Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-13T12:05:08Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Um desconhecido a porta os discursos das professoras da educação infantil sobre o ser o saber e o fazer docente -Silvéria Nascimento Ferreira.pdf: 1333397 bytes, checksum: f978fad92f82eae3c83567eef99d8b01 (MD5) / Made available in DSpace on 2016-07-13T12:05:09Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Um desconhecido a porta os discursos das professoras da educação infantil sobre o ser o saber e o fazer docente -Silvéria Nascimento Ferreira.pdf: 1333397 bytes, checksum: f978fad92f82eae3c83567eef99d8b01 (MD5) Previous issue date: 2015-12-10 / Assistimos com veemência, um reforço discursivo vindo, principalmente de documentos oficiais e pesquisas que configuram novas dimensões sobre o que caracteriza o ser professora na educação infantil, assim como ela deve proceder junto aos seus saberes em seu fazer pedagógico. É comum evidenciarmos discursos sociais que atribuem a essa professora certo despreparo para exercer a função de docência, atenuando a imagem da profissão docente nesse nível de ensino a uma ocupação fácil, exercida mais por amor, do que por saberes e fazeres profissionais. Diante disso, inquieta-nos saber o que o discurso docente enuncia sobre essas questões. Portanto, foi com base nessas premissas que realizamos a pesquisa ora relatada, com o objetivo principal de apreender enunciados atribuídos pelo discurso docente ao que é ser professora na educação infantil e aos seus saberes e fazeres. Nosso estudo realizou-se no município de Major Isidoro – Al e contou com a participação de 10 professoras que atuam na educação infantil. Do ponto de vista teórico dialogamos com autores como Ostetto (2000), Roldão (2005), Tristão (2015), Dubar (2005), Oliveira-Formosinho (2008), Louro (1997), Kramer (2011). O percurso teórico-metodológico foi elaborado com base na abordagem qualitativa de pesquisa e aportes da análise de discurso (FISCHER, 2012). Essa perspectiva escolhida justifica por nos permitir o acesso ao discurso docente, identificando alguns caracterizadores do ser professora na educação infantil, assim como apreendendo elementos constitutivos dos seus saberes e fazeres, de modo que os enunciados atribuídos pelo discurso docente ao que é ser professora na educação infantil e ao seu saberes e fazeres sejam também apreendidos. Para isso, realizaram-se entrevistas semiestruturadas, que permitiram, por meio da análise enunciativa de seus discursos, apreender os enunciados que dizem sobre o ser e os saberes e fazeres da professora na educação infantil. A partir das práticas manifestas pelas professoras nas redes discursivas que atravessam nossa pesquisa, apreendemos no discurso docente dizeres sobre o ser, o saber e o fazer da professora que apontam para uma profissão marcada social, cultural e historicamente pela produção de discursos que suscitam feminilidade, vocacionalidade, afetividade ao ser professora, mobilizando e produzindo saberes e fazeres em sua prática pedagógica, mediante conhecimentos plurais, construindo-se como constituintes de elementos necessários a profissionalidade docente na EI. Nesse processo pudemos perceber que os discursos acerca do ser professora, saber e fazer são heterogêneos, reúne um conjunto de elementos diversos, que se aproxima de uma discursividade que aponta para a afirmação da profissionalidade. Nesse sentido, é possível evidenciar um movimento, sendo realizado pelas professoras, tanto da creche, quanto da pré-escola, em direção à profissionalização docente, sendo apresentados em seus discursos elementos vários desse processo, como o planejamento e a prática pedagógica. / A discursive reinforcement from official documents and research that set new dimensions about what characterizes how the teachers in children education should behave, as well as they should proceed with to their knowledge in their pedagogical practice is watched with vehemence. It is common to identify social discourses that attributes to this professional an unpreparedness to exercise the teaching function, attenuating the image of the teaching profession in this level of education an easy occupation, exercised more by love than by knowledge and practices professional. Thus, restless us know what the teaching speech states on these issues. So, based on these assumptions this work aims to study, from the educational perspective, what is being a teacher in children education, its knowledge and practices. Our study was carried out in the town of Major Isidoro (Alagoas State, Brazil) and it was included the participation of 10 teachers who work in children education. From a theoretical point of view we dialogue with authors as Ostetto (2000), Roldão (2005), Tristão (2015), Dubar (2005), Oliveira-Formosinho (2008), Louro (1997) and Kramer (2011). The theoretical and methodological approach was based on qualitative research and contributions of discourse analysis. That perspective chosen is justified for allowing us access to educational discourse, identifying some characteristics of being a teacher in children education, as well as apprehending the constituent elements of their knowledge and practices, so that the enunciations assigned by the teacher speech to what is being a teacher in children education and their knowledge and practices are also seized. Thus, interviews were partially held, which allowed by means of the enunciation analysis of his discourses, to apprehend the speeches that say about being and the knowledge and practices of the teacher in children education. Starting from the practices expressed by teachers in the discursive networks that run through our research, we learned in teaching speech saying about being, knowing and doing the teacher pointing to a social. Labelled profession, culturally and historically for the production of speeches that give rise femininity, vocational nature, affectivity to being a teacher, mobilizing and producing knowledge and practices in their practice through plural knowledge, constructing themselves as constituent elements necessary for professional teaching in children education. In this process we realize that the speeches about being a teacher, knowing and doing, are heterogeneous, brings together a number of different elements, which sometimes approaches a discourse that points to the affirmation of professionalism. In this sense is possible to show a movement being carried out by the teachers, both day care, as literacy, toward teacher professionalization and presented their speeches in various elements of that process, such as planning and practice teaching.

