidered and articulated to the processes of permanent education in conversation meetings, which focus on the problems faced by teachers in the classroom, in particular the problems faced by teachers in their first years of teaching.

This text reflects on the role of the teacher / researcher in the collective construction of Political-Pedagogical Project, understood as an instrument that organizes and consolidates pedagogical work (teaching, research, and outreach projects) at universities. Based on the assumption that the Political-Pedagogical Project establishes the principles, guidelines and purposes of the pedagogical action, the study tried to point out the references and elements that support the collective construction of the project at universities. To this end, the teacher / researcher is challenged to break down certain barriers that university tradition has built up, and to take a stance that will make a difference in the everyday life of the institution.

This article reflects on how the concept of teaching proposed in the Brazilian National Curriculum Guidelines - DCNP 2006 - for the Pedagogy Course and supported especially by Anfope (National Association for the Education of the Professionals of Education) is set in the Teaching Project of the pedagogy course of a public Institution of Higher Education. The qualitative research, in the form of an instrumental case study (André, 2005) included document analysis and semi-structured interviews, as well as the constant review of the literature. The configuration of teaching as a national common ground implies the confluence of a set of principles that should guide the curriculum. It should include: the relation between theory/practice and the emphasis on research and knowledge production; solid theoretical formation and interdisciplinary; democratic management; social political and ethical commitment; collective and interdisciplinary work and the incorporation of the concept of continuing education. From the analysis of the data collected, it was concluded that the configuration of teaching in the Pedagogy Course researched is based on the above principles which led to: restructuring the curriculum and academic activities; resizing of contents; introduction of new teaching methods; engaging students in their future working context since the early years; interdisciplinary thought and action; unity theory-practice. However, it should be emphasized that much of the individual and collective work of teachers is responsible for the successful development of teaching as a common base -articulated to research and the management of the Pedagogy Course studied.

This article examines how teachers at a public school in the state of Parana deal with Environmental Education in their disciplines, as well as the importance they attach to it. The qualitative research involved eight teachers from different subject areas who work in basic education. The data were collected through questionnaires. After classifying the data it was verified that in general, high school teachers do not carry out projects about Environmental Education. But issues related to the environment are discussed by some teachers in a timely manner, ie, there are no relation to the other topics dealt in class. The main themes discussed are: environmental preservation, solid waste, global warming and the greenhouse effect, and Agenda 21. The main teaching resources used for dealing with these topics are: conducting research, visiting special locations, using videos, images and texts. Teachers also stimulate the production of educational resources made from recyclable materials. Teachers also pointed out the main difficulties / obstacles encountered in working with environmental education in schools; among them we can highlight students´ lack of interest, lack of community support, lack ofmaterials and resources and lack of students’ awareness. In face of this, it is believed that the school could propose alternative ways to contribute to the formation of critical citizens, engaged with everyday problems that can contribute to minimize or solve them. The development of projects, research or the implementation of Agenda 21 are alternatives that the school have to deal with environment themes in an interdisciplinary way.

This article aims to analyze Faris Antônio Salomão Michaele’s intellectual trajectory (1911-1977) and discuss his conception of education. Faris Michaele was born in a borough called Mococa which is located in the countryside of Sao Paulo. When he was a child, his family moved to Ponta Grossa where he began to study at Colégio São Luiz (primary school), continued at Colégio Regente Feijó (secondary school) and graduated at Faculdade de Direito do Paraná. Michaele is recognized for participating and directing the creation of many spaces dedicated to culture and education such as Centro Cultural Euclides da Cunha (1947) and Faculdade de Filosofia, Ciências e Letras de Ponta Grossa (1949). He is also known for working as a secondary school teacher and a professor in Higher Education. The analysis of this character is based on Bourdieu and on the correspondences exchanged by Centro Cultural Euclides da Cunha and Faris Michaele. It is also based on the titles that compose his private library as well as on the articles written by him and about him. In the light of Bourdieu’s concepts and on the corpus it is possible to assert that Faris Michaele together with a social class which held the cultural capital established a number of institutions with the purpose of agglutinating part of Campos Gerais intellectuality and disseminating a worldview systematized by philosophy, science, literature and educational doctrines that were associated to the anthropocentric tradition.

