Published Article / The reasons, objects, means and methods for a transfer of scientific results to society are analysed in the article. Among this, knowledge transfer - especially technology transfer - and on projects, especially joint projects with the aim of creating or transferring knowledge are concentrated upon. Success factors for bringing science to support socioeconomic development also receive attention.

The Israel/Palestine question, and its resonance for international peace and security, has turned into a central interest of the modern world. It also raises much controversy in the academic community. The Western support for Israel, a key factor in Israel's survival, is a significant feature of this issue. It has been revealed, through preceding studies, that Western policies towards Israel, foreign human rights policy for instance, are biased. The West appears biased, also, in what it produces about the question. Western products in the cinema and the mass media examined in this regard. How knowledge produced in the West is influenced by the pro-Israeli environment has been an academic concern. No empirical investigation, at the same time, has been made into how academic knowledge at university level treats the Israel/Palestine question. The popular belief about the scientific and impartial characteristics of Western knowledge has probably contributed to such a state of affairs. A sample of the most popular college level textbooks on the history of the Israel/Palestine question has been selected, through an extensive survey, to represent relevant Western knowledge. The selected textbooks have been analysed through a method of 'Historical Narrative Analysis' against a Zionist/pro-Israeli structure of Israel's history. The immediate context of the histories produced, the relevant historians and their background, are analysed to answer the second part of the key question of the research: ‘How the knowledge of history of the Israel/Palestine question is presented in Western academia, and why it has been presented in that particular way. The results of the first analysis, a textbook analysis, support the claim that textbook knowledge on the question is mainly pro-Israeli in bias. In relation to the question 'why', the analysis offers the 'Jewish pro-Israeli producer' as the main factor that can explain that bias in the products. Another factor is identified in this analysis as well; the relevant knowledge has been produced in a certain, American or Israeli, national and educational environment.

Since the late 20th century, Western society has been permeated by a pervasive, yet fundamentally contested sense of ecological crisis. While diagnoses abound, shifts in critical forms of Western science and the so-called ‘postmodern condition’, raise a recurring issue for debate: the positioning and qualities of scholarship in relation to societal transformation. Reflexively, if not normatively, academia is challenged to reflect on the implications of the ‘storying’ and ‘re-storying’ of scholarship vis-à-vis the socio-ecological, such that both scholarly processes and ‘ends-in-view’ foster an intellectual field of inquiry and engagement that is more relevant to - if not responsible for - a ‘deeply’ democratic, ecologically sensitized social order. Providing a major line of response regarding this broader background, ‘sustainable higher education’ currently emerges as a highly complex phenomenon that takes shape across a range of sites and contexts in relation to a variety of local and specific academic practices. It may thus be variously understood as a strategy for addressing the environmental and sustainability crises identified at the Rio Earth Summit, as a matter of academic concern and field of intellectual inquiry, and as a regulative ideal for policy, professionalism and practice in the ‘greening’ of higher education. The present study documents the associated politics of (knowledge) change, by taking a broader interest in how sustainable higher education, as a social and discursive practice, is currently constituted and reconstituted across differently positioned academics from a range of academic sites and contexts, namely universities in England, Austria and Germany. Focusing on the academic knowledge practices in relation to the emergence of sustainable higher education, the study proceeds to analyse these through an integrated lens of academic subjectivity; i.e. with this not being conceptualised as a clearly ‘bounded’ or ‘fixed’ entity, but rather an entangled, relational and practical matter of culturally (re-)productive self-production. Working with empirical material generated from episodic interviews and via a set of heuristic tools developed from poststructuralist and critical hermeneutic theories, the study thus illustrates the contemporary constitution of subjectivities in/of sustainable higher education, illuminating how a historico-cultural reading of subject configurations and activities is suggestive of a wider structural shift. Working across diverse configurations of the policies and politics of the field, this shift is often expected, if not inferred, to be catalytic in transforming increasingly abstracted forms of knowledge/cultural production towards ‘re-responsibilitisation’. The study further exemplifies how this can be associated with the broader conditions of an ‘eco-politics of unsustainability’, which seems so hard to overcome precisely because it is made manifest at more practical levels through the quite mundane ways in which academics go about their daily business. Yet, a counter reading is possible too: this points to the perhaps ‘wild(er)’ aspects of these always-also affective practices through which new relationalities can emerge. Taken together, the study’s increasingly integrated readings thus work towards the exploration of how academic subjectivities might be re-made if positioned at the intersections of social inquiry and practical philosophy in the lives of ‘everyday sustainable higher education makers’.

