Luís Távora Furtado Ribeiro

Ser ou não ser um coordenador pedagógico diferente? Eis a questão

The present discussion brings up that it is necessary to think about a pedagogical coordination that bets in a different way to manage the pedagogical process in the school arena. It is argued, therefore, that the pedagogical coordinator have a different pedagogical approach, adopting new ways, inverse positioning then what trends from the common sense. It is concluded that to practice the pedagogical coordinator in a different way, a great deal of effort, desire to get it right, willingness and availability from the pedagogical coordinators to organize a set of activities capable of conducting the pedagogical process in the school is needed.

A crise do capital e a relação com a educação brasileira

This study deals with the relationship between the crisis of capital and Brazilian education aiming to understand the real role played by education and its development in teacher education in the current context through a theoretical and bibliographical study grounded in authors that give importance to the issue . Education is understood as a complex arising from the work category and, being also one of the sectors of society, contributes directly and indirectly to capitalism through manpower training for the market. We conclude that an even education in the capital of the mold, can develop their emancipatory aspirations through exchange of broader education processes as life itself and the sectors that are not directly related to education.

Formação de professores: a questão da inclusão de jovens que estão fora da escola e do mercado de trabalho

Este artigo analisa os resultados de um programa de escolarizacao em nivel supletivo ofertado pela Secretaria de Educacao do Estado do Ceara, cujo objetivo visa facilitar o ingresso no ensino superior de jovens moradores de um bairro de Fortaleza, com populacao que apresenta alto indice de desemprego, violencia e consumo de drogas. A partir da analise de dados de pesquisa sobre essa experiencia, discutem-se problemas da Educacao Brasileira relacionados a inclusao de jovens que estao fora da escola e do mercado de trabalho, visando sua insercao social em processos educativos e culturais. Com base no pensamento de Paulo Freire e da educacao popular, defende-se a formacao de professores num contexto educativo que valorize a cooperacao e a construcao coletiva de conhecimentos envolvendo docentes, monitores e alunos como sujeitos da acao educativa².