Programa de Pós-Graduação em Educação
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Doctoral Thesis Viver para viver: sobre o olhar da ciência diante da vida(Universidade Federal do Rio Grande do Norte, 2000) Germano, Auta Stella de Medeiros; Almeida, Maria da Conceição de; Menezes, Luis Carlos de; Carvalho, Edgard; http://lattes.cnpq.br/9487308554724839; Cavalcanti, Kátia Brandão; http://lattes.cnpq.br/9326940913150585; Pernambuco, Marta Maria Castanho de AlmeidaThe dissertation discusses important considerations from science on the nature of life, regarding characteristics of order and autonomy in the living world. It first analyses considerations about the immanence of life in Nature, related to the different explicative principies of order through the history of Occidental science. Considerations by Prigogine and Stengers concerning the reaffirmation of the Creative potential of Nature, through the properties of systems far from equilibrium, guide this initial analysis. At a second moment, some contemporaneous reflections regarding properties of living beings are taken up, in order to elucidate the scope and the meaning of the concept of autopoiesis, as suggested by the biologists Maturana and Varela to characterize the organization of the living beings. In this analysis it is also included the implications of the concept that identifies living with knowing, and what is investigated as one "teleology” intrinsic to that definition: living for living. Having these analyses in mind, integration of three elements is suggested to formal educational practice: the exercise of observing circular relation, particularly on living systems and Nature in general; the exercise of “flowing”, i.e., observing the limits of control over the processes which we are part of, while searching for a conscious self-corrective practice; and finally, the self-inclusion of the educator, as a human being and a living being, in the reflections on life itself.Doctoral Thesis Uma abordagem alternativa de ensino de cálculo utilizando infinitésimos(Universidade Federal do Rio Grande do Norte, 2000) Rêgo, Rômulo Marinho do; Fossa, John Andrew; Silva, Circe Mary Silva e; Oliveira, Maria Gilvanise de; http://lattes.cnpq.br/2910183324330182; http://lattes.cnpq.br/7603835797321850; Brito, Arlete de Jesus; http://lattes.cnpq.br/9945721468897540; Erickson, Glenn WalterThe teaching of Differential and Integral Calculas in Brazilian Universities, as in several other countries, has been revealed to be inadequate both by the high failure rate in these courses and the low leveis of funcional knowledge acquired by the students. This implies that there is a need for more effective teaching strategies. Accordingly, we elaborated, tested and evaluated an altemative approach to the teaching of Differential Calculus for Engineering Students. We also analyzed the effects of this approach on the students’ construction of their mental schema. The approach included, among other things, working on activities in small groups and using infinitesimais to construct the concept of infinitesimal approximation, continuity and the derivate. We elaborated a teaching module, complemented by containing problems of interest to the student. The problems were elaborated with regard to the prior knowledge which we identified as being necessary to the construction and application of the concepts to be constructed. We also took into account abilities and attitudes that we wished to foster in the student; the later were taken from the Curriculum Standards for Engineering Courses. We undertook an investigation of the history of Differential and Integral Calculus in order to delineate the evolution of its main concepts. Three classroom interventions were made. In the classroom interventions we applied our altemative approach using a learning theory based on Construtivism and an ontology of mathematical objects consistent with it. We analyzed the resuits obtained relating to the a list of activities viability, meanning and functionality to the concepts to be constructed. Both the students’ performance and the time necessary for the realization of the program were taken into consideration. Based on our description of the historical development of the Calculus, we classifies the various mental schema which the students formed in their construction of infinitesimal approximation of a point when using either the altemative infinitesimal approach or the traditional approach using infinite sequences. We concluded by pointing out the necessity for more studies on this topic as well as the necessity for extending this approach to the concepts involved in Integral Calculus.Master Thesis Nas entrelinhas da prática docente: perspectiva de qualidade da alfabetização e do letramento na infância(Universidade Federal do Rio Grande do Norte, 2008) Soares, Francisca Maria Gomes Cabral; Santiago, Neide Varela; Jatobá, Carla Mercês da Rocha; https://orcid.org/0000-0001-9888-7743; http://lattes.cnpq.br/6331914705244371; Lopes, Denise Maria