Repositório RCAAP

The present article discusses some key aspects related to the praxis and theory of qualitative research, highlighting its potentials, limits and constructive criticism. The research results include reflections on the possibilities of using different qualitative research tools (diaries, questionnaires, semi-structured interviews, focus groups, participatory video, participant observation and the use of diagrams) to study different issues related to consumption. The research was focused on various aspects of consumption. Consumption is an issue of great relevance both in terms of environmental sustainability and to formal education despite the intense publicity that favor the use of the different medias.

Aiming to contribute to the development of new research techniques within qualitative research methodology, this article discusses the use of solicited diaries and its applicability as a technique that describes, constructs narratives and promotes self-reflection of the research participants about consumption. In order to collect data on the habits and perceptions about consumption among youth, high school students of the 9th grade used the tool during nine days. The article discusses the process of selectiong the participants, conducting a pilot study and applying the solicited diaries and complementary techniques, such as exhibition of videos, debates and application of questionnaires to collect qualitative and quantitative data. The results provided a longitudinal evaluation of students’ consumption habits and allowed the construction of units of analysis and categories in terms of consumption perceptions. It was concluded that solicited diary is a valuable data collection tool, particularly with respect to learning about everyday experiences. Furthermore, the tool produces rich descriptions, narratives and reflections that allow self-knowledge of the participants and therefore are a didactic resource for individual and collective teaching-learning activities when coordinated through a group discussion.

This paper discusses the consumption habits of private school students in the metropolitan area in Sao Paulo. The theoretical approach was based on the ideas of Bourdieu. The study was carried out using a qualitative method and the tools used for data collection included a questionnaire and a focus group giving emphasizing the socio-cultural aspects that emerged during the data collection. The following factors were evaluated at two different times: the students’ speech on the cultural and social aspects that permeate the relationship among young people studied and the groups that define them to approach their positions in relation to the topic of discussion. The categories of analysis show the meaning units that emerged from students’ speech and the context in which they were produced to better understand the concepts brought by young people. The study highlights the possibility that these techniques have to reveal unique meanings from the point of view of the research participants and development of critical thinking in relation to consumption by these participants.

This qualitative study investigated the consumption habits of toys by children between the ages of 4 and 5 in a Municipal School of Early Education in the south zone of Sao Paulo. Consumption as the background to the study was supported by Linda Nicholson’s and Joan Scott’s gender discussions of gender whereas the issues related to gender and child play was based on studies by Gilles Brougère. The data collection instruments included open and closed questionnaires, participant observation and semi-structured interviews. The data analysis demonstrated that boys’ and girls’ parents have a stereotyped gender acquisition and use of toys; although the children of both sexes from the age of 4 during observation played with toys considered male and female toys. The use of the research instruments was considered efficient, but the time allocated for the research was considered a limiting factor. Additional data collection would be necessary with the adults responsible for the children, in particular with male participants, as well as with the participation of more teachers in answering the questionnaires.

All individuals regardless of their place in society are exposed and are influenced in many different forms and varying degrees of intensity by consumption patterns. Considering the profession of recyclers quite emblematic for discussing this issue and its various aspects (environmental, social, political, educational), there has been an attempt to know what the recyclers think about consumption: how and what they consume, how they spend their money, what they consider essential and what it is unnecessary for them. The purpose of the research was to hear the opinion of individuals in two phases: during individual interviews and in a group discussion. 34 recyclers from the cooperative Coopere, located in the centre of Sao Paulo participated in the study. The research showed that there is no singular discourse among recyclers, because this is a large and diverse group. The research has shown that given the opportunity of a fixed monthly income by working in recycling, the workers act very differently from each other. Therefore, it was concluded that the process of (re) inclusion is neither instantaneous, nor linear: each individual has his/her own way of developing social skills, and behaves differently towards consumption patterns as well as in managing money. Recycling is not the last step of the production process; for recyclers, it is often the beginning, the starting point of a series of achievements, among which the reconstruction of their dignity.

This research integrated qualitative methodologies and techniques in order to approximate the reality studied. As a descriptive and exploratory case study, the study had as its theoretical basis contemporary studies on qualitative research methodology (BOGDAN; BIKLEN, 1994; SANCHEZ GAMBOA, 2003; FLICK, 2002, among others). The selected techniques (questionnaire, interview, focus group, video recording and diagram) were used to collect data about consumer technologies with students from a public elementary school in Sao Paulo. These techniques allowed the identification of important data on the use of technology by students in three areas: consumer technology for personal use, use of technology in school and knowledge about e-waste discard. The set of quantitative and qualitative data confirmed the use of digital technologies characterized by access to social media. The study also revealed the challenges related to the infrastructure necessary for the integration of technology in school activities and about ecological awareness for the disposal of electronic waste. The integration of quantitative and qualitative techniques contributed to a better understanding of the phenomenon studied. The methodological approach of the data supported by relevant studies favored the representations of the analytical process, allowing for a comprehensive analysis. The study also demonstrated that the complexity in finding quality in research depends more on the logic of connections than on the technical choices, confirming the value added to the crossing of theoretical and methodological perspectives of qualitative research.

