Maria Celeste Reis Fernandes de Souza

Informatics and higher education: reflections on education and the relationship with students’ knowledge in computer sciences

This paper presents the results of an investigation which tried to understand the relationships established between Higher Education’s students and knowledge, taking as a standpoint the incorporation of Information and Communication Technology – ICT in their academic activities. The methodological and theoretical referential are based on the field studies of sociology of education, especially the theory of the relationship with knowledge of Bernard Charlot. The research was performed in a private institution of Higher Education, and the subjects were 106 undergraduate students of the courses of Computer Science. The technique used for the data collection was the inventory of knowledge, a technique of research usually held in researches of relationships with knowledge. The data analyzed allow us to conclude that most of the students use the ICTs in their learning, especially the internet resources. It’s important to point out that this mobilization is also made by the students’ own initiative instead of teacher’s requirement, which puts these students in a protagonist’s condition. However, this condition creates dilemmas which are marked by the learning possibilities, attention span, and necessity of self-discipline and the easiness of plagiarism in the production of academic papers for these students.

Tempo integral: tensões entre os tempos da escola e os tempos do corpo

Este artigo tem como objetivo ampliar o debate sobre o tempo escolar em tempo integral, ao evidenciar as tensoes que envolvem os tempos da escola e os tempos do corpo. Tais tensoes foram depreendidas da analise do material empirico, produzido em uma pesquisa que buscou compreender a relacao que estudantes do Ensino Fundamental estabelecem com o saber na Escola em Tempo Integral. Os aportes teoricos estabelecem um dialogo entre os estudos de Bernard Charlot, sobre a relacao com o saber, e estudos da cronobiologia escolar. O contexto do estudo sao 06 escolas de uma rede municipal de educacao e os sujeitos sao estudantes do ultimo ano do Ensino Fundamental. Os dados foram coletados por meio do balanco de saber e entrevistas. A analise teve como fio condutor a experiencia do tempo vivenciada pelos sujeitos, no tempo integral. Os resultados evidenciam tensoes entre os tempos da escola e os tempos do corpo nos modos de organizar as atividades (periodos matutino e vespertino); a distribuicao delas ao longo do dia e o excesso de atividades que priorizam “a mente”, em detrimento do corpo, especialmente no primeiro dia da semana. As conclusoes apontam para a necessidade de se considerar, no tempo integral, os tempos do corpo, aliado a uma perspectiva da educacao integral superando a cisao corpo/mente, abarcando, assim, a multidimensionalidade do sujeito. * * * This article seeks to broaden the debate on school time, at full time, through the highlight of the tensions surrounding the school times and the body times.Such tensions were inferred from the empirical material analysis produced in a study which sought to understand the relationship that elementary school students establish with the knowledge in the Full-Time School.The theoretical contributions establish a dialogue between the studies of Bernard Charlot, on the relation to knowledge, and studies of school chronobiology. The study context are 06 schools in an education municipal network and the subjects are students in their final year of elementary school. The data were collected through the balance of knowledge and interviews.The analysis had as its guiding the experience of time lived by the subjects in the full-time. The results show tensions between the school times and the body times in ways of organizing activities (morning and afternoon periods); their distribution throughout the day and the excess of activities that prioritize “the mind” at the expense of the body, particularly in the first day of the week.The conclusions point to the need to consider, in the full-time, the body times, combined with a perspective of integral education overcoming the division body/mind, covering thus the multidimensionality of the subject.

Relações de Gênero e Matemáticas: entre fios e tramas discursivas

Neste artigo experimentamos teorizacoes foucaultianas na analise do material empirico de uma investigacao sobre configuracoes das relacoes de genero nas praticas matematicas de catadoras e catadores de materiais reciclaveis, com idades compreendidas entre 18 e 76 anos, pertencentes a uma Associacao de Catadores, e que participavam de um projeto de Educacao de Pessoas Jovens e Adultas (EJA). Operando com a nocao de discurso, interpelamos a razao de matriz cartesiana e o sujeito da razao para mostrar como, em meio a tensoes discursivas, relacoes de genero e matematica sao produzidas e encontram-se implicadas na constituicao das subjetividades daquelas mulheres e daqueles homens, catadoras e catadores, alunas e alunos da EJA, e na naturalizacao de desigualdades de genero.

GÊNERO E CURRÍCULO: OLHARES SOBRE A EDUCAÇAO EM ESPAÇOS DE PRIVAÇÃO DE LIBERDADE

This article discusses the Education of Young People and Adults (Educacao de Pessoas Jovens e Adultas – EJA – in Portuguese), in spaces of deprivation of liberty. These discussions are linked to the theoretical fields of gender and curriculum, which are based on the presentation of data collected in a questionnaire survey administered to 137 women in three female prisons, in the state of Minas Gerais. The interviews were semi-structured and were performed with 10 students at one of these institutions and also with 02 educators who were responsible for monitoring the educational experience offered to women that were educated in the institutions where the courses were offered, as well as the analysis of the propositions for educational projects implemented by the institutions. The data confirm the prevalence of young women living the condition of household providers — they are mothers and have low education. The analysis of women’s experiences in the institutions surveyed reveals a silencing in the curriculum regarding to topics related to their own lives; the reproduction of the modes of operation of prison in school; the universalization and infantilization of subjects in the Young people and Adult Education. An analysis of the data collected leads to the consideration of the complexity of the relationships between gender, the system in prisons and education of young people and adults – which reveals the inequality present both in historically shaped gender inequalities and in educational inequalities. Key-words : Gender; Prison institution; Curriculum; EJA.