Doris Pires Vargas Bolzan

A organização da vida e da realidade escolar: olhares sob a perspectiva das experiencias socioculturais

This paper is part of a monographic research, which aims to investigate what conceptions the management team has about the sociocultural variables of the students and how it uses this knowledge in the organization of life/school reality of the early years of elementary school. For this, the adopted methodology involved semi-structured narrative interviews and also the documental analysis. Thus, it was identified the conceptions and experiences of the school team in relation to the organization of life/school reality based on the valorization of the alliances of sociocultural variables. However, we infer that the school context articulated to the sociocultural experiences is imperative in the construction of teaching and learning endowed with sense and meaning, for the students. Key-words: management team, life/school reality, alliances of sociocultural variables.

Gestão universitária a partir da narrativa de professores gestores de departamentos didáticos

This article is a cut of a qualitative narrative sociocultural research, whose research context was a public higher education institution and as subjects the heads of didactic departments. The focus of the study presented here is the categorial dimension of university management. The objective of the study was to understand the process of development of university management. We emphasize that university management is constituted and driven by the biases of public policies, academic educational management, strategies and organizational, academic-administrative policies of the HEI, the bias management model conceived by the institution and the social, cultural and historical contextual bias. Thus, it is possible to affirm that to act as manager in an HEI implies in understanding the management processes, next, the way in which each one of these biases permeates the quotidian of the institution. University management requires going beyond administrative and bureaucratic actions, forming a process permeated by different elements that culminate in the maintenance of teaching and learning processes. Key-words: higher education; didactic department management; teacher manager; sociocultural narratives.

Contextos emergentes na ufsm: a expansão da pós-graduação

Esta pesquisa objetiva reconhecer a expansao da pos-graduacao da Universidade Federal de Santa Maria (PPGs/UFSM) em contextos emergentes, no periodo de 1970 a 2016. Trata-se de um estudo de carater exploratorio, de natureza qualitativa, com analise de dados de forma qualitativa e quantitativa. Por meio deste estudo, foi constatado que a linha de crescimento dos PPGs da UFSM se manteve em ascensao nas ultimas decadas. Muitos foram os fatores implicados essa expansao, considerando o cenario de politicas externas e internas que contribuiram para o seu crescimento, como a nova filosofia do Plano de Gestao 2014 2017 da UFSM e o envolvimento de comissoes internas dos PPGs, no sentido de manter e fortalecer a qualidade dos cursos. Alem da discussao a respeito de politicas que antecedam a avaliacao externa da Capes. A participacao da cooperacao internacional e nacional potencializa experiencias de outros PPGs e desenvolve padroes internos de ensino e pesquisa na UFSM, bem como promove o intercâmbio de pessoas a outros paises, recebendo tambem estrangeiros nos PPGs da UFSM. Para os proximos anos, a expectativa e que o crescimento dos PPGs da UFSM seja minimo, considerando as politicas criteriosas da Capes e o objetivo da UFSM de garantir e promover a qualidade dos cursos.

A organização do trabalho pedagógico no ciclo de alfabetização: as vozes dos professores

This article is an excerpt of the Specialization Course monograph in Educational Management of the Federal University of Santa Maria. The aim of the study was developed to understand how the organization of the pedagogical work involves the development of actions to encourage reading and writing literacy in the cycle. The research adopted is qualitative socio-cultural narrative nature, with the study based on the narratives of the pedagogical coordinator and literacy cycle teachers of a school of the municipal educational system of Santa Maria. We understand how teachers organize their teaching work and how the management team has been working to support and guide the teaching. Key-words: pedagogical work, literacy cycle, reading and writing.

Professores em formação continuada: narrativas da atividade docente de estudo e a da aprendizagem da docência

The continuing education of teachers is in a complex process and dimensions that go beyond the development and implementation of legal regulations. This study presents our understanding of teaching activity study, based on studies of Isaia (2006), the formation and action of teachers of Basic Education and their contribution to the learning processes of teaching (Isaia, 2004 and 2006; BOLZAN, 2004, 2006, 2008, 2009, 2010). Our goal is to identify and understand where and how the study of teaching activity takes place in the formation and action of teachers of basic education and how it contributes to the learning of teaching of these teachers. From the narratives, we identified that the elements of teaching study did not articulate entirety with themselves at different times of the pedagogical practice.

Cultura escrita: aprender a ler e escrever na escola

This paper discusses the formal aspects of writing and reading within the classroom context, emphasizing the importance of the students’ role, favoring their authorship as writers and readers from written culture. We understand that it is indispensable that the school beholds a prospective view in relation to the students’ learning, taking their ideas and constructions into consideration; that is, bearing in mind the culture of which they are carriers. We highlight the literacy teacher’s role in the process of organizing the pedagogical work that is aimed at teaching and learning reading and writing for the students that are in the early years of elementary school. In this way, we point out that the organization of the teaching requires teaching investment towards the improvement of activities and knowledge that focus on the organization of the pedagogical work, marking a long path to go to allow the assumption of pedagogical protagonism.

Pedagogia Universitária: Desafio da Entrada na Carreira Docente

The text derives from a research on constructive movements of higher education teachers. The study was composed by forty teachers from -two HEIs, (one public and one private). In this survey, the goal is to underst and which markers define the entry into the teaching profession. The text is based on narrative inquiry, from “self-reconstruction” bios and interviews, analyzed from a textual discourse analysis perspective. In understanding this movement we considered several factors: the entrance into higher education teaching marks the transition from pre-service professionals training to autonomous teachers - a condition to be built in facing the social and institutional circumstances; feelings of teachers are facilitators for the educational activity and are conditions to the evaluative attitude towards the personal and professional world; as well as the setting a positive educational atmosphere; the resilience to the demands of a new profession, the means being offered by the university environment and the know-how on how to cope with the difficulties faced by the new teacher. These factors are enhanced, especially when a welcoming and an inclusive program for new teachers is not available Such programs should empower the professional into the new situation they are facing, providing a way to overcome any constraints in the university environment.

Trajetórias de formação no ensino superior - DOI: http://dx.doi.org/10.15599/0104-4834/cogeime.v15n29p75-94

Synopsis This article narrates the results of a research made on the different stages of the development of the formation of teachers of Pedagogy, dealing with its consequences for children education, especially in the beginning of their career. The participant teachers, starting from their formation, point to the need of learning how to face uncertainties in their work, looking for theoretical and practical foundations to help them, especially before crossroads and obstacles. In spite of so many difficulties, these teachers still believe the work they do is worthwhile.