O presente trabalho apresenta uma discussão sobre a extensão universitária como elemento curricular na formação de professores, ressaltando seu papel na construção de saberes necessários ao exercício da docência, em uma perspectiva inovadora, a partir da concepção de inovação pedagógica desenvolvida por Carlos Nogueira Fino, que alia investigação e práticas pedagógicas. Utilizou-se como embasamento teórico a concepção de campo em Pierre Bourdieu, como forma de analisar o espaço social em que os currículos dos cursos de formação de professores são construídos, as relações entre os agentes construtores e a institucionalização do debate. Na análise da recategorização da extensão universitária como elemento curricular impulsionador da construção e desenvolvimento de relações de saber, buscou-se embasamento em Maurice Tardiff e Bernard Charlot. Essas relações, por sua vez, ao serem compreendidas como produções do universo da prática em sua multidimensionalidade, encaminham- se para a discussão efetivada por Angél Pérez Gomez, que atenta para os riscos de descontextualização a que a individualização das práticas pode incorrer. Conclui-se que o desenvolvimento de práticas extensionistas se estabelece como uma rede relacional em que os agentes articulam as demandas sociais e as proposições advindas dos saberes em construção, estabelecendo relações de sentido que se configuram como uma das estruturas dos mecanismos de produção, transmissão e difusão do capital cultural na formação docente.

O presente texto tem por objetivo fazer uma reflexão sobre a imagem de infância qual como ela aparece em De Pueris, de Erasmo de Rotterdan. Como esse filósofo não criou, efetivamente, uma concepção de infância, queremos resgatar, na obra mencionada, a imagem de infância e sua relação com a educação. Nesse caso, observaremos que a função da educação na infância é instituir a racionalidade na criança, como um processo de humanização e substancialização do infante. Para isso, faremos uma breve contextualização histórica do renascimento, dando destaque para o aspecto pedagógico deste período. A partir da concepção antropológica de Erasmo, que parte da premissa de que o homem não nasce homem, mas transforma-se em homem, observaremos que é pela educação da criança que se faz este homem. Neste caso, é pela educação que se potencializa a substância racional da criança. Assim, o homem será o produto da educação que recebeu na infância.

The objective of this study is to develop a refl ection on the concept of the school based on René Lourau's genealogical studies (1996). Through a theoretical review, a discussion is provided of the dialectical relationships between the universal, unique and particular dimensions of institutions and how they can set higher or lower dynamics. The article points out that institutions are human and historical constructions, consisting of elements that are ideological (ideas), economic (structure and function) and political (intentional human action), and are therefore capable of constructing their own reality and infl uencing social reality.

O objetivo do presente trabalho foi realizar o estado da arte sobre a docência universitária, com o intuito de averiguar os aspectos mais abordados dentro do referido tema. Selecionamos para a realização desta pesquisa os documentos Banco de Teses e Dissertações CAPES, Periódico CAPES e Revista Educação Superior em Debate. Apresentamos assim os dados coletados sobre a produção acadêmica referente à docência universitária, as principais problemáticas que permeiam a docência no ensino superior, acompanhado de alguns referenciais teóricos que discutem a referida temática. 

This article is the result of research developed together with teachers working in public schools in the cities of Natal and Macaíba in the state of Rio Grande do Norte. The research focused on the place of media studies in teacher education from an emancipatory perspective. The research was carried out using a multi-referential approach and addressed this issue from a perspective of understanding how the role of media studies is situated within the Brazilian educational scenario and what elements are involved in the delimitation of its frontiers. One of the themes that emerged during the research was the different ways of referring to the media in the context of education - teaching resources, audiovisual resources, communication media, educational technologies and communication education technologies. What is discussed in this paper is that each of these terms carries with them a conception of education that contributes to a more (or less) emancipatory relationship with the media.

Media education as a fi eld in construction involves approaching the various areas of knowledge, their objects and transdisciplinary practices that are also part of an international movement.Considering media education as a fi eld, discipline, social practice and media-educational stance, the text discusses some conceptual and historical aspects of the trajectory of media education and its theoretical and methodological perspectives in educational practice and research. The plural identity of media education, its objectives and perspectives demonstrate study possibilities, research and intervention in educational and cultural practices. To contribute with this refl ection, the text indicates some challenges to media education in the context of digital culture.

Media education as a field in construction involves approaching the various areas of knowledge, their objects and transdisciplinary practices that are also part of an international movement. Considering media education as a field, discipline, social practice and media-educational stance, the text discusses some conceptual and historical aspects of the trajectory of media education and its theoretical and methodological perspectives in educational practice and research. The plural identity of media education, its objectives and perspectives demonstrate study possibilities, research and intervention in educational and cultural practices. To contribute with this refl ection, the text indicates some challenges to media education in the context of digital culture.

This article agrees with other researchers who claim for the urgency of an education with, for and by means of media in schools, in particular when it is developed through a Communication Pedagogy that along with teachers' mediating practice has the potential and allows for an educational practice of this nature. The support for the refl ections presented in the article is based on teacher education and pedagogical practices carried out in childhood education as it is believed that the implementation of educational action with, for and by means of media since early childhood education can provide children, first of all, with a formal teaching-learning process that allows for the development of more sensible and refl ective consumption habits in relation to what they see on television; secondly, it offers small children educational socializing processes that respect and value them as social agents, which in turn allows them to take an active role in their educational process as well as in their social practices.

