Repositório RCAAP

This article aimed to discuss the contributions of Michel Foucault to Education, and the role of biopolitics and its interrelationships with curriculum, in school everyday. We present the theoretical-practical contributions of a cyberculture research-training, carried out in the context of the Undergraduate Course in Education of the University of the State of Rio de Janeiro, in the period 2013-14, whose fundamental characteristic is to form the other and form ourselves in the process. We sought to integrate research and teaching in higher education, through the creation of curriculum acts, supported in diverse material and intellectual devices, from which emerged research processes and products that have constituted in effective actions of curriculum biopolitics. In this way, we identified a set of indicators grouped in the integrative, formative and technological dimensions, which propitiated the development of autonomy and the emergence of teaching and student authorships, in different languages and formats, materialized in textual and imagery narratives, in educational networks, and made available in the form of REA - Open Educational Resources. 

The present paper aimed to know the representations and the practices of Physical Education teachers, who teach in different cycles of teaching, related to the movement from the binomial ‘thought’ (the movement structured in the curriculum) and ‘lived’ (the one that is informal, not formal, of phenomenological intention). To do so, two paradigms of curriculum and practice approach were taken as reference: the ‘Physical Education thought’ – of formal curriculum; the Physical Education – here called as lived – lived by the spontaneous act of the game, the play, the experiencing, the context, the circumstance. The group (sample) of study was constituted by 10 teachers (5 of the 2ndcycle and 5 of the 3rd cycle). For data collection, we used a semi-structured interview; for data analysis, we used a qualitative/content analysis of the data. The results reveal similar and complementary views on the issue. 

This article emerges from an exploratory qualitative study conducted with faculty members from higher education institutions in Brazil, Spain and Mexico. The goal of the study was to analyse the perceptions of faculty members from the looked at institutions, on pedagogical innovation resulting from the use of Information and Communication Technologies (ICT) in their teaching practices. The data were collected through a semi-structured questionnaire forwarded by e-mail. Content analysis technique was used to study the data. Results showed three types of perceptions held by faculty members in relation to pedagogical innovations arising from the use of ICT in their practices. Most firmly believe and identify innovations resulting from the use of ICT. A smaller number of participants also identify innovations, but point out that, in addition to the use of ICT, they are the result of the teacher's attitude. There is also the opinion related to the saturated use of ICT, without the perception of innovation. 

This paper studies the reception of a sample of readers of the book 1808: how a crazy queen, a scared king and a corrupt court fooled Napoleon and changed the history of Portugal and Brazil, by Laurentino Gomes. The concepts of public history and historical culture are used, from the Didactics of History (Bergmann, 1990; Rüsen, 2001), to which the historical teaching and learning are a complex and multifactorial phenomenon. We dedicated to study the reception or the learning of a sample of readers of the book 1808 from three dimensions of the historical culture: cognitive, aesthetics and politics (Rüsen, 1994). The data were obtained with the application of a questionnaire through internet and interpreted based on the content analysis (Bardin, 2011). We concluded, based on the analysis of the interview data, that the success of such book is sustained on the history taught at school (that ‘educates an interested public’) and on the academic history (as source of authority); aesthetic resources are indicated by readers as an important factor of interest. The combination of aesthetic and historiographic factors generates, among readers, a ‘window effect’ that seems to provide immediate access to the past, in which a restricted critical awareness of the readers is observed.

Acta Scientiarum Education, volume 39, n. 2, 2017 

Referees for Volume 39, n. 2 of the Acta Scientiarium. Education, 2017 

In this research the historical context of the Graphic Expression disciplines present in the curriculum of the Mathematics course of the Federal University of Paraná (UFPR) from 1974 to 2006 (year of the last curricular reform) is discussed. The purpose is to indicate the possible cause for the almost no development of concepts in this area, which in Basic Education encompasses, above all, Geometry in the Mathematics discipline. For this, we seek information in official documents, direct work with students, teachers and public schools of basic education, verifying that the study of Graphic Expression has been subtracted, causing a gap in the formation of the future teacher who should develop such topics with his future students, indicating a possible cause for the (dis)appearance of the work of concepts in Basic Education contributing to the curricular fragmentation.

