FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / A presente pesquisa teve como objetivo principal compreender o EstÃgio a partir da percepÃÃo e avaliaÃÃo dos gestores e dos professores que recebem os estagiÃrios. Teve a preocupaÃÃo de conhecer a escola-campo, em sua estrutura e funcionamento, no decorrer de um semestre letivo, bem como investigar o EstÃgio curricular supervisionado a partir das reflexÃes teÃricas, prÃticas, documentais. Foi utilizada a teoria da Gestalt para compreender o objeto de estudo â a relaÃÃo entre a Escola-Campo e a universidade, no tocante à formaÃÃo de professores, atravÃs do EstÃgio Curricular Supervisionado, nos cursos de Licenciatura em Biologia. DistribuÃdo em introduÃÃo e quatro capÃtulos, utilizou como aporte teÃrico os estudos de Franco e Ghedin (2008), Merleau Ponty (2006), Vianna (2000), Saviani (1996, 2009), Pimenta (1993, 2002, 2006), Romanelli (2006), Fusari (1987), Pimenta e Lima (2004), entre outros, alÃm dos documentos legais redigidos e publicados pelo MEC e CNE. A pesquisa apoiou-se na metodologia avaliativa, que permite que os procedimentos da pesquisa qualitativa se agreguem na construÃÃo de conhecimentos e aprendizagens que dÃo significado à reflexÃo - anÃlise e avaliaÃÃo curricular. A entrevista qualitativa de base fenomenolÃgica auxiliou na compreensÃo dos dados que marcaram o espaÃo/tempo da pesquisa. Os principais achados desta investigaÃÃo constituÃram os seguintes pontos de reflexÃo: a percepÃÃo dos gestores e professores de Biologia sobre o EstÃgio, os quais ofereceram elementos formativos para a pesquisadora, uma vez que alargou o campo de aprendizagens no campo da pesquisa educacional e na vivÃncia com o cotidiano da escola pÃblica. Para os educadores entrevistados foi tambÃm uma oportunidade de reflexÃo, quando passaram a elaborar suas experiÃncias de vida, formaÃÃo. Os professores de Biologia demonstram respeito por sua Ãrea de conhecimento e reafirmam a valorizaÃÃo da Biologia, enquanto ciÃncia da vida. Esperam que os estagiÃrios os ajudem a incentivar os alunos, pois estes se encontram desmotivados, o que dificulta o diÃlogo. Esta pesquisa registra um tempo difÃcil para a escola, por conta do envolvimento dos seus gestores com processos eletivos. Na passagem dos estagiÃrios e da pesquisadora, ficou o convite para a reflexÃo e a proposta de um trabalho coletivo que envolva a escola e a universidade; A complexidade das relaÃÃes entre a Universidade e as Escolas està longe de ser compreendida se nÃo houver diÃlogo sobre a formaÃÃo com qualidade do professor, nos espaÃos concretos em que ela acontece. / This research project has as main purpose understanding supervised stage activities, under school managerâs and teacherÂs point-of-view, seeing that they are responsible for the teachers-students reception at school. For one semester class period, the field-school was analyzed in its structure and action, as well as the supervised stage considering practical reflexive documental theory. Gestaltâs theory was used to comprehend the researched object that is the relationship between field-school and university reffering to a Biology major, through supervised stage. This workâs components are introduction and four chapters supplied in Franco and Ghedinâs (2008) Marleau Pontyâs (2006) ViannaÂs (2000) Romanelliâs (2006) Fusaryâs (1987) Pimenta and Limaâs (1993) studies, among others, beyond legal documents published by MEC and CNE. The research has based itself in the evaluative methodology, that can make possible the aggregation of the qualitative research procedures in the knowledge and learning construction. Both of these can give real mean to the study purpose reflection, analysis and evaluation. The qualitative research in phenomenological basis helped to understand data that has marked the space/time of the research. The most important results in this investigation are constituted by these points of reflection: the school managers and Biology teachers perception about supervised stage offered formative elements to the searcher, because they increased the learning field in education area and in the time spent inside public school. That was very important also for the teachers involved in this research through the opportunity of reflection, when they discussed their life experience. Biology teachers respect their knowledge area and hava Biology as The Science of Life. They also hope the teachers-students can help them encourage the students, because keeping the dialog is very difficult, when the class is disarticulated. The searcher marked her presence in the school, inviting to do a work involving school and university, that is an emergency. Teachers formation needs to increase the dialogue in the real spaces where it happens.