de Carvalho; https://orcid.org/0000-0002-1791-0735; http://lattes.cnpq.br/1935167361851222; http://lattes.cnpq.br/2652883967281153; Mendes, Iran Abreu; https://orcid.org/0000-0001-7910-1602; http://lattes.cnpq.br/4490674057492872The early childhood literacy remains an issue in the Brazilian education. For that reason, the adults will lack minimum literacy skills, and then serious social problem arises, which accounts for that of those who are excluded and have their crucial rights disrespected. Among other social wounds, the illiteracy limits their ability to move the performance oftheir citizenship. For obvious reasons, a developing country depends on to teaching its people. Thus, this study analyzes the key requirements for achieving the quality of children education. Therefore, a qualitative research was developed, through a ethnographic-type case study, combined with a transversal one. Thus, the city of Mossoró’s Municipal School José Alves Sobrinho served as empiric field. The methodological Instruments were semi-structuralized interview, documental analysis and participant observation, which accounted for a field joumal. This work preferred the leaming interactionist theory to strike the subjects cognitive representations and discussed the early childhood literacy conceptions, whose basis was the interactionconstructivism. It wanted to meet the perceptions of what is quality, practice, curriculum and school culture, implicit on its object, through an approach multirreferencial. Early-childhood teachers, pedagogues, in three class, were likely to be enrolled, pedagogue, of three classroom, being one of each school grade, and six children, who were between the ages of 6 and 9, being two of each school grade. In line with the empiric field data, this study preferred the content analysis, elaborating a subject, a category closely tied to it, and a subcategory through which the key requirements for achieving literacy teacher’s quality and practice were explained. The data were build and analyzed on the research as stared by this study significances show, through the subjects cognitive representations and the other analysis Instruments, a theoretical-practical movement inside the classroom, translated into educational strategies that shape a productive and peculiar practice, with defined competencies for each education levei, according the annual goals and by the end of the each three grades. The elements that singularize the school culture and reveal the professional commitment to the community became evident, showing ways to overcome the difficulties, imagination and time investment to tackle the bureaucracy created by the Education Municipal System, to which they are linked.Master Thesis Um olhar sobre as dimensões do programa tributo à criança: política social de (re)-inserção e permanência escolar?(Universidade Federal do Rio Grande do Norte, 2003) Pessoa, Joseneide Souza; Queiroz, Maria Aparecida de; Alice Melo, Maria; http://lattes.cnpq.br/8175989249772475; Cabral Neto, Antônio; http://lattes.cnpq.br/2272273005907974; http://lattes.cnpq.br/0642511546307992; http://lattes.cnpq.br/6895343211531553; França, Magna; http://lattes.cnpq.br/1964589133589645This dissertation approaches thematic of the minimum income expressed in the “Tributo à Criança” program, developed in Natal, Rio Grande do Norte, and objectives to identify and to analyze the contribution of this social politics for the (re)-insertion and school permanence of child-adolescents. To uphold our inquiry, we use the technique of study of case, privileging collected Information by the professors, technician, mothers and the beneficiaries, mainly by means of comments direct, registered the Information in daily of field and interviews half- structuralized. In the analysis of the data, we trace a general picture on the dimensions (social, pedagogical-administrative, politician-financier) of the Tributo à Criança program, identifying the limits and/or possibilities that collaborate to reach such objective considered in this work. Based on this Information, we conduct the institutional drawing of the Tributo à Criança program, focusing the organizational aspects of its functioning. As the result of the development of the Tributo à Criança program, it showed limits aspects in the promotion of the (re)-insertion and school permanence of the taken care beneficiaries, caused by the own organizational structure of this social politics that do not prize for a more wide-ranging and lasting attendance, as well as, the aspects related to the educational politics, in which is not apt to act as mediating in the combat to the poverty, through the entailing with the minimum income. We can underline that the social actions of this politics takes care much more than a social matter of poverty, in a immediate way and the politicians appeals that gives a direction to the social practice, to a school question, without answering, therefore, the social purpose as foresaw the official regulation of the Tributo à