This text, in the attempt of bringing contributions for the understanding of the course of Pedagogy, leans over on the history of the course offered byUniversityofSciencesand Letters of UNESP of Araraquara, focusing their structures curriculares. For so much, they are analyzed the nomenclatures that composed the curricula of the course in their five versions (1959, 1969, 1979, 2000 and 2006), trying to explain his/her configuration to the light of the presuppositions of the cultural materialism, proposed by Welsh Raymond Williams (1921 -1988). In that sense, the text tries to show, considering their limitations, some put tensions during the processes of change of the curricula, as well as the forms as those processes are connected to the history of the course of Pedagogy in Brazil; for so much, it is been worth, for instance, of the put tensions between the specialist's of the education area formation and the teacher. He/she concludes advocating that, besides the concerning discussions to the own configuration of the scientific field the absence of a knowledge specifically pedagogic (that here passes the denominated being of dominant knowledge) it can be an explanatory factor for the countless crises that mark the history of the pedagogy course inBrazil.

 This article aims to investigate the condition of primary education teacher from the point of view of the presidents of the province of Pará, from the discourse of Soares Andréa in 1838 to the law 203 of 1851, approaching those days idea of a good teacher, the opinion about the teachers at work in the province and the actual conditions in which this professional acted. In their reports, speeches and discourses, presidents dealt with the general state of education and pointed out teachers in this scenario, highlighting their more specific comments on this professional as well as the conception of his work, as well as the established guidelines and requirements. The article is the result of a broader research on public education in Pará during the Second Empire, more specifically, between 1840 and 1852. 

The look of this study turned to the autobiographies of professors of the Mathematics Courses of private higher education institutions in Curitiba. The main objective of the research was to investigate teachers’ perceptions about the relationship between continuing education and technological resources and to develop the following specific objectives: to analyze teacher’s perceptions about the use of technological resources in continuing education and to examine how teachers understand the use of such technologies in the relationship between teacher and student in the teaching-learning process. The methodology used was a bibliographical and field research, relying on the theoretical framework studies of Brito and Purificação (2011), Rasco and Recio (2013), Gimeno Sacristán (2013), Tardif (2014) and Kenski (2015). As far as field research is concerned, the theoretical-methodological procedures of the Oral History were used to perform the seven interviews with the teachers who worked in the Mathematics Courses in Curitiba. It was possible to perceive that the teachers perceive the possibilities and the challenges both in the use of the technological resources in the continuing education, and in the relationship between teacher and student. Among the possibilities, the continued formation in flexible times and spaces; among the challenges, to monitor the speed of innovations and their applicationa in the classroom. 

This article is about the conditions for the invention of a translating didactism, through the fable writing. In order to do so, it analyzes the responses given by 26 teachers to the research instrument Didatic Script for the translation of a class or a workshop, which was worked on in the four nuclei of the Project called Writreading: Postulating a translating didactism, from the concepts of pure difference and sign (Gilles Deleuze), as well as invention (Henri Bergson), it triangulates the questions of the Script to show the operative threads of the didactics of the Writreading Project. It concludes that its invention conditions imply to build and to inhabit a certain theoretical domain and to have a certain discipline of the bodies, which is arranged by the encounter with the signs of art. Domains and bodies that enhance thinking, invention and fable; allowing, in this ambulation, the birth of different readings and writings.

Referees for Volume 39, n. 3 of the Acta Scientiarium. Education, 2017 

This article discusses the implementation of the Alfa Tuning Latin America Project [Patal in Portuguese] in Brazil, as well as if – and in what way – its guidelines were incorporated into the context of the practice of participating universities. The theoretical reference of the article is based on the policy cycle (Bowe & Ball, 1992) and the socioeconomic context of the capitalist mode of production (Harvey, 2013), to understand the relationship between Patal and its contexts of influence, elaboration and practice. The methodology was based on the analysis of official documents and reports of Patal and on semi-structured interviews. The results showed that Patal is part of territorialization, deterritorialization and reterritorialization of higher education policies in the European Union, which surpasses national borders to meet market demands in the current scenario of multi-scalar governance. In Brazil, Patal was introduced outside the regulatory frameworks of the State, being agreed upon from political networks between teachers and universities, and the implementation of its proposals occurred in a punctual and discursive way, however Patal can influence national policies through adoption of concepts, diagnoses and methodologies, as well as to legitimize other policies. 