No description available.

This project explores the role of state-sponsored memory sites, such as museums and memorials, in transmitting memories of conflict and educating for peacebuilding in Colombia. Memory sites are examples of non-formal spaces of education where memories are intentionally constructed and transmitted. In the context of school visits, these sites are used as pedagogical tools in connection to the formal education system. Building on sociological approaches to memory-building and the role of the state to analyze how memories are institutionalized and used for pedagogical purposes beyond the school, this project contributes to a broader view of education for peacebuilding. I highlight the voices of students who visit memory sites to better understand how youth interpret memory pedagogies and how processes of memory-building shape youth’s expectations for the future. To understand the role of memory sites in disseminating memories of conflict, shaping interactions with the state, and mediating youth’s expectations about peace, I conducted a mixed-methods, embedded multiple-case study of two memory sites and four high schools, two embedded in each site. I incorporate observations, surveys, focus groups, and interviews with students, as well as interviews with teachers, site staff, and key informants in Bogotá and Medellín. Bringing together data from multiple stakeholders and across regions and timeframes, this project offers a uniquely comprehensive view of the intersection between formal and non-formal education in a transitional context. I argue that memory sites offer a window into the memorias, violencias, and paces [memories, violences, and peaces – all plural] that coexist in a transitional context. I build this argument through four interconnected pieces. First, memory sites materialize the dispute over the construction of “the collective” – that is, the narratives, discourses, and spaces about a collective past and future. Second, memory sites do not simply transmit memories of the past; they also engage youth in memory-making practices, implicitly teaching them how to participate in memory work. Third, memory-making in the liminal space between conflict and peace goes beyond the transmission of knowledge to include the transmission of emotions, silences, and activism. Finally, youth grapple with situating themselves within a past and present of violence and a future of (im)possible peace. In the end, memory sites have the potential to help youth situate themselves as historical and social actors whose personal and familial histories are embedded in a broader history of conflict and peacebuilding in Colombia.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-23T13:51:12Z No. of bitstreams: 1 Olga Rosa Koti.pdf: 6841070 bytes, checksum: 1be3fb587421a6b4a2770df63d2c0569 (MD5) / Made available in DSpace on 2015-04-23T13:51:13Z (GMT). No. of bitstreams: 1 Olga Rosa Koti.pdf: 6841070 bytes, checksum: 1be3fb587421a6b4a2770df63d2c0569 (MD5) Previous issue date: 2013-10-17 / Universidade Católica de Santos - Católica de Santos / This research is in the Research Line I: Teacher Education and Professionalization of the Post - graduate programs - Master of Education at the Catholic University of Santos (UNISANTOS), which investigates teacher training, focusing on the practical knowledge and in research as constituting the formative process. Thus, this research is through the field research in rural schools of the municipality of Cajati, in the state of São Paulo and discusses the construction of the teaching practice of teachers working in rural schools in this municipality, considering the limits and opportunities faced to meet the specificities of Field Education. The research problem begs the question: how teachers in rural schools of Cajati/SP build their practice? The study is qualitative in nature, the data was collected through participant observation, questionnaires, interviews and documentary data were analyzed according to Bardin (2011) and interpreted according to the triangulation proposed by Minayo (2012). The theoretical researchers involve treating rural education and teaching practice, either from the proposed pedagogy itself the Movement of Landless Rural Workers - MST, as well as in the sense of teaching for the political and social transformation of human formation of subject to which it is intended. As a result, the survey found that still there are many limits faced by the subjects to build a practice teacher who identifies with the proposal from the education field. The results indicated that there is a need for the implementation of a policy proposal pedagogical system local educational searched for an adjustment to the current legislation on the guidelines related to the organization and infrastructure of schools in rural communities. The survey also found that the teaching practice of the subjects studied is wheteher the knowledge of the initial