This dissertation deals with the multi-faceted phenomenon of knowledge conceptions. The aim is to describe the meaning of “academic knowledge” in today’s knowledge society from the perspective of “education” (a term used here in relation to the ‘liberal arts’ tradition as used in the English language or in German ‘bildung’) and “commodisation”. These two perspectives create a field of tensions in higher education. The study analyses the flow of knowledge in the process of commodisation - partly through a network of relations between societally-relevant actors, partly through career geography. The actors studied are: the state, the university, the university departments and the graduates/students. The research ‘design is a descriptive case study of Karlstad University during the years 1997-2007. The theoretical approach combines two perspectives; commodisation of academic knowledge and career geography. Commodisation is studied by the developments in higher education seen from a wider national and international perspective. Career geography entails both a geographical mobility and a social mobility of the students. The results show that there are different conceptions about academic knowledge from the different actors. Two different perspectives of commodisation of academic knowledge have been found, one from the “top down” perspective and one from the “bottom up” perspective. The top down perspective means that commodisation is driven mostly by the state and then is followed by the university and the university departments. In the bottom up perspective, commodisation is driven by the students. Furthermore, the results from the study of the Swedish state reveal an increasingly clear commodisation of academic knowledge with emphasis on economic growth, regional development and international competition.  However, Karlstad University’s and the university departments’ view of knowledge differs somewhat from that of the state’s, and aims instead to combine ‘commodisation of knowledge’ with ‘knowledge as education’ in its efforts to be a ‘learning university’. It is also shown that students appreciate this combined view. On a general level, the main argument from this dissertation is that it is necessary to place more attention on how to obtain a balance between the commodisation of academic knowledge and knowledge as “education” in today’s higher education system.

A presente pesquisa – em que se optou por estudar saberes populares relacionados à produção do pão, da cachaça e do vinho – pretende ser uma contribuição para estudos do campo do currículo. Ao se problematizar e ampliar discussões curriculares objetivou-se estudar maneiras de valorizar saberes populares, por intermédio da experimentação, no currículo, para que estes sejam estudados como saber escolar, contribuindo para um ensino mais contextualizado. A partir de teorizações sobre alguns saberes e como estes se relacionam com vertentes ligadas à diversidade cultural em uma perspectiva contemporânea, construiu-se um referencial teórico marcado por envolvimento entre Currículo e Cultura. A parte empírica desta proposta de pesquisa orientou-se em técnicas com inspiração etnográfica, envolvendo um grupo de agricultores campesinos, situado ao norte do estado do Rio Grande do Sul. Foram feitas observações e entrevistas com os componentes dessas famílias. Os saberes que envolvem o preparo do pão, da cachaça e do vinho constituem a cultura de um determinado grupo social e foram estudados com o intuito de torná-los saberes escolares. Para tanto, produziu-se atividades experimentais, voltadas ao ensino médio, que envolvam os saberes pesquisados. Sobre os saberes que envolvem o pão, foram propostas atividades referentes às temáticas cinética química, particularmente destacando os efeitos da temperatura e da concentração em relação à velocidade de reação e densidade. Em relação aos saberes que envolvem o preparo da cachaça, foram propostas atividades referentes às temáticas óxidoredução, reações ácido-base, reações de complexação e preparo de soluções. A respeito dos saberes que envolvem o preparo e conservação do vinho, foram propostas atividades referentes às temáticas acidez, pH, reações ácido-base e volumetria de neutralização. Cumprida essa etapa, foram realizadas ações no contexto universitário, mais especificamente com estudantes dos cursos de Química e Biologia Licenciatura, da Universidade Regional Integrada do Alto Uruguai e das Missões - Campus de Erechim. Assim, por intermédio de atividades desenvolvidas na disciplina Prática de Ensino em Ciências, foram aplicadas as atividades propostas nesta pesquisa – referentes aos saberes pesquisados – aos