This article approaches the problematic of the educational processes that happen in the urban space and in the rural space, in the field of nonformal education. The objective is to present and discuss social and community experiences of non-formal education that occur through manifestations and occupations in the urban environment, as well as rural-heritage tourism experiences. Methodologically, this is a qualitative research that explores data constructed through seven examples of public occupations extracted from city contexts and experiences dealing with educational activities in the rural context of three historical farms in the state of São Paulo. The analyzes approximate the experiences in order to discuss the three dimensions of learning indicated by Trilla Bernet: learning to, learning from, learning from. Finally, it considers the limits and scope of such learning and updates the idea of the city as an area of non-formal education under the term and focus of the educating, agent and factor municipality.

Editorial

The trajectory of students, especially regarding access and permanence in higher education, is intrinsically related to the schooling process, that is, it is determined by the structuring and expansion of the school capital in basic education. This text discusses the strategies mobilized by a prestigious public school – the Military School of Campo Grande (CMCG) – that contribute to the admission in higher education. We sought to understand how agents and the institution: school, families and students, draw a project that results in admission in higher education courses in the country and in the region. The sources used are official reports of Military School System of Brazil, Journal of CMCG, among others, which are analyzed based on Bourdieusian studies. The results indicate that the Military School brings together pedagogical and symbolic elements that generate actions and feelings of belonging in the students, which once mobilized produce positive results as for the access to higher education. 

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

O presente estudo buscou compreender as representações sociais de trabalhadores acidentados e não acidentados sobre o acidente de trabalho e o retorno às atividades profissionais. Para tal, examinou o processo histórico da organização do trabalho desde o segundo momento da Revolução Industrial, no século XIX, até as modificações mais recentes em razão da reestruturação produtiva, constatando fatores contributivos para a ocorrência de acidentes de trabalho na atualidade. Como pressuposto de análise destacou a importância e a necessidade de os profissionais da área de reabilitação considerarem as representações dos trabalhadores acidentados no momento do retorno ao trabalho. O presente estudo empregou como metodologia de pesquisa a abordagem qualitativa com a realização de entrevistas semiestruturadas com sete trabalhadores acidentados que estavam em processo de reabilitação e dois trabalhadores que nunca sofreram acidente de trabalho. Os dados obtidos foram submetidos a uma análise de conteúdo, que focalizou duas categorias principais de representações sociais: do acidente de trabalho e do retorno às atividades após a recuperação. Identificou-se que a construção da representação social sobre o acidente pelos trabalhadores acidentados percorre um caminho dinâmico, indo de uma concepção de culpa à identificação de falhas nos processos de trabalho. Diferentemente, os trabalhadores não acidentados representam o acidente de trabalho de modo estático, como um evento decorrente de falha humana e de possíveis erros nos processos de trabalho. O retorno ao trabalho foi representado pelos trabalhadores acidentados como uma possibilidade de serem desligados de suas atividades profissionais pela empresa, embora reconheçam seus direitos trabalhistas, enquanto os trabalhadores não acidentados representam o retorno de seus colegas de trabalho como um momento difícil a ser enfrentado e, assim, estes necessitam de acolhimento por aqueles que os recebem na empresa. Os resultados deste estudo possibilitam o aprimoramento das políticas de saúde do trabalhador, especialmente, dos processos de reabilitação de acidentados no trabalho. de modo a amenizar os efeitos psicossociais do acidente.