training, the common sense knowledge and effort to meet affective needs and tailor the few features that are not always offered on equal terms with the reality of urban schools their students. This indicates the need to invest in continuing education with a focus on fundamental knowledge to the practice of rural education: autonomy and ethical-political awareness, aiming at political and social transformation of rural subjects from the perspective of a society increasingly fair, dignified and inclusive. / A presente pesquisa situa-se na Linha de Pesquisa I: Formação e Profissionalização Docente do Programa de Pós-Graduação Stricto Sensu ¿ Mestrado em Educação da Universidade Católica de Santos (UNISANTOS), que tem como eixo temático a formação de professores, com foco nos saberes da prática e nas pesquisas como constitutivos do processo formativo. Nesse sentido, esta investigação se dá por meio da pesquisa de campo nas escolas rurais do município de Cajati, no interior do estado de São Paulo e problematiza a construção da prática docente dos professores que atuam nas escolas rurais desse município, considerando os limites e possibilidades enfrentadas para atender às especificidades da Educação do Campo. A problemática da pesquisa traz o seguinte questionamento: como os professores das escolas rurais de Cajati/SP constroem sua prática? O estudo é de natureza qualitativa, teve os dados coletados por meio da observação participante, questionários, entrevistas e dados documentais que foram analisados segundo Bardin (2011) e interpretados segundo a triangulação proposta por Minayo (2012). A fundamentação teórica envolve pesquisadores que tratam a educação do campo e a prática docente, seja a partir da proposta da pedagogia própria do Movimento dos Trabalhadores Rurais Sem Terra ¿ MST, bem como no sentido da pedagogia voltada para a transformação política e social de formação humana dos sujeitos a qual se destina. Como resultado a pesquisa constatou que muitos ainda são os limites enfrentados pelos sujeitos da pesquisa para a construção de uma prática docente que se identifique com a proposta da educação do campo. Os resultados indicaram que existe a necessidade da implantação de uma proposta política pedagógica do sistema de ensino do município pesquisado para uma adequação à legislação vigente sobre as diretrizes correspondentes à organização e infraestrutura das escolas do meio rural. A pesquisa também constatou que a prática docente dos sujeitos pesquisados se constitui nos saberes da formação inicial, nos saberes do senso comum e no esforço de suprir carências afetivas e adequar os poucos recursos que nem sempre são oferecidos em igualdade com as escolas urbana à realidade dos seus educandos. O que indica a necessidade de se investir na formação continuada com foco nos saberes fundamentais à prática da educação do campo: autonomia e consciência ético-política, com vistas à transformação política e social dos sujeitos do meio rural na perspectiva de uma sociedade cada vez mais justa, digna e includente.

Orientador: Washington Luiz Pacheco de Carvalho / Banca: Denice Barbara Catani / Banca: Ana Maria de Andrade Caldeira / Banca: Eduardo Adolfo Terrazzan / Banca: Alberto Villani / Resumo: Procurou-se por meio de um estudo de caso etnográfico caracterizar e analisar o habitus e a trajetória profissional da professora de ciências M, construídos e estabelecidos nas lutas travadas com seus pares durante o desenvolvimento de suas atividades pedagógicas, numa Escola Pública Estadual do interior paulista, o campo da escola, que, por sua vez, sofre influência das relações de poder do conjunto de todas as escolas do Estado de São Paulo, denominado de campo escolar. Desta forma, pôde-se, com o balizamento oferecido pelo construto teórico de Pierre Bourdieu, identificar o "capital docente" nas suas duas espécies: o capital cultural escolar, existente sob três formas, a saber, o incorporado, o institucionalizado e o objetivado, e, o capital social como sendo as propriedades distintivas utilizadas pelos professores para conhecer e reconhecer as estratégias heréticas dessa professora de ciências. / Abstract: By means of an ethnographic case study we aimed at analyze and characterize the habitus and professional trajectory of a female science teacher, named here as M. Trajectory that was built and established in the battles she faced against her colleagues, inside the school field to which the State Public School where she works, in the interior of the State of São Paulo, in Brazil, is linked. Based on a theoretical framework built from Pierre Bourdieu's works, it was possible to identify the "teacher's capital" in its two forms: school culture capital and social capital. But, the cultural capital, related to school culture, can be characterized in three different ways: the incorporated, the institutionalized and the objectified form. In conclusion, cultural school and social capital showed themselves as distinctive properties used by teachers in order to know and recognize the "heretical strategies" such those presented by the teacher M. / Doutor

