Sueli Ferreira
State University of Campinas
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SciELO | 2011
Silvia Maria Cintra da Silva; Célia Maria de Castro Almeida; Sueli Ferreira
This article refers to the research that targeted the understanding of the cultural repertoire of public school teachers in primary and high school of Uberaba and Uberlândia cities (Minas Gerais state). Based on on Vygotsky’s and Bourdieu’s theories, the project assumes that the mediation for learning would be better as much as its repertoire of knowledge and experience is wide and varied. Data on the aesthetic experiences of teachers were collected through a questionnaire. The results indicate that the majority does not have the habit of visit spaces and cultural events, and that the familiarity with expressions of high culture is weak or virtually nonexistent, mainly due to low wages and intense days of work. Considering that the school is, for many, the only possibility of accessing the non mass artistic production, the study identifies the need to expand investigations that deepen the discussion about the topic it addressed, as well as the urgent need of creating a governmental policy to the cultural and aesthetic formation of teachers.
Psicologia Em Estudo | 2011
Silvia Maria Cintra da Silva; Célia Maria de Castro Almeida; Sueli Ferreira
This article refers to the research that targeted the understanding of the cultural repertoire of public school teachers in primary and high school of Uberaba and Uberlândia cities (Minas Gerais state). Based on on Vygotsky’s and Bourdieu’s theories, the project assumes that the mediation for learning would be better as much as its repertoire of knowledge and experience is wide and varied. Data on the aesthetic experiences of teachers were collected through a questionnaire. The results indicate that the majority does not have the habit of visit spaces and cultural events, and that the familiarity with expressions of high culture is weak or virtually nonexistent, mainly due to low wages and intense days of work. Considering that the school is, for many, the only possibility of accessing the non mass artistic production, the study identifies the need to expand investigations that deepen the discussion about the topic it addressed, as well as the urgent need of creating a governmental policy to the cultural and aesthetic formation of teachers.
Psicologia Em Estudo | 2011
Silvia Maria Cintra da Silva; Célia Maria de Castro Almeida; Sueli Ferreira
This article refers to the research that targeted the understanding of the cultural repertoire of public school teachers in primary and high school of Uberaba and Uberlândia cities (Minas Gerais state). Based on on Vygotsky’s and Bourdieu’s theories, the project assumes that the mediation for learning would be better as much as its repertoire of knowledge and experience is wide and varied. Data on the aesthetic experiences of teachers were collected through a questionnaire. The results indicate that the majority does not have the habit of visit spaces and cultural events, and that the familiarity with expressions of high culture is weak or virtually nonexistent, mainly due to low wages and intense days of work. Considering that the school is, for many, the only possibility of accessing the non mass artistic production, the study identifies the need to expand investigations that deepen the discussion about the topic it addressed, as well as the urgent need of creating a governmental policy to the cultural and aesthetic formation of teachers.
Estudios pedagógicos (Valdivia) | 2007
Andréa Maturano Longarezi; Elaine Sampaio Araújo; Sueli Ferreira
This paper aims at discussing the theoretical-methodological fundaments of the historic-cultural psychology and its contributions to the development of the professional of education. The starting point is a research project carried out at a Municipal Centre for Chile Education in the town of Uberaba –MG. In the same way as we understand it and put in into practice, teacher training is a process which happens in the unity which is constituted by theory and practice, from which some conjectures occur. 1) direct teacher participation in his/her development process; 2) research approach wich puts the teacher as a collaborator; 3) the school as a locus of the teacher development an 4) collective activities as mediators of development. We highlight also that man’s transformations in the school environment represent reorganization of the teaching system and of the discursive practices associated to him.
Psicologia Em Estudo | 2011
Silvia Maria Cintra da Silva; Célia Maria de Castro Almeida; Sueli Ferreira
Educação e Filosofia | 2011
Célia Maria de Castro; Marcel Mano; Sueli Ferreira
Série estudos. Periódico do Mestrado em Educaçao da UCDB | 2007
Andréa Maturano Longarezi; Elaine Sampaio Araújo; Sueli Ferreira
Archive | 2007
Andréa Maturano Longarezi; Elaine Sampaio Araújo; Sueli Ferreira
Archive | 2007
Andréa Maturano Longarezi; Elaine Sampaio Araújo; Sueli Ferreira
Archive | 2007
Andréa Maturano Longarezi; Elaine Sampaio Araújo; Sueli Ferreira