Criança program.Doctoral Thesis Fotografia e complexidade: a educação pelo olhar(Universidade Federal do Rio Grande do Norte, 2003-04) Dantas, Eugênia Maria; Almeida, Maria da Conceição Xavier de; http://lattes.cnpq.br/9961862139964562; http://lattes.cnpq.br/6296149707446296; Carvalho, Edgard de Assis; http://lattes.cnpq.br/5615241034525485; Macêdo, Roberto Sidney; Germano, José Willington; http://lattes.cnpq.br/9070289595467890; Cruz, Wilma Victor; Silva, Juremir Machado da; http://lattes.cnpq.br/2393503669129057; Oliveira, Maria Bernadete deCinema, literature, art and photography are representations of the world. This thesis brings up photography, the look and the education starting from the understanding that it is possible to enlarge cognitive horizons through the reconnection of wisdom, ideas and knowledge. It is invested in the ethics, aesthetics and education reflection as essential conditions for the subjecfs formation and in photography as an artifact that condenses an interpretation of the world, capable to narrate the complex and paradoxical movement of the human condition. The strategy to read that movement is to reconnect the local and the global, the yesterday and the today, the near and the far, the me and the other, the reality and the imagination, scheming the narrative of the space, of the time and of the social memory. If every picture freezes the daily act of living, making visible the instant that gets lost in the synchronism of doing, the photographer's freedom in deciding what to register and the reader's activity in unfreezing time, place and images turn photography into an operator of complexity, a fragment capable to be shown through several angles. To work out such arguments, the photographic collection left by the Caicó Citizen José Ezelino da Costa, who lived in the period from 1889 to 1952, was privileged. The thesis poses questions in the ambit of a Science of complexity just as announced, above all, by Edgar Morin. The need to proceed a reform of thought and of education supposes the understanding that the production of knowledge, of culture and of Science is linked to the uniduality, autonomy and dependence that define the human condition. It is the discussion of this rela tionship with a view to the formation of subjects capable to read, to interpret and to contextualize the world in an open way. Photography, as a partial tes timony of the human condition, is a niche of multiple and fragmentary read ings. To testify is, in a certain way, to recruit experiences and acquired knowl edge to read, through interior lenses, what happens inside and out of us. The writing of light, as any representation of life, suffers from the enigmatic testi monies that take refuge in the soul, mirrors of aiways incomplete revelations of the human condition.Doctoral Thesis O fazer e o saber docente: a representação social do processo de ensino-aprendizagem(Universidade Federal do Rio Grande do Norte, 2003) Andrade, Erika dos Reis Gusmão; Carvalho, Maria do Rosário de Fátima de; http://lattes.cnpq.br/1919917745460678; http://lattes.cnpq.br/0778953049451033; Dias, Maria da Graça B. B.; Albuquerque, Luiz Botelho; http://lattes.cnpq.br/1238913601532185; Silva, Rosália de Fátima e; http://lattes.cnpq.br/2560174506689869; Passegi, Maria da Conceição Ferrer Botelho Sgadari; http://lattes.cnpq.br/5015707256397317The pedagogic practices of brazilian primary school teachers are filled with the several conceptions on the teaching and learning processes that were part of our history of education. By recognizing this presence in the discourses and in the practices of such teachers and understanding that those conceptions colaborate to the construction of a pedagogic work, this study identifies social representations of teachers in the Metropolitan Area of the city of Natal, analysing how such representations influence their practices. The research was carried out through associative techniques, the free association of words and the Multiple Classification Procedure (MCP). The free observation provided us with in loco information from the representational field in question, the classroom. The data was analysed compatibly through the analysis of the contents of the teachers’ language in speech during the application of the MCP and free observation. One hundred (100) teachers from both Municipal and State public school systems with diversified academic formations were analysed in their respective place of work. The results revealed that the Social Representations on the teaching and learning processes are articulated in three categories: the professional teacher profile – magistra-magister; the maternal teacher profile – magistra-mater; cognoscent aspects – learning, not teacher focused but related to the students themselves. This representational organization is made explicit in the language of speech and in the configuration of the new roles and social function of the teacher, present in the more recent conceptions on teaching and learning, without yet allowing