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-28Bitstream added on 2014-06-13T19:02:08Z : No. of bitstreams: 1 genovez_lgr_dr_bauru.pdf: 1820452 bytes, checksum: 7d9712eee9686e4feb1f6d34ac8dbe3a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Procurou-se por meio de um estudo de caso etnográfico caracterizar e analisar o habitus e a trajetória profissional da professora de ciências M, construídos e estabelecidos nas lutas travadas com seus pares durante o desenvolvimento de suas atividades pedagógicas, numa Escola Pública Estadual do interior paulista, o campo da escola, que, por sua vez, sofre influência das relações de poder do conjunto de todas as escolas do Estado de São Paulo, denominado de campo escolar. Desta forma, pôde-se, com o balizamento oferecido pelo construto teórico de Pierre Bourdieu, identificar o “capital docente” nas suas duas espécies: o capital cultural escolar, existente sob três formas, a saber, o incorporado, o institucionalizado e o objetivado, e, o capital social como sendo as propriedades distintivas utilizadas pelos professores para conhecer e reconhecer as estratégias heréticas dessa professora de ciências. / By means of an ethnographic case study we aimed at analyze and characterize the habitus and professional trajectory of a female science teacher, named here as M. Trajectory that was built and established in the battles she faced against her colleagues, inside the school field to which the State Public School where she works, in the interior of the State of São Paulo, in Brazil, is linked. Based on a theoretical framework built from Pierre Bourdieu’s works, it was possible to identify the “teacher’s capital” in its two forms: school culture capital and social capital. But, the cultural capital, related to school culture, can be characterized in three different ways: the incorporated, the institutionalized and the objectified form. In conclusion, cultural school and social capital showed themselves as distinctive properties used by teachers in order to know and recognize the “heretical strategies” such those presented by the teacher M.

Made available in DSpace on 2015-05-07T15:08:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5750220 bytes, checksum: 2792d2150da927ecb3d1c268985f6bf2 (MD5) Previous issue date: 2011-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research, experienced in a public school in the area of the municipality of Lagoa Seca - PB had the main discussion of the urgent task of thinking about the possibilities of construction of the Popular School Field, by analyzing the relationship between school knowledge and popular . Look for the public school that is in rural areas was the need to expand the proposal undertaken by social movements in the struggle for land rights and education appropriate to their cultural universe. One of the fundamental issues that underlie the study was to overcome the dichotomy between thinking / acting of Rural Education and Rural Education, as the simple change of name does not guarantee effective changes in practices experienced within schools and that these changes need to be understood in its procedural dimension. The theoretical perspective that guided the study was that of popular education, and contribution of Freire (2005, 2006, 2007), Brandão (1985, 2002, 2007), Wanderley (2010), in its specificity for reflection / action to build a educational proposal of the field, using as main reference texts Caldart (2000, 2004, 2008), Fernandes and Molina (2004) and Arroyo (1999, 2004, 2010). The main statement that guides the discussions is the interaction of popular knowledge and school as a summary of a new school culture for the implementation of a popular rural school. Methodological procedure was used as a case study (COUTINHO; CHAVES, 2002), using participant observation (BRANDÃO, 1981; MELLO, 2005), thematic oral history (MEIRY, 1998) to reconstruct the history of the school surveys, interviews collective (KRAMER, 2006) and documents as we considered for analysis the specific legislation of the Field of Education (BRAZIL / MEC 2002, 2004, 2010) documents produced in school practices (schedules of students, events) or resulting from participant observation (textual productions of students). The prospective study was to "log analysis thematic" and "context" (FRANCO, 2008), the main categories were: educational, representations and conditions of interaction (content and communicative actions) as a constituent of the relationship between knowledge from these, we found trends that show a process of educational transition, where remnants of the conflict live in a rural education policy and innovation elements that point to the achievement of Education Field. / A presente pesquisa, vivenciada em uma escola pública no campo do município de