acadêmicos dos cursos citados. Constatamos que os acadêmicos que participaram desta pesquisa possuem dificuldades para interpretar e explicar os saberes populares, uma vez que esta atividade enseja o trânsito por muitos saberes acadêmicos. Destaca-se, no entanto, que há um entendimento, por parte desses acadêmicos, da existência de um caráter aproximado entre os saberes populares estudados e os saberes acadêmicos. Mais que isso, é possível afirmar que consideram importante a valorização de saberes que não os hegemônicos no currículo escolar, em especial os saberes que constituem as práticas cotidianas de agricultores campesinos, por fazerem parte da cultura popular local. Verificamos, com este estudo, que é possível que conteúdos programáticos do currículo escolar de Ciências atuem como aglutinadores da diversidade de necessidades e de significados atribuídos pelos educandos sobre os saberes populares estudados, possibilitando que esses significados sejam reconstruídos. / In this research we opted for studying the popular knowledge of bread, spirits and wine making process. This work was developed to study the conversion of popular knowledge of a specific social class into school curricula. The problematization and discussion of curricula aimed at finding ways of valorization of popular knowledge, by means of including their concepts in the school churricula by means of experimentation, so that they are studied as school knowledge, improving the contextualization of education. A theoretical reference marked by the relation between Curricula and Culture was built from theorization of some popular knowledge and how they are related with cultural diversity in a contemporary perspective. The empirical aspect of this research was based on techniques with ethnographic inspiration, involving a group of small farmers from the Northern part of the State of Rio Grande do Sul. Observations and semi-structured interviews with components of those families were carried out. The knowledge of bread, spirits and wine making process constitute the culture of each social group and were studied with the intention to turn them into school knowledge. Thus, experimental activities involving the studied popular knowledge were developed, aimed at high school students. For bread-making knowledge, activities involving chemical kinetics were developed. These activities were focused on the effects of temperature and concentration on reaction rate and density. The activities proposed based on the popular knowledge of spirits making included experiments on oxidation and reduction reactions, acidbase reactions, complexation reactions and preparation of solutions. The knowledge involved in winemaking and conservation activities involving the issues acidity, pH, acid-base reactions and neutralization volumetry were proposed. After this step, actions in the university context were developed, specifically with students from the undergraduate courses of Chemistry and Biology of Universidade Regional Integrada do Alto Uruguai e das Missões – Campus de Erechim. Thus, the activities proposed in this research were applied in the subject “Practices in Science Teaching” to the students of such courses. We observed that the students that took part on this research experienced difficulties in interpreting and explaining the popular knowledge, since this activity demands much academic knowledge. It is important to note, however, that the undergraduate students understand that there is a relation between the popular knowledge and the academic knowledge. Moreover, it is possible to assert that they consider important the valorization of the knowledge that is not hegemonic in the school curricula; specially the knowledge that constitutes daily practices of small farmers and is part of local culture. We observed with this study that it is possible that content descriptions of school curricula in Science subjects act as bonds of the diversity of needs and meanings attributed by the school students about the studied popular knowledge, making possible their reconstruction.

