Fatima Maria Leite Cruz

Representações sociais de família por crianças na cidade de Recife

A pesquisa compreendeu as representacoes sociais de familia compartilhadas por 69 criancas, de 9 a 10 anos, alunos de escolas publica e privada, na cidade de Recife. A perspectiva teorica adotada foi a Teoria das Representacoes Sociais e a abordagem qualitativa plurimetodologica: questionarios de associacao livre e hierarquizacao de palavras; producao de desenho individual da familia; e grupos focais. Nos resultados, analisados segundo Bardin e o software EVOC, acessamos o nucleo central das representacoes sociais de familia ancoradas em sentidos positivados proximos ao modelo nuclear. Nos elementos perifericos nos dois contextos de pertenca, emergiram multiplos arranjos familiares e diferenciacoes funcionais: nas criancas da escola publica, sentidos de familia objetivados no afeto e nas figuras de parentesco; e nas criancas da escola privada, sentidos de familia idealizados em harmonia e paz, e vinculos afetivos estendidos aos amigos e aos animais de estimacao, por vezes, considerados como integrantes da familia.

Adolescentes podem ser alunos ideais

This research investigated not only adolescent social representations but essentially the ideal student according to high school teachers, by associating meanings to discipline/indiscipline. By adopting the Theory of Social Representations, 30 teachers and students from four different schools in Recife, Pernambuco participated. The Free Association Survey - FAS, the evoked words hierarchy questionnaire and interviews were used as resources methods. At the analysis stage, EVOC software was applied to the free association survey and ALCESTE software was employed in order to justify the hierarchy on the interviews. Distinct representations of ideal student and adolescent were observed, without relationship to them as well as on opposite meanings. Negativity sharing relates adolescents to indiscipline, opposite representation to the ideal student, justified by the lack of future perspective, lost and disrespectful students. Obedient adolescent students consolidate the idealization of the ideal student: those who plan their future in the present. For these reasons, adolescents, incivility synonym, become unviable for emancipation projects in addition to citizenship through school education.

‘Excluir’, ‘Xingar’, ‘Bater’: sentidos de violência na escola segundo estudantes da Paraíba

We present results of the research ‘Social representations of violence in the school’ that analyzed the repercussions of the phenomenon in the interactions of the school reality. The school was the locus of the study because it is a space of diversity, plurality and dailylife, it also becomes a place of expressions of conflicts and encounters. The participants were 203 students from the 6th to 9th grade of elementary education in municipal public schools in Paraíba. The plural-methodological approach occurred in two successive and interrelated stages: the structural comprehension of representations with the Free Association of Words (TAL) technique; and there turn of the first analyzes and deepening the understanding of the results in focus groups. In the TAL analysis, we use the EVOC Software, and in the speeches, content thematic analysis. The students objected to violence in physical aspects such as beating, cursing and anchoring the symbolic senses in social and affective aspects, expressive of prejudices and discrimination in relation to differences.

CRIANÇAS, CONTEXTOS DE ESCOLAS E SUAS REPRESENTAÇÕES SOCIAIS DE FAMÍLIA

A presente pesquisa teve como objetivo compreender as representacoes sociais de familia por criancas de duas escolas, uma publica e uma privada, na cidade do Recife. Com apoio da Teoria das Representacoes Sociais, foram identificados os sentidos compartilhados, alem de demarcadas especificidades de contextos locais e de grupos em particular. Participaram da pesquisa 12 criancas, de ambos os sexos, com idade entre 9 e 10 anos; foram formados dois grupos focais, com seis participantes de cada escola. Os resultados, segundo a analise de conteudo, revelam que ha transicoes, dilemas e contradicoes experimentadas pelas criancas nos contextos das familias: o grupo da escola publica caracterizou a familia idealizada e apontou sua convivencia com diversos modos de configuracao familiar; o grupo da escola privada mostrou a dificuldade de aceitar, quando ocorre, a separacao dos pais, compartilhou essa experiencia e introduziu amigos e o animal de estimacao como membros da familia

Feelings of Victory/Defeat in Parents of High-Yield Athletes

This study examined the social representations of victory and defeat held by parents of teenage athletes who participated in a high performance sports in the city of Recife. The developmental stage of adolescence is understood based on sociohistorical psychology, while the social representations theory constituted the frame of reference for approaching individuals from different social-cultural contexts, places, experiences, beliefs, knowledge, and shared feelings. A multi-methodological orientation was employed with a wide range of resources for the collection and progressive analysis of data. In this study, participants involved 101 teenager athletes, who participated in a high performance sport, either swimming or volleyball. The tools utilized included a free association questionnaire and semi-structured interviews. EVOC 2000 and Bardins thematic content analysis were used for data analysis. Representations of victory were identified from the parents for the following dimensions: personal and motivational and affective–emotional. In addition to those two dimensions, the technical dimension was also identified for the parental representation of defeat. The victory meaning for parents was not restricted just to the sport area, it was extended to other contexts such as education level, professional and personal growth. The value of defeat for parents was represented as an opportunity for learning and overcoming situations to the teenage athlete. However, they also showed the need for affective support from their families to deal with self-blame in the event of failure.