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-12-03T17:16:55Z No. of bitstreams: 2 Dissertação - Wivian Sena Moraes - 2014.pdf: 9565748 bytes, checksum: d3966dce11830ac3e475104555c02b50 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-12-04T06:38:19Z (GMT) No. of bitstreams: 2 Dissertação - Wivian Sena Moraes - 2014.pdf: 9565748 bytes, checksum: d3966dce11830ac3e475104555c02b50 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-12-04T06:38:19Z (GMT). No. of bitstreams: 2 Dissertação - Wivian Sena Moraes - 2014.pdf: 9565748 bytes, checksum: d3966dce11830ac3e475104555c02b50 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-10-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims to understand the knowledge and practices of a group of carpenters in Goiânia in ethnomathematics perspective of recognition, appreciation and enhancement of their professional practices at the construction site. For this we propose the implementation of three Scenarios For Research (Skovsmose, 2008) by which carpenters feel invited to ask questions and to seek explanations within their sociocultural context. The methodological approaches used follow a qualitative research approach, with the use of techniques and procedures coming from ethnography, such as: observation, semi-structured interviews, field diary, photos and footage. Accordingly, we seek the critical-reflective deepening of different ways to understand and deal with the world mathematically, ie, knowing and doing mathematics from different social groups and that manifest themselves in non-academic and non-academic environments. This analysis emerge three categories: the first emphasizes the "do together" and "learning with others" a level of understanding beyond the practical and efficient collective work; the second category reflects the appreciation of knowledge through the oppression of the dominant power, and the third category in the dialogical process never finished, far from being tedious. New perspectives emerge from reflections that flow to a level of understanding of another reality under a critical eye, permeated of impartiality, which is intended to write another story people marked by exclusion and marginalization. / O presente estudo visa compreender os saberes e fazeres de um grupo de carpinteiros em Goiânia numa perspectiva etnomatemática de reconhecimento, valorização e potencialização de suas práticas profissionais no canteiro de obras. Para tanto propomos a realização de três Cenários Para Investigação (SKOVSMOSE, 2008) pelos quais os carpinteiros se sintam convidados a formular questões e a procurar explicações dentro do seu contexto sociocultural. Os caminhos metodológicos utilizados seguem uma abordagem qualitativa de pesquisa, sendo o uso de técnicas e procedimentos oriundos da etnografia, tais como: observações, entrevistas semiestruturadas, diário de campo, fotos e filmagens. Nesse sentido, buscamos o aprofundamento crítico-reflexivo das diferentes formas de entender e lidar matematicamente com o mundo, ou seja, o saber e o fazer matemático de grupos sociais distintos e que se manifestam em ambientes não escolares e não acadêmicos. Desta análise emergem três categorias: a primeira ressalta o “fazer juntos” e o “aprender com o outro” num patamar de compreensão para além do prático e eficiente trabalho coletivo; a segunda categoria reflete a valorização dos saberes em meio à opressão do poder dominante, sendo a dialogicidade a terceira categoria num processo nunca acabado, longe de ser fastidioso. Novas perspectivas emergem das reflexões que fluem para um patamar de compreensão da outra realidade sob um olhar crítico, permeado de imparcialidade, o qual pode se destinar a escrever uma outra história às pessoas marcadas pela exclusão e a marginalização.

Although there has been increasing research on HIV/AIDS and children, albeit mostly outside the school environment, most research in the area tends to view 'children as objects' (Christensen and James, 1999) in the research process whereby the change in the child is what is being observed. This view lessens the role of the child and as such means that the results are inadequate - mostly the researcher's perspective is represented. In Zimbabwe, with an estimated 1.1 million AIDS orphans and 115,000 children under 14 living with HIV/AIDS, not much empirical research has been conducted in school settings where they spend most of their time; the complexities of infected and affected students' experiences within the school-home-community spheres are mostly inferred due to lack of empirical research. Using Bronfenbrenner's Ecological System's Theory and the Capability Approach to adopt a holistic psychosocio-cultural lens, the research aims to understand the experiences of infected and affected students from their perspectives within their school, home and community environments. Added to observations, in-depth interviews based on data collected using photography, drawings, timelines, sociograms and student diaries were conducted with 65 boys and 27 girls aged 10 -13 years from a rural primary school during the months of August to December 2011. In-depth interviews were also conducted with 161 parents and caregivers. Also interviewed were 13 stakeholders comprising of a Senior Research Officer within the Ministry of Education, District Education Officer, 5 Teachers and their Principal, a District Councilor, the Chief, a village head, a local Baptist Minister and a research staff person from, FACT, a local NGO that works with AIDS orphans. Among children, findings point to dilapidating issues of stigma, abandonment, unaddressed emotional and physical needs; children relied on each other's advice more than that of teachers and caregivers. Among the adult community, the education authorities and community leaders who are custodians of their education, ignorance about infected and affected children is astounding. An ageing population of caregivers is barely able to deal with the complexities of infected children. Religion has a powerful negative influence on addressing HIV/AIDS issues. Teachers, citing taboo issues about sex and the fact that HIV/AIDS is not an exam at the school, refused to broach the subject. Education Officials at the time clearly pointed out that there has been no research nor any plans yet to address this population and their needs. Further research will need to be conducted for educational planning that will be most effective in implementing meaningful changes for this group and other rural primary school children.