Vantoir Roberto Brancher

A Construção Social do Conceito de Infância: algumas interlocuções históricas e sociológicas

Este artigo pretende trazer algumas consideracoes sobre a infância voltada para questoes historicas e sociologicas, centrando tal reflexao em uma possivel sociologia da e para a infância. Procura mostrar a origem do conceito de infância, enquanto construcao social. Para tanto, no primeiro e segundo topicos, os autores trazem um breve resgate da historia da infância e sua origem ate a modernidade. No terceiro topico refletem acerca da infância ja na contemporaneidade. E, por fim, no quarto topico, trazem a tona o surgimento de uma possivel sociologia da infância, levando-se em consideracao o proprio historico da construcao da infância.

O lúdico na aprendizagem infantil

O artigo que aqui apresentamos remete-se a discussoes e vivencias pedagogicas desenvolvidas por um grupo de pesquisa da Universidade Federal de Santa Maria, GEPEIS(Grupo de Estudos e Pesquisas em Educacao e Imaginario Social), cujo foco primordial foram as praticas e tematicas ludicas. Nossas discussoes nao se limitaram ao âmbito da universidade, se estenderam as redes municipais e estaduais de ensino. Tais vivencias proporcionaram-nos momentos prazerosos, reflexivos e de dinamicidade dos quais sao resultantes estas constatacoes que passaremos a apresentar. Palavras-chave : Ludico. Aprendizagem. Saberes.

Indicadores de aceitação e rejeição social em um grupo de professores em formação: a face oculta do preconceito

The indicators of social acceptance and rejection are essential for the study of group phenomena. They are the ones that cause a person to be socially accepted or neglected. This study investigated what are the indicators of social acceptance and rejection in a group of 42 pedagogy students of the Federal University of Santa Maria. This context was chosen because this is where the future teachers develop their training and face similarities and differences in several respects. The technique of “opposite election” was used to collect the data, viz., the students were instructed to secretly vote for whom they would choose and whom they would not choose to do a group work with and to justify their choices. The criteria of acceptance observed had to do with friendship and affinity (# = 25; 48%), responsibility (# = 13; 22%), intelligence (# = 08; 14%) and with the same average of occurrence, ability solve problems and creativity (# = 04; 8%), to be a humble person and not interrupt colleagues’ ideas (# = 04; 8%). The criteria of social rejection were related to the difficulty to accept opinions / to relate with others (# = 19; 38%), lack of affinity (# = 15; 30%), perfectionism and wheedling (# = 14; 28%), superficiality and irresponsibility (# = 02; 4%). On the basis of these data it can be said that this is the profile of people who unconsciously try not to live with differences. The social exclusion in this group was strongly connected to stigmatization and prejudice, with consequences both at group and individual level. It seems obvious to say that education has the intrinsic task of critique, which leads to reflection, which is the only factor capable of changing the lack of consciousness that produces stereotypes. However, it seems that this task is not being realized in the training of these future teachers; hence the need for profound changes in teacher training. Key words: teacher training, group phenomena, indicators of social rejection and acceptance.

Memórias de professoras: a história de vida de Helena Ferrari Teixeira

Some aims of this research are to know and to analyze the Life History of a very singular teacher of significative importance to Brazillian Women’s History, Education and Politics. For (re)constructing her history, we adopted a qualitative methodology based on Life History Biographical Method in the Oral cathegory and also in other forms of documentation like newspapers, photographs, testimonies and other surveys already done. From this investigation, initially resulted some interviews with the contributor, which was been transcripted, analyzed and discussed under the scope of various references, like Genre, Memory, Oral History, Knowledge, etc. The (re)construction of Helena Ferrari Teixeira’s life history, the first woman in Santa Maria Legislature with great possibilities of being the first in Brazillian Legislature, she entered formally in politics in 1951, remaining for three consecutive mandates. We also found, in the family and/or public files a considerable number of documents and photographs of the teacher. Some considerations would be already pointed based on the first documentary researches we made, that provide us the possibility to realize and to understand the individuals nd respective social places taken by them. To observe the knowledge of the Teaching Helena Ferrari provides the reviewing of the places and spaces lived by teaching in different periods. From it, I believe that to observe the everyday knowledge of Teaching, in this case, of Mrs. Teixeira, it helps us in a review of ourselves knowledge and profissional practices.