Made available in DSpace on 2015-05-07T15:08:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2877961 bytes, checksum: 182ba11fa543bb6d92c6c80b87109a35 (MD5) Previous issue date: 2011-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work focuses on how the Northeast has been depicted in academic and didactic works over time. To that end, a comparative study had been made between two remarkable periods of Brazilian history, the first from 1930 to 1950 and the second from 1998 to 2008. This timeline has been established on the basis that the first temporal mark, Brazil experienced an intense process of reflection on the regional issues, at that time sought to build a reference on the Brazilian citizen, as well as setting benchmarks for the understanding of a national ethos. Later, from the 1990s, the regional issue is taken up in a new perspective, focusing on aspects of their culture and seeking new interpretations of economic processes and about the region. This study sought to understand how debates concerning the regional history are presented in the textbooks, in both periods referenced above. Thus, we selected a textbook produced for each of the decades mentioned: Jonathan Serrano, History of Brazil, edition of 1931; Rocha Pombo, History of Brazil, 1943 edition; Joaquim Silva, Brazil's History, 1959 edition, and by finally, Boulos Jr., History, Society & Citizenship, 2006 edition. The production of these books relate to the contexts experienced by the Brazilian education with its main pedagogical debates. We also seek to point out the changes that the real teaching history has experienced, as well as to investigate the influence that education policies have focused on the production of historical knowledge in school. We understand that textbooks are works of complex composition involving different actors in their production, marketing and distribution, but mainly because they allow a wide diffusion of a worldview, a cultural history. However, the many possibilities of his interpretation give them a cultural and social dimension difficult to measure, able to reveal unique aspects of the history of national education. / Este trabalho trata sobre como o Nordeste vem sendo representado nas obras acadêmicas e didáticas ao longo do tempo. Para tanto, foi realizado um estudo comparativo entre dois períodos marcantes da história brasileira, o primeiro de 1930 a 1950 e o segundo de 1998 a 2008. Essa periodização foi estabelecida em função de que no primeiro marco temporal, o Brasil vivenciou um intenso processo de reflexão acerca das temáticas regionais, buscava-se naquele momento construir uma referência sobre a nacionalidade brasileira, assim como estabelecer referências para a compreensão de um ethos nacional. Posteriormente, a partir da década de 1990, a questão regional é retomada em uma nova perspectiva, privilegiando aspectos de sua cultura e buscando novas interpretações para os processos econômicos e acerca da região. Esse trabalho buscou compreender como os debates referentes à história regional são apresentadas nas obras didáticas, nos dois períodos acima referenciados. Assim, selecionamos um livro didático produzido para cada uma das décadas apontadas: Jonathas Serrano, História do Brasil, edição de 1931; Rocha Pombo, História do Brasil, edição de 1943; Joaquim Silva, História do Brasil, edição de 1959; e, por fim, Boulos Jr., História, Sociedade & Cidadania edição de 2006. Relacionamos a produção desses livros aos contextos vivenciados pela educação brasileira com seus principais debates pedagógicos. Também procuramos apontar as transformações que o próprio ensino de História experenciava, além de investigar a influência que as políticas educacionais fizeram incidir sobre a produção do conhecimento histórico escolar. Compreendemos que os livros didáticos são obras de composição complexa envolvendo diferentes agentes na sua produção, comercialização e distribuição, mas principalmente, porque permitem uma ampla difusão de uma visão de mundo, de uma cultura histórica. No entanto, as muitas possibilidades de sua e interpretação dão-lhes uma dimensão cultural e social de difícil mensuração, capaz de desvelar aspectos singulares sobre a história da educação nacional.

Made available in DSpace on 2015-05-07T15:10:00Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 746258 bytes, checksum: 1c74cbcade13435b360fa111cd88a874 (MD5) Previous issue date: 2010-08-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is a Doctorate s thesis which had the aim to investigate the pedagogical knowledge of High Education professors: their daily practices, especially those professors from the Mathematics Course of the CCEN of UFPB. We developed a quanti-qualitative research of field and bibliographical nature. Our theoretical reference: Nóvoa (1995), Zabalza (2004), Perrenoud (1993, 2001, 2002), Pimenta and Anastasiou (2002), Masetto (1996, 1998, 2003), Morosini (2001), Tardif (1999, 2000, 2002, 2007, 2008), Charlot (2005), Imbernón (2000), Vasconcelos (1996, 1998, 2006), Ramalho (2004), Rodrigues (2003, 2004, 2006), among others who research professor s formation in regard to High Education teaching. With respect to the specific formation of the Mathematics professor as well as Mathematics Education, we