Lagoa Seca PB, teve como discussão central a urgente tarefa de pensar sobre as possibilidades de construção da Escola Popular do Campo, mediante a análise da relação entre os saberes escolares e populares. O olhar para a escola pública que está no espaço rural ocorreu pela necessidade de ampliação da proposta empreendida pelos movimentos sociais na luta pelo direito à terra e à educação adequada ao seu universo cultural. Uma das questões fundamentais que perpassou o estudo foi a de superar a dicotomia entre o pensar/agir da Educação Rural e da Educação do Campo, já que a simples mudança de denominação não garante mudanças efetivas nas práticas vivenciadas nas escolas e que essas transformações necessitam ser entendida em sua dimensão processual. A perspectiva teórica que norteou o estudo foi a da Educação Popular, tendo aporte em Freire (2005; 2006; 2007), Brandão (1985; 2002; 2007), Wanderley (2010), em sua especificidade de reflexão/ação para construção de uma proposta educativa do campo, utilizando como principais referências os textos de Caldart (2000; 2004; 2008), Fernandes e Molina (2004) e Arroyo (1999; 2004; 2010). A principal afirmação que norteia as discussões é a de interação dos saberes populares e escolares enquanto síntese de uma nova cultura escolar para a concretização de uma Escola Popular do Campo. Como procedimento metodológico foi utilizado o estudo de caso (COUTINHO; CHAVES, 2002), com a utilização da observação participante (BRANDÃO, 1981; MELLO, 2005), história oral temática (MEIRY, 1998) para reconstruir a história da escola pesquisada, entrevistas coletivas (KRAMER, 2006) e como documentos considerados para análise temos a legislação específica da Educação do Campo (BRASIL/MEC 2002; 2004; 2010) documentos produzidos nas práticas escolares (cadernos de alunos, provas) e resultantes da observação participante (produções textuais dos discentes). O trabalho teve como perspectiva a análise de registro temática e de contexto (FRANCO, 2008), cujas principais categorias foram: finalidades educativas, representações e condições de interação (conteúdos e ações comunicativas), como constituintes da relação entre os saberes, a partir dessas, foram encontradas tendências que evidenciam um processo de transição educativa, na qual convivem em conflito resquícios de uma política de Educação Rural e elementos de inovação que apontam para concretização da Educação do Campo.

The purpose of the investigation was two fold: first, to analyze the school excursion as a teaching and learning aid; and second, to develop a suggested school-excursion program for the social studies in the junior high schools of Dallas, base upon the findings and evaluations reported by educational observers and by experienced users of excursions.

With the recent adoption of the Next Generation Science Standards in Oregon, there is a great need for teachers to be trained to effectively implement the three dimensions of the Next Generation Science Standards (NGSS) in their teaching. Time and location are the largest constraining factors that affect teacher participation in professional development trainings. To address this constraint, Tryon Creek State Park offered a NGSS professional development training opportunity for teachers that was integrated within a field trip that they took their students on. Before the field trip, teachers were introduced to the NGSS through a set of NGSS pre-field trip materials which informed them about the NGSS and how aspects of it would be integrated into their students' field trip. Teachers accompanied their students on a two-hour long field trip at Tryon Creek State Park where teachers observed nature guides model NGSS-aligned activities for the students. My research aimed to answer the following question: How will an informal science education program at Tryon Creek State Park affect K-2 teachers' awareness of the Next Generation Science Standards? Outcomes were measured through a pre/post retrospective survey and follow-up interviews. On the survey teachers reported little awareness of the three dimensions of the NGSS and very few of the teachers increased their understanding after the treatment. On the other hand, most had a high level of awareness and confidence in teaching factual information supporting the NGSS prior to treatment, resulting in a ceiling effect. Interviews suggested that few teachers read the materials sent in advance of the field trip, but teachers who did read the materials indicated increases in understanding of the NGSS. During the field trip several of the nature guides were effective in modeling science and engineering practices. These findings suggest that this method of professional development is promising, but needs further refinement.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Accompanying materials in Spanish. Sponsor: Robert Taylor. Dissertation Committee: Robert McClintock. Includes bibliographical references (leaves 125-135).