Sentidos de Vitória/Derrota para os Pais Segundo Atletas do Alto Rendimento

This study examined the social representations of victory and defeat held by parents of teenage athletes who participated in a high performance sports in the city of Recife. The developmental stage of adolescence is understood based on sociohistorical psychology, while the social representations theory constituted the frame of reference for approaching individuals from different social-cultural contexts, places, experiences, beliefs, knowledge, and shared feelings. A multi-methodological orientation was employed with a wide range of resources for the collection and progressive analysis of data. In this study, participants involved 101 teenager athletes, who participated in a high performance sport, either swimming or volleyball. The tools utilized included a free association questionnaire and semi-structured interviews. EVOC 2000 and Bardins thematic content analysis were used for data analysis. Representations of victory were identified from the parents for the following dimensions: personal and motivational and affective–emotional. In addition to those two dimensions, the technical dimension was also identified for the parental representation of defeat. The victory meaning for parents was not restricted just to the sport area, it was extended to other contexts such as education level, professional and personal growth. The value of defeat for parents was represented as an opportunity for learning and overcoming situations to the teenage athlete. However, they also showed the need for affective support from their families to deal with self-blame in the event of failure.

Sentidos de Victoria/Derrota para los Padres Según los Atletas de Alto Rendimiento

This study examined the social representations of victory and defeat held by parents of teenage athletes who participated in a high performance sports in the city of Recife. The developmental stage of adolescence is understood based on sociohistorical psychology, while the social representations theory constituted the frame of reference for approaching individuals from different social-cultural contexts, places, experiences, beliefs, knowledge, and shared feelings. A multi-methodological orientation was employed with a wide range of resources for the collection and progressive analysis of data. In this study, participants involved 101 teenager athletes, who participated in a high performance sport, either swimming or volleyball. The tools utilized included a free association questionnaire and semi-structured interviews. EVOC 2000 and Bardins thematic content analysis were used for data analysis. Representations of victory were identified from the parents for the following dimensions: personal and motivational and affective–emotional. In addition to those two dimensions, the technical dimension was also identified for the parental representation of defeat. The victory meaning for parents was not restricted just to the sport area, it was extended to other contexts such as education level, professional and personal growth. The value of defeat for parents was represented as an opportunity for learning and overcoming situations to the teenage athlete. However, they also showed the need for affective support from their families to deal with self-blame in the event of failure.

Genialidade e loucura nas representações sociais do professor de Matemática segundo estudantes e professores. Doi: 10.5212/PraxEduc.v.6i2.0006