analyzed Cury (2001), D Ambrosio B. (1993), D Ambrosio U. (1997), Balzan (1999), Fiorentini (1994), Bicudo (1996, 1999), Polettini (1999), among others. In order to deepen the knowledge concept, we used Morin s principles (1999, 2000, 2001, 2002, 2004, 2004a, 2004b, 2006a, 2006b, 2007a, 2007b, 2008). As concerns the post-modern education viewpoint, we employed the fundamentals of Pourtois and Desmet (1999) and Moraes (1997).With regard to education history, we referred to Cambi (1999), among others. Our research had as locus the Mathematics Course of the CCEN/UFPB. Our research instruments were: field diary, questionnaires, classroom observation and semi-structured interview. Students from the 3rd, 5th and 7th periods, totalizing 164, answered the questionnaire as well as the 05 professors most mentioned by them. We observed 05 classes from these professors and interviewed the coordinator of the course. We take into consideration that it is necessary to discuss and introduce the theme of the university pedagogy in such a way that the university professors transform their pedagogical practices, based on the traditional paradigm, into pedagogical practices sustained by the post-modernity paradigm. Therefore, knowledge, the act of doing and the act of knowing how to do will have as basis the complexity of the professors´ knowledge, the knowledge plurality and the multi-referentiality existent in both the teaching and learning act. In this way, the Education Sciences help to understand the professionalization and the formation of High Education professor. We also understand that this paradigm change undergoes the professor s and the student s continuous formation. Both of them are actors and authors in the teaching learning process as well as builders of the scientific knowledge. So, we present the Continuous Formation Project which we propose to implement with the objective to discuss the University Pedagogy and the academic knowledge inherent to the university professor. / Este estudo trata de uma pesquisa de doutorado que teve o objetivo de investigar os saberes pedagógicos dos professores do ensino superior: o cotidiano de suas práticas, em especial os docentes do Curso de Matemática do CCEN da UFPB. Desenvolvemos uma pesquisa quantiqualitativa de natureza bibliográfica e de campo. Nosso referencial teórico: Nóvoa (1995), Zabalza (2004), Perrenoud (1993, 2001, 2002), Pimenta e Anastasiou (2002), Masetto (1996, 1998, 2003), Morosini (2001), Tardif (1999, 2000, 2002, 2007, 2008), Charlot (2005), Imbernón (2000), Vasconcelos (1996, 1998, 2006), Ramalho (2004), Rodrigues (2003, 2004, 2006), entre outros que pesquisam a formação do professor do ensino superior. Quanto à formação específica do professor de Matemática e da Educação Matemática, analisamos Cury (2001), D Ambrosio B. (1993), D Ambrosio U. (1997), Balzan (1999), Fiorentini (1994), Bicudo (1996, 1999), Polettini (1999), entre outros. Para aprofundar o conceito de saber recorremos a Morin (1999, 2000, 2001, 2002, 2004, 2004a, 2004b, 2006a, 2006b, 2007a, 2007b, 2008). No que concerne à visão da educação pós-moderna, trabalhamos com Pourtois e Desmet (1999) e Moraes (1997). Quanto à história da educação, adotamos Cambi (1999), entre outros. O lócus da nossa pesquisa foi o Curso de Matemática do CCEN/UFPB. Nossos instrumentos de pesquisa foram: diário de campo, questionários, observação de aulas e entrevista semi-estruturada. Responderam ao questionário 164 alunos dos períodos (3º, 5º e 7º), assim como os 05 professores mais citados pelos alunos. Observamos 05 aulas destes professores e entrevistamos o coordenador do referido curso. Consideramos que se faz necessário discutir e introduzir a temática da pedagogia universitária de forma que os docentes universitários transformem suas práticas pedagógicas, embasadas no paradigma tradicional, em práticas pedagógicas sustentadas no paradigma da pós-modernidade. Assim, o saber, o fazer e o saber-fazer do docente terão como base a complexidade dos saberes docentes, a pluralidade dos conhecimentos e a multirreferencialidade existente no ato de ensinar e de aprender. Dessa forma, as Ciências da Educação ajudam na compreensão da profissionalização e da formação do professor do Ensino Superior. Compreendemos, também, que esta transformação de paradigmas perpassa pela formação continuada do docente e do discente, ambos atores e autores do processo ensino aprendizagem e construtores do conhecimento científico. Para tanto, apresentamos o Projeto de Formação Continuada, que ora nos propomos a implantar, com o objetivo de discutir a Pedagogia Universitária e os saberes docentes inerentes ao professor universitário.

