Submitted by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-06-06T16:29:52Z No. of bitstreams: 1 Ivânia Paula de F. Souza _ Dissertação.pdf: 2192098 bytes, checksum: 6136e26293b5d91d93bdf551b87fcf87 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-06-06T16:30:34Z (GMT) No. of bitstreams: 1 Ivânia Paula de F. Souza _ Dissertação.pdf: 2192098 bytes, checksum: 6136e26293b5d91d93bdf551b87fcf87 (MD5) / Made available in DSpace on 2014-06-06T16:30:34Z (GMT). No. of bitstreams: 1 Ivânia Paula de F. Souza _ Dissertação.pdf: 2192098 bytes, checksum: 6136e26293b5d91d93bdf551b87fcf87 (MD5) / A Educação no Semiárido vem alcançando relevante destaque desde o final dos anos 1990 quando se iniciou a discussão sobre a Educação Contextualizada. Os municípios de Curaçá e Uauá, ambos na Bahia, pioneiros na sua implementação elaboraram suas Propostas Político-pedagógicas pautadas por princípios como inclusão, justiça e democracia. As Propostas se efetivaram desafiando a cultura política local marcada, especialmente, pela descontinuidade de processos e ações, fruto, sobretudo, de ingerências políticas e centralização do poder por parte dos representantes políticos e gestores públicos. As iniciativas mobilizaram importantes intervenções no currículo das redes de ensino e tem sido a principal via de aproximação das escolas com as demandas das comunidades, tanto na discussão de suas necessidades imediatas, como na projeção de outras possibilidades de vida e produção do conhecimento. As iniciativas pioneiras destes municípios foram alimento para a criação da Rede de Educação do Semiárido Brasileiro que contribuiu para expandir a Proposta de Educação Contextualizada como referência de política educacional que poderia alcançar um novo projeto social. Estas constatações foram trazidas por esta pesquisa, que objetivou adentrar nos processos de gestão desta Proposta nos dois municípios pioneiros, para compreender como estes se processam, sobretudo, evidenciando os condicionantes político-pedagógicos que lhes são presentes. A pesquisa de cunho qualitativo se constituiu de um estudo de caso não-comparativo dos dois municípios. Foram utilizadas diferentes estratégias de escuta dos sujeitos pesquisados, entre eles, professores, conselheiros da educação e gestores pedagógicos – incluindo aqui, as Secretárias de Educação. O período destacado compreende os anos de 2005 a 2010. A análise dos dados permitiu identificar alguns desafios que se colocam limites no processo de gestão da Educação Contextualizada, entre estes, a construção da autonomia sobre os processo de gestão financeira e política por parte das Secretarias de Educação, bem como o fortalecimento dos coletivos sociais dos municípios na efetiva democratização da gestão. / ABSTRACT Education in the Semiarid has achieved significant prominence since the late 1990s when it began the discussion of Contextual Education. The municipalities of Curaçá and Uauá, both in Bahia, pioneers in its implementation elaborated their political-pedagogical proposal guided by principles such as inclusion, justice and democracy.The Proposals if had accomplished defying the local culture marked politics, especially, for the discontinuity of processes and action, fruit, over all, of mediations politics and centralization of the power on the part of the representatives public politicians and managers. The initiatives had mobilized important interventions in the resume of the education nets and have been the main way of approach of the schools with the demands of the communities, as much in the quarrel of its immediate necessities, as in the projection of other possibilities of life and production of the knowledge. The pioneering initiatives of these cities had been food for the creation of the Net of Education of Brazilian Semiarid that contributed to expand the Proposal of contextual Education as reference of educational politics that could reach a new social Project.These findings had been brought by this research, that objectified to enter in the processes of management of this Proposal in the two pioneering cities, to understand as these if they process, over all, evidencing the politician-pedagogical conditions that them are gifts. The research of qualitative matrix if constituted of a case study not-comparative degree of the two cities. Different strategies of listening of the searched citizens had been used, between them, professors, pedagogical council members of the education and managers - including here, the Secretaries of Education. The detached period understands the years of 2005 the 2010. The analysis of the data allowed to identify some challenges that if place limits in the process of management of the contextual Education, between these, the construction of the autonomy on the process of financial management and politics on the part of the Secretariats of Education, as well as the reinforcement of collective social in the cities in the effective the democratization of the management.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-16T16:02:07Z No. of bitstreams: 1 Arquivototal.pdf: 2930628 bytes, checksum: fe6dadbfac620c7de4105e547dbf50a3 (MD5) / Made available in DSpace on 2018-05-16T16:02:07Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2930628 bytes, checksum: fe6dadbfac620c7de4105e547dbf50a3 (MD5) Previous issue date: 2017-05-11 / This paper aims to examine the limitations and challenges that must be overcome by these teachers‗ pedagogical practice, as well as the curriculum of schools in the Brazilian semiarid, to the consolidation of a science education that brings with proposal of a contextual education and committed to the sustainable alternatives for living in this region. This study also sought to reflect on the politics of education and development for the Brazilian Semiarid having as foundation which has been and is being done to implement this proposal of Education, arguing how it can deconstruct the discourse that historically constructed subjectivities about semiarid on the national scene, denying their true potential and shared throughout its existence by people who live along its entire length knowledge. Speeches that propagated as truths which were the relations of power-knowledge existing in the society. The context was the pedagogical principle taken as one of the references used in the analysis of the science curriculum in Teaching Fundamental. This study was based on the perspective of qualitative research being conducted in four (04) local schools at Cajazeiras - PB. Eight (08) teachers of Natural Sciences of