Que historia, para qual cidadania? O ensino de historia na educacao basica no Mexico No Mexico a reflexao acerca dos vinculos entre a historia como disciplina escolar e os processos sociais de construcao de cidadania, requer conceber este objeto de estudo como apenas uma parte de um processo muito mais complexo que o vincula tanto a educacao civica e etica, como as praticas cotidianas conformadoras de uma certa cultura escolar. E necessario situar historicamente as origens e formas de funcionamento de cada uma dessas facetas, assim como a maneira em que entre elas se reforcam em suas pretensoes formativas. Somente desse modo e possivel reconhecer os fins, utilidades e limites do ensino de historia tal qual e concebido hoje em dia, assim como sua impossibilidade de assumir como objetivos educativos a construcao de nocoes democraticas referidas a uma concepcao moderna de cidadania. Palavras-chave: Cidadania. Historia e seu ensino. Formacao para a democracia. Resumen En Mexico la reflexion acerca de los vinculos entre la historia como disciplina escolar y los procesos sociales de construccion de ciudadania, requiere concebir este objeto de estudio como solo una parte de un proceso mucho mas complejo que lo vincula tanto a la educacion civica y etica, como a las practicas cotidianas conformadoras de una cierta cultura escolar. Es necesario ubicar historicamente los origenes y formas de funcionamiento de cada una de esas facetas, asi como la manera en que entre ellas se refuerzan en sus afanes formativos. Solo de esa forma es posible reconocer los fines, utilidades y limites de la ensenanza de la historia tal cual es concebida hoy en dia, asi como su imposibilidad de asumir como objetivos educativos la construccion de nociones democraticas referidas a una concepcion moderna de ciudadania. Palabras claves: Ciudadania. Historia y su ensenanza. Formacion para la democracia. Abstract Which history, to which citizens? History teaching in basic education in Mexico In Mexico, a reflection on the links between History as a school subject and the processes of social construction of citizenship requires conceiving the object of study as only part of a much more complex process that binds it both to civic education and ethics, and to everyday forming practices of a certain school culture. It is necessary to historically locate the sources and forms of operation of each of these facets as well as the way they reinforce their training claims.Only in this way it is possible to recognize purposes, uses and limits of teaching History as it is conceived today, as well as its inability to take as an educational goalthe building of democratic notions related to a modern conception of citizenship. Keywords: Citizenship. History and its teaching. Training for democracy.Resumen En este trabajo se evaluan algunos elementos del conocimiento matematico comun y especializado del contenido y del conocimiento del contenido y los estudiantes en relacion con la probabilidad elemental en una muestra de profesores en formacion. El conocimiento comun del contenido se evalua a partir de las soluciones de 157 profesores en formacion a tres problemas. Una vez discutidas con los participantes estas soluciones, se analizan dos componentes del conocimiento de 81 de ellos, trabajando en pequenos grupos: (a) El conocimiento especializado del contenido se evalua a partir de los contenidos matematicos identificados en los problemas; (b) el conocimiento del contenido y los estudiantes a partir de la identificacion y justificacion de respuestas de alumnos de educacion primaria. Aunque en la evaluacion inicial se observo un bajo razonamiento probabilistico, en la segunda los participantes son capaces de identificar y explicar las respuestas incorrectas de los alumnos. Palabras clave: Conocimiento Matematico para la Ensenanza. Probabilidad. Educacion Primaria. Abstract Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 Prospective primary school teachers’ mathematical knowledge for teaching probability: an exploratory study This study assesses some elements of common and specialized mathematical knowledge and of knowledge of content and students in relation to elementary probability from a sample of prospective primary school teachers. Common knowledge of content is assessed from the individual solution of 157 prospective teachers to three problems. Once the solution to these problems was discussed with the participants, two additional components of these teachers’ mathematical knowledge for teaching were analyzed based on small group work developed by 81 participants: (1) To assess specialized knowledge of content we asked participants to identify the tasks mathematical content; (b) to assess their knowledge of content and students we asked them to identify and justify correct and incorrect answers to the problems given by primary school children. While in the initial assessment we observed a poor probabilistic reasoning, in the second part they were able to identify and explain incorrect answers given by students. Keywords: Mathematical Knowledge for Teaching. Probability. Primary School. Resumo Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 Conhecimento m atematico de p rofessores dos anos iniciais do Ensino Fundamental em formacao para o ensino de probabilidade : u m estudo exploratorio Neste trabalho foi realizada uma avaliacao de alguns elementos do conhecimento matematico comum e especializado e do conhecimento do conteudo e os alunos sobre a probabilidade elementar de professores do ensino primario em formacao. O conhecimento comum do conteudo e avaliado a partir das solucoes de 157 professores em formacao a tres problemas. Uma vez que os participantes discutiram com estas solucoes , analisamos dois componentes do conhecimento matematico para o ensino de 81 desses alunos , trabalhando em pequenos grupos: a) O conhecimento especializado do conteudo e avaliado com base no conteudo matematico dos problemas identificados , ( b) o conhecimento do conteudo e os alunos sao avaliados com base na identificacao e justificacao das respostas de alunos do ensino fundamental . Enquanto na avaliacao inicial mostrou um raciocinio probabilistico pobre, na segunda, os participantes sao capazes de identificar e explicar as respostas incorretas dos alunos. Palavras-chave: Conhecimento matematico para o ensino. Probabilidade. Ensino Fundamental.1024x768 Este artigo visa enfatizar a necessidade, que um Programa de Pos-Graduacao em Educacao pode ter, de produzir conhecimentos, a partir de um esforco continuado de abertura a totalidade da experiencia humana, nao se fechando em posicoes epistemologicas reducionistas dessa experiencia. O artigo pontua, tambem, que a formacao de estudiosos e de profissionais da educacao tem, como tarefa principal, a consolidacao do habito intelectual de sensibilidade e de criatividade diante de qualquer manifestacao da vida humana, tal como aflora nos varios processos culturais, na diversidade e na complexidade de cada um deles, na concreticidade das praticas sociais que os engendram. Palavras-chave: Educacao. Experiencia. Significado. Abstract Meaning of knowledge production in Postgraduate studies and its communication with social practices This paper highlights the need, which a Postgraduate Programme in Education may have, of producing knowledge from a continuous effort of integral human experience openness, not closing itself to narrow epistemological positions of that experience. This paper also enphasizes that the education of scholars and education professionals has as main task the consolidation of the intellectual habit of being creative and sensitive towards any manifestation of human life, just as it emerges in various cultural processes, in the diversity and complexity of each one of them and in the reality of social practices that give birth to them. Keywords: Education. Experience. Meaning. Resumen Significados de la produccion del conocimiento en el Posgrado y en sus interlocuciones con la practica social El articulo tiene como objetivo enfatizar la necesidad, que un Programa de Posgrado en Educacion puede tener, de producir conocimientos, empezando por um esfuerzo continuado de apertura a la totalidad de la experiencia humana, sin cerrarse en posiciones epistemologicas reduccionistas acerca de esa experiencia. Enfatizar tambien que la formacion de estudiosos y profesionales de la educacion tiene, como tarea principal, la consolidacion del habito intelectual de la sensibilidad y de la creatividad, delante de cualquier manifestacion de vida humana, tal como emerge en sus varios procesos culturales; en la diversidad y complejidad de cada uno de ellos; em la concrecion de las practicas sociales que los engendran. Palabras clave: Educacion. Experiencia. Significado.