Moralidade pode ser compreendida como regras de conduta que caracterizam as imposições e proibições que uma pessoa coloca sobre si. Mas para que a pessoa possa definir quais as melhores formas de ser e de agir é preciso que ela se desenvolva moralmente. A moral necessita de um trabalho pessoal, cultural e social, não é construída de modo solitário, leva-se em conta elementos históricos e culturais. Assim, a escola é um ambiente favorável para se estudar e compreender a construção, evolução e inferência do desenvolvimento moral. As condições ideais para que haja o desenvolvimento moral é um bom clima sociomoral. Pressupõe-se que as práticas realizadas dentro da escola serão favoráveis a um ambiente moralmente equilibrado que possa favorecer o desenvolvimento da autonomia. Uma boa estratégia a ser utilizada é considerar os conceitos da autorregulação da aprendizagem, a qual consiste basicamente em um processo no qual os sujeitos estabelecem objetivos que norteiam suas aprendizagens e tentam controlar e monitorar suas cognições, motivação e comportamentos. A presente pesquisa teve por objetivo investigar, em um processo colaborativo entre pesquisador e docente, o uso de procedimentos e materiais que contribuam para a melhoria do clima sociomoral e das práticas pedagógicas relacionadas com a construção da moralidade e autorregulação. E por objetivos específicos: (a) identificar quais são os procedimentos e materiais propícios para a melhoria do clima sociomoral que a professora utiliza no cotidiano de uma turma 2º ano do ensino fundamental e como eles são utilizados no cotidiano pedagógico; (b) examinar, juntamente com a professora desta turma, os procedimentos e materiais disponibilizados e os modos pelos quais as crianças interagem com eles; (c) planejar conjuntamente com a professora, a construção de novas práticas morais, incluindo livros infantis, estimulando a participação ativa das crianças; (d) registrar a utilização destas novas práticas no cotidiano escolar; (e) verificar, juntamente com a professora, os modos pelos quais as crianças utilizam estes novos procedimentos e materiais, levando-os a construção da autonomia e autorregulação; e, (f) avaliar se há mudanças relativas à autorregulação e ao clima sociomoral durante o acompanhamento dos alunos. Trata-se de uma pesquisa descritiva, de caráter qualitativo, sendo realizada em uma Escola de Ensino Fundamental de um município no interior do Estado de São Paulo. Participaram desta pesquisa uma professora da turma do 2º ano de uma Escola de Ensino Fundamental de uma escola municipal em uma cidade do interior do estado de São Paulo e seus alunos (crianças de 7 e 8 anos de idade). Os instrumentos utilizados foram: observação do cotidiano escolar; reuniões com a professora; narrativas da docente; Inventário de Processos de Auto-Regulação da Aprendizagem (IPAA). Os dados foram analisados a partir da análise de conteúdo e para a análise do instrumento IPAA, o programa da Microsoft Excel. Os resultados indicaram que houve um mudança significativa relacionada à autorregulação e também ao clima sociomoral. As crianças, que anteriormente não se interessavam tanto em aprender ou tinham dificuldades em prestar atenção nas aulas e estudar em casa, passaram a fazê-lo. Uma sala na qual a professora sempre resolvia os conflitos e utilizava procedimentos coercitivos, passou a participação ativa dos alunos abandonando tais métodos. É esperado que a pesquisa se converta em artigos que discutam o clima sociomoral, desenvolvimento moral, e suas implicações, atingindo principalmente os docentes para que reflitam sobre sua formação.

Introdução: A laringectomia total é uma das opções para o tratamento de câncer avançado de laringe. Trata-se de um procedimento cirúrgico criterioso que impacta em diversas mudanças na vida do paciente, como traqueostoma definitivo, alterações na fonação, olfato, respiração e deglutição. A voz esofágica é uma opção para que o paciente possa voltar a se comunicar, com a proximidade da voz natural, sem aparelhos, manutenção e utilização das mãos e melhor custo-benefício. Objetivo: Realizar revisão integrativa de literatura visando à análise dos resultados da reabilitação vocal de laringectomizados totais por meio da voz esofágica, verificando se efeitos na qualidade de vida. Metodologia: Este estudo trata de uma revisão integrativa de literatura, de caráter analítico-exploratório, em que foram selecionados e analisados artigos científicos originais, publicados na íntegra, entre os anos de 2010 e 2019, que estudaram e avaliaram resultados da reabilitação vocal de laringectomizados totais por meio da voz esofágica. Resultados: Foram selecionados sete artigos que estudaram a voz esofágica como método de reabilitação, a condição desse método e a qualidade de vida dos pacientes que utilizavam. A faixa etária estudada foi de 37 à 83 anos com prevalência no sexo masculino. Os resultados demonstram o trabalho fonoaudiológico e terapia em grupo eficientes para uma reabilitação satisfatória com grande influência na recuperação da qualidade de vida dos pacientes que utilizam a voz esofágica, assim como a necessidade de trabalho no aumento da convicção de capacidade dos laringectomizados para que possam dominar a fala esofágica e resultados no QVV semelhantes entre voz esofágica e traqueoesofágica, ambas com melhor desempenho comparadas a eletrolaringe. Conclusão: Evidenciou-se a eficácia da escolha da VE para a reabilitação vocal de pessoas submetidas a cirurgia de laringectomia total, bem como foi observado impacto positivo na qualidade de vida dos participantes, para a retomada da comunicação e vida social do indivíduo. Evidencia-se a escassez de estudos que verifiquem a eficácia de estratégias de trabalho para o desenvolvimento da VE e que analise e contribua no trabalho fonoaudiólogo realizado.