A publicação da produção acadêmica é, sem dúvida, uma prática de interesse mundial. Hoje, mais do que socializar a fazer circular o conhecimento produzido em diferentes instituições, a publicação também se relaciona com a avaliação dos pesquisadores, dos programas e das próprias instituições, assumindo um grau elevado de importância.Vemos instaurado, então, um cenário de relevância que não passa ileso ao quadro de busca de produtividade e qualidade, associadas não apenas ao número de artigos publicados, mas essencialmente ao tipo de classificação do periódico que publica. A qualificação dos periódicos associa-se à sua indexação em bases nacionais e internacionais a qual passa pela observância de normas técnicas, organização não endogênica, estrutura da revista, qualidade editorial e, essencialmente, originalidade e qualidade dos trabalhos publicados, configurando um grande e complexo quadro...

The relevance of assessment processes to meet educational goals and school aims as well as the acknowledgment of the interdependence of the multiple objects of analysis of educational assessment and of their micro, meso, macro and mega sociological structure levels to the implementation of the assessment process in schools are the purposes of the investigation discussed in this article. The qualitative exploratory/document research included a document analysis of books and publications related to educational assessment and school institutional assessment from a sociological perspective paying special attention to school self-assessment. The article is divided in three parts: contemporary educational assessment, school institutional assessment and, school self-assessment and institutional development. Some of the theoretical frameworks about institutional assessment and the possibilities of its implementation in schools are discussed.

This article presents an e-learning experience in which a Web based learning community has been developed to gather several teacher educators of the course Normal Superior/PROFORMAR, with the digital support of the Moodle platform. During the research process it was possible to understand the restrictions and the perspectives of distance education in the state of Amazonas. The theoretical guidelines of this project are in line with the studies on Teachers Continuing Education, but with a critical and emancipating perspective. The studies relative to the new demands of the teaching activity were the starting point of the study, particularly those that stated the need to rethink the teaching activity and the development of collaborative practices at school using technological resources. Thus, the discussion started by raising relevant questions. Following this, all the issues that can condition adjustments in our profession are presented, seeking to show the demands requested by the office of teaching as well as their obstacles. Finally, the experiences obtained with the development of the project are discussed.

This research aims to discuss, reflect and understand the pedagogical practices in a heterogeneous Musical Class at the Tom Jobim Center of Musical Studies, Sao Paulo – Brazil. The students have been classified into 3 categories: musically talented students; students who go to school to learn music; and those students with have difficulties to learn music. In order to know the center the law that established the creation of the center was analyzed, highlighting 3 periods from 1994 to 2003 as each of the periods demanded changes in teachers’ practices. The study is based on teachers’ life history descriptions in which they point out the daily practices used to face the challenges in teaching heterogeneous classes and the different pedagogical proposals imposed by the different pedagogical management teams and by the contributions from Musical Education (KOELLREUTTER, 1990) and Interdisciplinarity (FAZENDA, 2002). The analyses point out advantages in having heterogeneous classes and joint musical projects in which each student contributes with his/her resources and possibilities, which takes them beyond musical education and preparing them to develop sensibility in terms of music and culture.

This article presents a literature review and aims to discuss issues related to Early Childhood Education from an inclusive perspective. To this end, it demonstrates physical activities and playfulness as possibilities to meet the diversity of students and their potential in the pursuit of knowledge construction and human development. In the article it is argued that teachers must act to meet the interests and needs of children, considering their experiences, being also facilitators of learning and development of students. The article discusses the importance of physical activity and playfulness for child development; the body is seen as a means of expression and acquisition of knowledge in early childhood education through pedagogical practices based on the interaction and contextualization toward the education of children. Another aspect discussed is inclusive practices in early childhood education and inclusive education in teacher training, highlighting the need for contextualized pedagogical practices and continuing training as it seems that initial education is insufficient to meet the specific needs related to inclusion. The final part of the article presents relevant considerations on the theme addressed.

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