the final years of Elementary School participated answering questions that seek to investigate the existence, or not, in relation to their teaching as a contextualized education in perspective living as semiarid. For this case, it is believed that the "thick description", in the perspective of interpretive anthropology of Clifford Gleertz and Edgar Morin‘s Complex Thought present themselves as important methods for understanding the concepts put forward by / the screen in search of the protagonists. It was demonstrated they have difficulty in relating the content included in the science curriculum for primary education, with characteristic phenomena (such as drought) observed in the Brazilian Semiarid. The results show that the strengthening of a policy of initial and continuing training of science teachers who articulate the inclusion of a contextualized education for the Semiarid and that values cultural diversity in this environment is necessary. The analysis signals also to the ignorance of the Law 10,639/2003 which guides the know-how teaching concerning education for ethnic-racial relations and checks the decontextualized treatment of the contents taught in the curriculum component of natural sciences, which makes it difficult for students reflect on the true role of science in their lives, so they can understand it as part of a culture produced by men and women, as well as their relevance in the understanding of natural phenomena observed in the world around them. / Neste trabalho buscamos analisar a compreensão que os/as professores/as de Ciências da Rede Pública municipal de Cajazeiras - PB têm acerca da contextualização do Ensino de Ciências, tomando como referência a proposta de Educação Contextualizada para convivência com o Semiárido. Procuramos, também, refletir sobre as políticas de educação e desenvolvimento para o Semiárido Brasileiro tendo como fundamentação o que foi e está sendo feito para implementar essa proposta de Educação, argumentando sobre como ela pode desconstruir o discurso que historicamente construiu subjetividades acerca do Semiárido no cenário nacional, negando suas verdadeiras potencialidades e os saberes compartilhados ao longo de toda sua existência pelos povos que vivem por toda sua extensão. A contextualização foi o princípio pedagógico tomado como uma das referências utilizadas na análise do currículo de ciências no Ensino Fundamental. O trabalho pautou-se na perspectiva da pesquisa qualitativa, sendo realizado em 04 (quatro) escolas da Rede Municipal de Ensino do município de Cajazeiras – PB. Participaram da pesquisa 08 (oito) professores/as de Ciências Naturais dos anos finais do Ensino Fundamental, que responderam a questões que buscaram investigar a existência, ou não, de relação em suas práticas pedagógicas como uma educação contextualizada na perspectiva da convivência como o Semiárido. Para o nosso caso, acreditamos que as perspectivas da ―descrição densa”, da antropologia interpretativa de Clifford Gleertz, e do pensamento complexo de Edgar Morin, se apresentam como importantes teorias para compreendermos as concepções aduzidas pelos/as protagonistas da pesquisa em tela. Os resultados mostram que é necessário o fortalecimento de uma política de formação inicial e continuada de professores/as de Ciências que articule a inserção de uma educação contextualizada para o Semiárido e que valorize a diversidade cultural existente nesse ambiente. A análise sinaliza, também, para o desconhecimento da Lei 10.639/2003, que orienta o saber-fazer docente no que concerne uma educação para as relações étnico-raciais, bem como verifica o tratamento descontextualizado dos conteúdos ensinados no componente curricular de Ciências Naturais, o que dificulta que os/as estudantes reflitam sobre o verdadeiro papel da Ciência em suas vidas, para que eles/as possam entendê-la como parte de uma cultura produzida por homens e mulheres, bem como a sua relevância na compreensão dos fenômenos naturais observados no mundo que os/as cercam. Palavras – chave: Educação Contextualizada, Semiárido Brasileiro, Diversidade Cultural e Ensino de Ciências.

This phenomenological study documented the influences of a high school career exploration program, Experience-Based Career Education (E.B.C.E.), on the professional lives of nine adults who are former program participants. E.B.C.E. was an experiencebased, student-centered program that helped students develop long-term career goals and then reassessed those goals based on community-based, externship experiences. The findings in this study indicate that the utilization of John Dewey’s experiencebased, student-centered philosophy, the basis for E.B.C.E., effectively enhanced the learning process. The study's data, which was gathered exclusively through an Internet focus group session and follow-up email questions, documented the long-term influence of E.B.C.E. on program participants at Ellen Martin High School, a school that admitted only honors students in a large city in the South. E.B.C.E. participants from Ellen Martin High School participated in the Program for the last two years of high school. Program participants discovered their career interests and researched their career options while learning job skills and life skills during their junior year of E.B.C.E. Their non-paid externships, during their senior year of E.B.C.E., helped students learn how they might fit into the adult work world. Study participants developed life guides/philosophies, such as the importance of responsibility, commitment, dedication, and hard work. Adult mentors played an important role in the lives of the E.B.C.E. students, both personally and professionally and several study participants have maintained contact with their former E.B.C.E. mentors. These mentoring experiences helped E.B.C.E. participants develop a sense of confidence about their abilities in the adult world. They have maintained this sense of confidence in their present profession. Most of the study's participants experienced flow, a condition linking high challenges to feelings of enjoyment, self-worth, and ongoing development, based on their successfully meeting challenges. Some of these challenges were purposely placed in the paths of students to test them while they participated in E.B.C.E. The positive feelings about overcoming challenges, in the adult work world led E.B.C.E. students to seek higher level challenges and this recursively upward pattern of seeking higher challenges has led them to continue seeking higher challenges in their professional lives.