Claudia Lemos Vóvio

Prevenção ao consumo abusivo de drogas na escola: desafios e possibilidades para a atuação do educador

O consumo de drogas e apontado como uma das principais preocupacoes da sociedade e a escola tem sido considerada um espaco privilegiado para o desenvolvimento da prevencao e a promocao da saude. No entanto, pairam duvidas e incertezas sobre o papel que a educacao escolar pode assumir nesse tema e sobre as possibilidades das acoes preventivas que professores devem empreender. Nesse sentido, este artigo apresenta resultados de uma pesquisa-acao realizada em duas escolas publicas da cidade de Sao Paulo, na qual se investigaram fatores que podem dificultar o desenvolvimento de acoes preventivas na escola, bem como o que e possivel e pertinente desenvolver nesse âmbito na visao dos participantes. Para tanto, foram utilizados diversos instrumentos de investigacao, tais como grupos focais, encontros de formacao e questionarios. O estudo teve como sujeitos professores que atuam no ensino fundamental II. O exame de seus enunciados permitiu sistematizar fatores que dificultam a prevencao do uso de drogas na escola e elementos que podem subsidiar processos formativos desses profissionais. Revela ainda que alguns de seus posicionamentos e conhecimentos previos encontram-se em consonância com os modelos preventivos considerados mais promissores, como o oferecimento de alternativas, a educacao para saude, a mudanca no ambiente escolar e o treinamento de habilidades para a vida. Considerar tanto seus saberes e representacoes sociais quanto os fatores que interferem na implementacao de acoes educativas pode qualificar projetos e programas de prevencao ao consumo de drogas a ser desenvolvidos na escola.

Desigualdade escolar e vulnerabilidade social no território

Este texto discute resultados de pesquisas sobre a influencia da vulnerabilidade social nos territorios das grandes cidades na producao da desigualdade escolar, realizadas em duas metropoles brasileiras. Tais pesquisas tem recorrido a literatura da Cepal, da Sociologia da Educacao francesa e norte-americana na busca de referencias para lidar com um fenomeno recentemente transformando em problema de pesquisa. As pesquisas evidenciam que a vulnerabilidade social do territorio interfere nas oportunidades educacionais. Detectaram mecanismos capazes de produzir vinculos entre vulnerabilidade social do territorio e producao da desigualdade escolar, tais como relacoes de interdependencia competitiva entre escolas, falta de investimento do Estado na Educacao Infantil, representacoes sociais desfavoraveis as populacoes residentes nessas areas das cidades e falta de equipamentos publicos nos territorios vulneraveis. Os estudos mostraram que os contornos das politicas educacionais podem fomentar a desigualdade escolar em territorios vulneraveis: professores com mais experiencia e formacao migram para escolas de territorios menos vulneraveis devido a legislacao dos concursos de remocao; os alunos com menor capital sociocultural, cujos pais tem menos conhecimento do tipo de capital social valorizado pela escola, que desconhecem seus direitos e residem em territorios mais estigmatizados, como favelas, podem ser preteridos em momentos de matricula dificultando seu acesso a escola. Em atos de expulsao de alunos, esses estigmas podem contribuir para a decisao, uma vez que escolas parecem buscar alunos mais adaptados a um ambiente escolar menos conturbado.

Livros de ocorrência: Violência e indisciplina em escolas de território vulnerável