This article is based on fi eldwork carried out during research conducted in a public school in Lisbon. Cinema is used as a medium for refl ection on violence, citizenship and youth. First of all, the article tries to understand through some fi lms the movement that happens when fictional cinema attempts, through the theme of the reality of poor, excluded children and young people, to bring the lives of these young people to the screen and secondly, the view that young people have of these fi lms and how to use cinema as a medium by which they might feel stimulated to externalize what they think, feel and see. In order to see through the eyes of young people an ethnographic research was developed for six months and used as the "fi eld of study" a secondary school situated within the urban area of Lisbon. The aim of this research was to understand how young people see themselves and how they think they are seen by society (which includes the cinema, the media, etc.) of which they are a part. The author used a research notebook diary depicting daily life at the school as a research tool. The philosophy of this field work is based on the dialectical pedagogy of Paulo Freire. Using problematizing dialogue, mainly developed after the showing of films and during classes and meetings, questioning and problematization was encouraged; and through questions opinions and ideas a video was produced. Utilizing education 'for', 'with' and 'about' the media concepts of communication, education and participation were used, working with issues related to the daily lives of these young people. The fi nal product of this project was a documentary, in which the students were involved in all stages of execution, from pre-production to completion.

Contemporary times show the need for professionals from different sectors to take part in continuing formation processes, in particular teachers who should become lifelong learners. This demonstrates that every profession undergoes changes as a consequence of technological and scientific development. The teaching profession needs to follow the same logic, that is, to be aware of these changes and that this requires a systematic preparation through continuing education. Thus, this article highlights that continuing education is a consequence of society's development and that it has been undertaken by a signifi cant percentage of teachers through distant education. This article discusses the implementation of the course Media in Education - Outreach Project - in the state of Rio Grande do Norte, carried out by the University of the State of Rio Grande do Norte (UERN) and by the Federal University of Rio Grande do Norte (UFRN). It is a distance education course developed in a virtual learning environment since 2005.

The social network Minha Terra, promoted by EducaRede Portal, provides activities aimed at students and teachers of primary and secondary education in schools in five regions of Brazil. The activities bring issues directly related to school curriculum, promoting multi-and interdisciplinary approaches, and using various Web 2.0 tools and free software available on the Internet, characterized thus as a virtual learning community with a social network profile. The themes are presented in elements that promote education for sustainable development, and make use of youth participation from the choice of topic to be researched, through collaborative research, content production and publishing in a virtual environment, to the final design of social intervention that aims to make students agents of improved quality of life.

This article aims to analyze the necessity of practical training for teacher-as-refl ectiveresearchers. In particular, it refl ects on the process of teaching practice, both in terms of technical rationality and the epistemology of practice. It assumes that teaching practice is based on a continuous dialogue with other sciences. Refl ection, research and teaching are constantly being problematized and (re)constructed through investigative teaching praxis, as they help to (re)think and (re)construct the complexity of life, that is, of text-context. From this standpoint, on the one hand educating is above all about deconstructing technical rationality and on the other hand it is about constructing the epistemology of investigative praxis of the teacher. Furthermore, it is also about being indignant and intervening in the world to transform it and make it more equal and humane.

This article deals with the assessment of foreign language teaching,  aiming to trace the method in which the teaching of English focused on aviation functions, with emphasis on flight security. After a theoretical  discussion of the evaluation of learning and the main approaches to teaching foreign languages, we present trends in research on the evaluation of English teaching focused on the area of aviation, resulting from a literature survey from1990 to 2009 of the studies that are part of the CAPES archive of academic theses and dissertations  concerning  the evaluation of English teaching in the area of aviation.  Our research shows the weakness of this area of study, specifically concerning flight safety aspects.

A inclusão escolar de crianças com defi ciência é uma realidade na atualidade do campo educacional do país. Como em toda mudança de paradigma, esse movimento tem encontrado difi culdades em ser implementado (MANTOAN, 2006). Para Marquezan (2009), nossa legislação traz um discurso redutor do sujeito defi ciente e Diniz (2007) esclarece que uma compreensão simplifi cada da defi ciência, como expressão de uma lesão, limita a participação social do indivíduo. Este trabalho é de cunho etnográfi co, em que privilegiamos observações e entrevistas aprofundadas. Tem como objetivo descrever, conhecer e analisar modos de agir de professores cujas salas de aula têm alunos considerados "incluídos" em duas escolas, uma pública e outra privada, na cidade de Petrópolis, escolhidas por serem "escolas inclusivas". Como resultado da pesquisa, observamos que práticas integracionistas e segregacionistas convivem com práticas inclusivistas e se misturam no cotidiano das escolas. Buscamos nesta pesquisa ampliar as formas de pensar sobre as práticas pedagógicas a partir de uma mudança de concepção sobre a deficiência e no reconhecimento da diferença como um elemento favorecedor da aprendizagem.