A presente pesquisa – em que se optou por estudar saberes populares relacionados à produção do pão, da cachaça e do vinho – pretende ser uma contribuição para estudos do campo do currículo. Ao se problematizar e ampliar discussões curriculares objetivou-se estudar maneiras de valorizar saberes populares, por intermédio da experimentação, no currículo, para que estes sejam estudados como saber escolar, contribuindo para um ensino mais contextualizado. A partir de teorizações sobre alguns saberes e como estes se relacionam com vertentes ligadas à diversidade cultural em uma perspectiva contemporânea, construiu-se um referencial teórico marcado por envolvimento entre Currículo e Cultura. A parte empírica desta proposta de pesquisa orientou-se em técnicas com inspiração etnográfica, envolvendo um grupo de agricultores campesinos, situado ao norte do estado do Rio Grande do Sul. Foram feitas observações e entrevistas com os componentes dessas famílias. Os saberes que envolvem o preparo do pão, da cachaça e do vinho constituem a cultura de um determinado grupo social e foram estudados com o intuito de torná-los saberes escolares. Para tanto, produziu-se atividades experimentais, voltadas ao ensino médio, que envolvam os saberes pesquisados. Sobre os saberes que envolvem o pão, foram propostas atividades referentes às temáticas cinética química, particularmente destacando os efeitos da temperatura e da concentração em relação à velocidade de reação e densidade. Em relação aos saberes que envolvem o preparo da cachaça, foram propostas atividades referentes às temáticas óxidoredução, reações ácido-base, reações de complexação e preparo de soluções. A respeito dos saberes que envolvem o preparo e conservação do vinho, foram propostas atividades referentes às temáticas acidez, pH, reações ácido-base e volumetria de neutralização. Cumprida essa etapa, foram realizadas ações no contexto universitário, mais especificamente com estudantes dos cursos de Química e Biologia Licenciatura, da Universidade Regional Integrada do Alto Uruguai e das Missões - Campus de Erechim. Assim, por intermédio de atividades desenvolvidas na disciplina Prática de Ensino em Ciências, foram aplicadas as atividades propostas nesta pesquisa – referentes aos saberes pesquisados – aos acadêmicos dos cursos citados. Constatamos que os acadêmicos que participaram desta pesquisa possuem dificuldades para interpretar e explicar os saberes populares, uma vez que esta atividade enseja o trânsito por muitos saberes acadêmicos. Destaca-se, no entanto, que há um entendimento, por parte desses acadêmicos, da existência de um caráter aproximado entre os saberes populares estudados e os saberes acadêmicos. Mais que isso, é possível afirmar que consideram importante a valorização de saberes que não os hegemônicos no currículo escolar, em especial os saberes que constituem as práticas cotidianas de agricultores campesinos, por fazerem parte da cultura popular local. Verificamos, com este estudo, que é possível que conteúdos programáticos do currículo escolar de Ciências atuem como aglutinadores da diversidade de necessidades e de significados atribuídos pelos educandos sobre os saberes populares estudados, possibilitando que esses significados sejam reconstruídos. / In this research we opted for studying the popular knowledge of bread, spirits and wine making process. This work was developed to study the conversion of popular knowledge of a specific social class into school curricula. The problematization and discussion of curricula aimed at finding ways of valorization of popular knowledge, by means of including their concepts in the school churricula by means of experimentation, so that they are studied as school knowledge, improving the contextualization of education. A theoretical reference marked by the relation between Curricula and Culture was built from theorization of some popular knowledge and how they are related with cultural diversity in a contemporary perspective. The empirical aspect of this research was based on techniques with ethnographic inspiration, involving a group of small farmers from the Northern part of the State of Rio Grande do Sul. Observations and semi-structured interviews with components of those families were carried out. The knowledge of bread, spirits and wine making process constitute the culture of each social group and were studied with the intention to turn them into school knowledge. Thus, experimental activities involving the studied popular knowledge were developed, aimed at high school students. For bread-making knowledge, activities involving chemical kinetics were developed. These activities were focused on the effects of temperature and concentration on reaction rate and density. The activities proposed based on the popular knowledge of spirits making included experiments on oxidation and reduction reactions, acidbase reactions, complexation reactions and preparation of solutions. The knowledge involved in winemaking and conservation activities involving the issues acidity, pH, acid-base reactions and neutralization volumetry were proposed. After this step, actions in the university context were developed, specifically with students from the undergraduate courses of Chemistry and Biology of Universidade Regional Integrada do Alto Uruguai e das Missões – Campus de Erechim. Thus, the activities proposed in this research were applied in the subject “Practices in Science Teaching” to the students of such courses. We observed that the students that took part on this research experienced difficulties in interpreting and explaining the popular knowledge, since this activity demands much academic knowledge. It is important to note, however, that the undergraduate students understand that there is a relation between the popular knowledge and the academic knowledge. Moreover, it is possible to assert that they consider important the valorization of the knowledge that is not hegemonic in the school curricula; specially the knowledge that constitutes daily practices of small farmers and is part of local culture. We observed with this study that it is possible that content descriptions of school curricula in Science subjects act as bonds of the diversity of needs and meanings attributed by the school students about the studied popular knowledge, making possible their reconstruction.