This article suggests categories for the analysis of registries made in books of occurrences within state managed schools. Furthermore it verifies the categories’ pertinence for the comprehension of schooling environment in these institutions. In a context of vulnerable territories in which these institutions are set, violence and indiscipline are considered relevant to grasp what goes on in their midst. The document basis counts seven such books in each school, produced between 2007 and 2013. A significant difference between schools springs up, both in terms of quantity of registries and in terms of categories distribution. Bearing in mind these differences and the weight of external factors on each school environment, both frequently notify events that threaten the physical and moral integrity of students, which, in the perception of those making the reports, denote unsafe environments with exposure to violence and incidence of problems relating to the mediation of conflicts and democratic bonding. In one of the schools there is a greater emphasis on indiscipline notifications which may express, on the one hand, the attention of school professionals to events that put at risk the maintenance of authority and the fulfilment of conviviality norms in the sphere of relations between students and teachers and, on the other, the relation between students via-a-vis the established disciplinary system. In the other school there are a noteworthy number of notifications relating to the schooling routine relevant to the overall organization of the institution. The results of the research suggest the necessity for administrative departments’ support so that schools in vulnerable territories are able to efficiently face situations that affect their schooling environments.

Perspectivas para o currículo da Educação de Jovens e Adultos: dinâmicas entre os conhecimentos do cotidiano e da ciência

The aim of this paper is to present some challenges related to curriculum organization for the youth and adult schooling process, considering the achievements of educational goals demanded to this learning modality and the guarantee of the education right for all citizens. It is interested in investigating, by document analysis, how a set of principles that emerged from the popular education field and that showed an increase of knowledge construction could be analyzed considering the empirical basis of a curriculum directed to youths and adults. Equally, it intends to verify how the relationship between quotidian an scientific knowledges is presented in the document. The results show an appropriation of the main categories of the youth and adult education to think the new curriculum, but it is possible to realize that the relationship between quotidian and scientific knowledges needs to be studied deeply, considering the social function of the school.

Construções identitárias: ser leitor e alfabetizador de jovens e adultos

This article focuses on the relations between language and the construction of reading identities by non-formally trained teachers of adults and young adults in basic literacy programs. Results from a PhD research focusing on the study of these agents´ literacy process are presented. We asked the subjects what type of readers they were, in order to learn the meanings they attributed to reading, with the purpose of contributing to programs geared to their professionalizing and community needs. The data analysis, from a linguistic-enunciative and discursive perspective, revealed differences from previous research results involving professionally trained literacy teachers, i.e., the assertive and positive ways in which the subjects produced their self-images as readers and, consequently, as literacy teachers. We observed a self-legitimation movement through discursive operations which focus on the exaltation of personal characteristics, on the reference to cultural objects taken as legitimate, and on the familiarity with new cultural practices.

Construcciones de identidad: ser lector y instructor de literacia a jóvenes y adultos

This article focuses on the relations between language and the construction of reading identities by non-formally trained teachers of adults and young adults in basic literacy programs. Results from a PhD research focusing on the study of these agents´ literacy process are presented. We asked the subjects what type of readers they were, in order to learn the meanings they attributed to reading, with the purpose of contributing to programs geared to their professionalizing and community needs. The data analysis, from a linguistic-enunciative and discursive perspective, revealed differences from previous research results involving professionally trained literacy teachers, i.e., the assertive and positive ways in which the subjects produced their self-images as readers and, consequently, as literacy teachers. We observed a self-legitimation movement through discursive operations which focus on the exaltation of personal characteristics, on the reference to cultural objects taken as legitimate, and on the familiarity with new cultural practices.

Identity construction: being a reader and a literacy trainer of young people and adults

This article focuses on the relations between language and the construction of reading identities by non-formally trained teachers of adults and young adults in basic literacy programs. Results from a PhD research focusing on the study of these agents´ literacy process are presented. We asked the subjects what type of readers they were, in order to learn the meanings they attributed to reading, with the purpose of contributing to programs geared to their professionalizing and community needs. The data analysis, from a linguistic-enunciative and discursive perspective, revealed differences from previous research results involving professionally trained literacy teachers, i.e., the assertive and positive ways in which the subjects produced their self-images as readers and, consequently, as literacy teachers. We observed a self-legitimation movement through discursive operations which focus on the exaltation of personal characteristics, on the reference to cultural objects taken as legitimate, and on the familiarity with new cultural practices.