Helenise Sangoi Antunes

Relatos autobiográficos: uma possibilidade para refletir sobre as lembranças escolares das alfabetizadoras

Este artigo foi elaborado com o objetivo de conhecer as lembrancas escolares das alfabetizadoras atraves de seus relatos autobiograficos. O referencial teorico baseiase nos estudos de Bosi (1999), Bergson (1999) e Bem-Peretz (1992), entre outros que contribuiram para as reflexoes propostas nesse trabalho. A metodologia e de carater qualitativo, a partir dos estudos realizados por Bogdan; Biklen (1994), e emprega entrevistas semi-estruturadas, relatos autobiograficos e registros em diario de campo com alfabetizadoras do sistema de ensino de Santa Maria/RS. Acredita-se que o desenvolvimento de uma postura reflexiva por parte das alfabetizadoras passa tambem pela necessidade de producao de saberes e de valores comprometidos com os principios da etica, atraves do fortalecimento da autonomia nas varias dimensoes que fazem parte da existencia humana. Como resultados, percebeu-se que a organizacao do cotidiano escolar acaba, na maioria das vezes, impedindo a troca de saberes construidos pelo exercicio profissional e nao incentivando o professor a investir nas experiencias significativas dos seus percursos de formacao e na reflexao teorico-pratica. Porem, destaca-se que, no momento em que as alfabetizadoras refletem, via relatos autobiograficos, sobre seus processos formativos, percebem o quanto precisam buscar novos subsidios teorico-praticos para poderem instaurar praticas educativas criticas e reflexivas, construindo novos sentidos em relacao as suas historias de vida e as suas praticas docentes. Palavras-chave: Alfabetizacao. Formacao de Professores. Relatos Autobiograficos.

Olhares para a educação do campo: em busca da construção do projeto-político pedagógico

This paper presents an approach of building a political-pedagogical project for school field is understood that it is increasingly urgent to Field Education include in its pedagogical project a careful and deep reflection about happen daily at school process , socialization processes, their relationship to the preservation and creation of cultures, also making specific reflection on what traits of socialization are important in forming the subject of the field today, always seeking to enhance the particularities and specificities that are hallmarks of your surroundings. Key-words: political-pedagogical project, rural education, field school.

Analisando as contribuições do Programa Nacional pela Alfabetização na Idade Certa frente à prática pedagógica inclusiva dos professores orientadores de estudos

The literacy of students with disabilities has been one of the biggest challenges that teachers encounter during the school inclusion. Therefore, invest in continued development of this teacher will contribute to him reframe his practice leading him to believe in literacy of students with disabilities. These questions that this research was proposed was questioning. The purpose of it was to conduct a review of the possible contributions that the Programa Nacional pela Alfabetizacao na Idade Certa - PNAIC brought teachers guiding the study, participants in the program, with respect to pedagogical practice against pupils with special educational needs, means of a semistructured interview. Thus, we performed a survey in which 347 teachers guiding studies PNAIC/Rio Grande do Sul participated, coordinated by the Universidade Federal de Santa Maria. After analyzing the data, it was found that the PNAIC contributed the inclusive classroom of 74.06% of guiding the study. We also found that the program has contributed significantly to the professional and personal development of these teachers, providing a forum for exchange of experience culminating in reflections on their teaching practices across the heterogeneity that is present in the classroom.

Alfabetização e formação de professores: algumas reflexões sobre a leitura e a escrita

This paper presents reflections on reading and writing, from the research project “Literacy Lab: rethinking teacher training” which aims to establish exchanges between socially vulnerable schools and the Federal University of Santa Maria (UFSM) and contribute to the training of undergraduates in Pedagogy and Special Education, as well as the teachers of the schools involved. Adopting a qualitative methodology based on studies of Bogdan and Bicklen (1994), the project seeks to support the literacy process by proposing reflection on the current pedagogical practices in the early years of elementary school. The results show the existence of practices in elementary school which mostly ignore the creative ability of the students. It was concluded that this project has enhanced the relationship between initial and continuous training of teachers and practices of reading and writing.

DETERMINISMOS CULTURAIS FRENTE À LUDICIDADE NA INFÂNCIA: CONCEITOS E CONCEPÇÕES PARADIGMÁTICAS

This paper aims the culture instituted in the society and the childhood space during the years, discussing the play activities in the first childhood. In this way, it provides a reflection about the perception and experiences in childhood, established by society in a specific historical time. It was used authors as: Aries (1986) and Kramer; Leite (1998) to discuss the childhood; Château (1987), Brougere (1995), Nogueira (1998), Santos (2000) and Negrini (2000) to the approach of childhood aspects and its importance to children development; and Morin (1991), Perez Gomez (2001), Neves (2002) and Santos (2002) to understand the cultural determinisms in contemporary society, considering aspects of actual school culture. It purposes the historical comprehension of how the playfulness is being lived in the children spaces-times, and more specific, in the school. Then, its believed in playfulness experiences as relevant activities and necessary to good children development, emphasizing that the playfulness activities must be present in the pedagogical practices in time of economic, technological and industrial advances.