A presente pesquisa – em que se optou por estudar saberes populares relacionados à produção do pão, da cachaça e do vinho – pretende ser uma contribuição para estudos do campo do currículo. Ao se problematizar e ampliar discussões curriculares objetivou-se estudar maneiras de valorizar saberes populares, por intermédio da experimentação, no currículo, para que estes sejam estudados como saber escolar, contribuindo para um ensino mais contextualizado. A partir de teorizações sobre alguns saberes e como estes se relacionam com vertentes ligadas à diversidade cultural em uma perspectiva contemporânea, construiu-se um referencial teórico marcado por envolvimento entre Currículo e Cultura. A parte empírica desta proposta de pesquisa orientou-se em técnicas com inspiração etnográfica, envolvendo um grupo de agricultores campesinos, situado ao norte do estado do Rio Grande do Sul. Foram feitas observações e entrevistas com os componentes dessas famílias. Os saberes que envolvem o preparo do pão, da cachaça e do vinho constituem a cultura de um determinado grupo social e foram estudados com o intuito de torná-los saberes escolares. Para tanto, produziu-se atividades experimentais, voltadas ao ensino médio, que envolvam os saberes pesquisados. Sobre os saberes que envolvem o pão, foram propostas atividades referentes às temáticas cinética química, particularmente destacando os efeitos da temperatura e da concentração em relação à velocidade de reação e densidade. Em relação aos saberes que envolvem o preparo da cachaça, foram propostas atividades referentes às temáticas óxidoredução, reações ácido-base, reações de complexação e preparo de soluções. A respeito dos saberes que envolvem o preparo e conservação do vinho, foram propostas atividades referentes às temáticas acidez, pH, reações ácido-base e volumetria de neutralização. Cumprida essa etapa, foram realizadas ações no contexto universitário, mais especificamente com estudantes dos cursos de Química e Biologia Licenciatura, da Universidade Regional Integrada do Alto Uruguai e das Missões - Campus de Erechim. Assim, por intermédio de atividades desenvolvidas na disciplina Prática de Ensino em Ciências, foram aplicadas as atividades propostas nesta pesquisa – referentes aos saberes pesquisados – aos acadêmicos dos cursos citados. Constatamos que os acadêmicos que participaram desta pesquisa possuem dificuldades para interpretar e explicar os saberes populares, uma vez que esta atividade enseja o trânsito por muitos saberes acadêmicos. Destaca-se, no entanto, que há um entendimento, por parte desses acadêmicos, da existência de um caráter aproximado entre os saberes populares estudados e os saberes acadêmicos. Mais que isso, é possível afirmar que consideram importante a valorização de saberes que não os hegemônicos no currículo escolar, em especial os saberes que constituem as práticas cotidianas de agricultores campesinos, por fazerem parte da cultura popular local. Verificamos, com este estudo, que é possível que conteúdos programáticos do currículo escolar de Ciências atuem como aglutinadores da diversidade de necessidades e de significados atribuídos pelos educandos sobre os saberes populares estudados, possibilitando que esses significados sejam reconstruídos. / In this research we opted for studying the popular knowledge of bread, spirits and wine making process. This work was developed to study the conversion of popular knowledge of a specific social class into school curricula. The problematization and discussion of curricula aimed at finding ways of valorization of popular knowledge, by means of including their concepts in the school churricula by means of experimentation, so that they are studied as school knowledge, improving the contextualization of education. A theoretical reference marked by the relation between Curricula and Culture was built from theorization of some popular knowledge and how they are related with cultural diversity in a contemporary perspective. The empirical aspect of this research was based on techniques with ethnographic inspiration, involving a group of small farmers from the Northern part of the State of Rio Grande do Sul. Observations and semi-structured interviews with components of those families were carried out. The knowledge of bread, spirits and wine making process constitute the culture of each social group and were studied with the intention to turn them into school knowledge. Thus, experimental activities involving the studied popular knowledge were developed, aimed at high school students. For bread-making knowledge, activities involving chemical kinetics were developed. These activities were focused on the effects of temperature and concentration on reaction rate and density. The activities proposed based on the popular knowledge of spirits making included experiments on oxidation and reduction reactions, acidbase reactions, complexation reactions and preparation of solutions. The knowledge involved in winemaking and conservation activities involving the issues acidity, pH, acid-base reactions and neutralization volumetry were proposed. After this step, actions in the university context were developed, specifically with students from the undergraduate courses of Chemistry and Biology of Universidade Regional Integrada do Alto Uruguai e das Missões – Campus de Erechim. Thus, the activities proposed in this research were applied in the subject “Practices in Science Teaching” to the students of such courses. We observed that the students that took part on this research experienced difficulties in interpreting and explaining the popular knowledge, since this activity demands much academic knowledge. It is important to note, however, that the undergraduate students understand that there is a relation between the popular knowledge and the academic knowledge. Moreover, it is possible to assert that they consider important the valorization of the knowledge that is not hegemonic in the school curricula; specially the knowledge that constitutes daily practices of small farmers and is part of local culture. We observed with this study that it is possible that content descriptions of school curricula in Science subjects act as bonds of the diversity of needs and meanings attributed by the school students about the studied popular knowledge, making possible their reconstruction.

L'activité de formation continue professionnalisante qu'offre la jeune université de Djibouti s'inscrit dans le contexte d'un petit pays en développement pour lequel cette mission n'est pas une priorité. Les salariés-étudiants doivent s'approprier une formation académique traditionnelle sans que leur expérience professionnelle soit reconnue. A partir de l'analyse des réalités françaises de la validation des acquis, du cadre théorique qui permet de les interroger – expérience, acquis, compétences, validation, certification, évaluation - et de l'horizon de la reconnaissance construit par Alex Honneth, cette recherche s'interroge sur la possibilité d'initier une logique de reconnaissance au sein de l'Université de Djibouti afin que savoirs académiques et expérience professionnelle dialoguent et favorisent une logique de formation tout au long de la vie.Les entretiens menés avec enseignants et étudiants-salariés sont construits selon une méthode qualitative propre à favoriser le récit expérientiel et la réflexivité. Ils visent à mettre à jour les processus réels à l'œuvre en formation continue et les interactions entre l'activité enseignante de former et l'activité de se former, ainsi que les conjugaisons qui s'opèrent entre savoirs académiques et expérience professionnelle des deux types d'acteurs. De nouveaux mixtes de savoirs retentissent jusqu'en formation initiale et contribuent à redéfinir la professionnalité enseignante. La réflexivité des acteurs ouvre, au-delà du diplôme, à une reconnaissance élargie. Elle constitue une ressource pour amplifier le co-apprentissage entre acteurs autour d'une conjugaison des savoirs académiques et de l'expérience professionnelle. Une palette de possibles illustre l'objectif d'initier une reconnaissance de l'expérience professionnelle à l'université de Djibouti, en formation continue et au-delà.Cette recherche s'adresse aux enseignants-chercheurs et à ceux qui cherchent des pistes possibles pour enrichir la conception de la formation à partir de l'expérience sans nécessairement disposer de moyens importants, en particulier en Afrique. Elle s'adresse aussi aux chercheurs qui voudraient explorer des pistes que nous n'avons qu'entrevues, en particulier sur les liens entre expérience professionnelle, dimensions culturelles et enracinement dans les langues. / The activity of in-house training which professionalize and which is offered by the young university of Djibouti is enrolled in the context of a developing small country for whom that mission is not a priority. The wage-earling have to get a traditional academic training regardless of their professional experience.Based on the analysis of the French realities about the accreditation of prior learning, of the theoretical context which allows to question them on experience, knowledge, competences, validation, certification, evaluation - and the recognition horizon built by Alex Honneth, this research wonders about the possibility of initiating a recognition logic inside the university of Djibouti in order to make the academic knowledge and the professional experience dialogue and promote the training during a long period.The interviews done with teachers and wage-earling are made according to a qualifitative method, which promote experience story and reflexivity. They mean to up-date the real process existing between in-house training and the interactions between activity of teaching and training; and the combinations resulted by academic knowledge and professional experience of the two actors. New mixtures of knowledge have impacts on initial training and contribute to redefine the teaching professionally. The reflexivity of actors on these process leads to, beyond the certificates to a large recognition. It is a resource to amplify the co-learning between the actors around a uniting of academic knowledge and professional experience. Numerous possibilities show the aim to initiate recognition of the professional experience in university of Djibouti. This research is intended for teacher-researchers and for those who are looking for possible ways to enrich the conceptions of the training based on the experience, which doesn’t necessary need to have important means, particularly in Africa. It is intending also for pratician-researchers who may want to explore trails that we have seen just briefly, particularly on bonds between professional experience, cultural dimensions and languages implementation.