a transformation of their practices which are still chained to traditional conceptions. Such conceptions drive the general pedagogical work, excluding from such the role of learner that characterizes the construction of all knowledge.Doctoral Thesis O jogo da cultura e a cultura do jogo: por uma semiótica da corporeidade(Universidade Federal do Rio Grande do Norte, 2003-06-06) Gomes-da- Silva, Pierre Normando; Cavalcanti, Katia Brandão; Hildebrandt, Reiner; http://lattes.cnpq.br/9326940913150585; http://lattes.cnpq.br/9326940913150585; http://lattes.cnpq.br/2826378188128750; Vita, Ivone de Barros; http://lattes.cnpq.br/2265891340929491; Freire, João Batista; http://lattes.cnpq.br/8503911954257694; Passeggi, Maria da Conceição; Claro, Edson César Ferreira; http://lattes.cnpq.br/3129464523005303; Ramalho, Betânia Leite; http://lattes.cnpq.br/1326690619078211; Brito, João Batista deCorporeality is the communication environment emerged from the gesture intersection. The gesture interlacement is a culturally constituted language practice. Culture is the significant structure that rules the action. The social action that creates culture is game, it is a way to combine elements and to organize the changes, building a situation that breaks up with the natural and social determinisms. In this way, we aimed to discover the game corporeality configurations through the gesture semiotic analysis. Taking hand of a multireferential and phenomenological approach we analyse three types of ludic situations (dreamlike, poetic, motor), using the semiotics methodology as our procedure, both the French and the American. For the dreamlike game, registered in a dream narrative, and for the poetic game, established in a poem by Augusto dos Anjos, we fell back upon the Dreamlike Interpretation Method by Sigmund Freud, the Narrative Structural Analysis by Roland Barthes and Jan Mukaróvský´s Aesthetic Function. For the motor game, described in three betting games and three infantile exercise games, we applied the Speculative Grammar by Charles Peirce. Searching is the semantic axis of the dreamlike game. In accumulating actions, feared of being overcome, the person goes away from his/her original intention, because he/she runs away from the anguish. In a binary musical structure, the person is given in to the action and suffers for not reaching accomplishment. The tendency of the gestures in this game is the “releasing corporeity”. Fighting is the axis of the poetic game. The person acts facing that who threatens him. In a ternary music compasses, the person acts feeling the indestructible opponent's fury - the death. Then, when he/she recognizes himself/herself as mortal, unreconcilede with the world just as it is, he/she creates an artifice, a treacherous and revengeful blow, that dilates his/her existential space. The tendency of the gestures in this game is the “poetic corporeality”. The meaning structure motor game plot is formed by the significance of its properties, particularities and generalities, for the representation of its suggestions, indications and applications, and for the implication of the emotional, muscular and cognitive effects on the players. The tendency of the gestures in this game is to create an artistic arrangement, whose beauty is generated in a feeling quality, in an ethical action and in a world knowledge form. Therefore, culture is a game in that human gestures tend to the traffic between the releasing corporeity and the poetic corporeality. And the motor game is a culture, in which gestures tend to the creation of a work of art. Hence, the educational task should operate in the understanding that man is a player, that culture is a possibility of poetic existence and that game is the perception field and the re- invention of the real, favoring the re-significance of the human existence.Doctoral Thesis Inclusão: uma questão também de visão – estratégias de ensino utilizadas com uma criança cega(Universidade Federal do Rio Grande do Norte, 2004-11-21) Silva, Luzia Guacira dos Santos; Martins, Lúcia de Araújo Ramos; http://lattes.cnpq.br/4028503466396532; ; http://lattes.cnpq.br/1032425601643160; Lima, Francisco José de; Castro, Ana Lourdes Barbosa de; Pires, JoséL’inclusion est une emprise complexe; elle exige de l’éducateur des multiples savoirs dans sa pratique éducative, car celle-ci présupose le respect envers les différences qui existent chez les élèves, indépendamment de leurs capacités ou de leurs difficultés, de leur origine socio-économique ou culturelle dans les écoles et/ou dans les classes engagées à satisfaire leurs besoins individuels et collectifs. A partir de cette réflexion initiale et des inférences concernant l’inclusion des personnes aveugles dans les classes régulières – phénomène relativement recent chez nous et autour duquel il existe une méconnaissance quasiment généralisée chez les éducateurs -, on a été poussée à soulever quelques questions : comment la personne privée de vue apprent-elle ? Qu’apprent-elle, et comment la lui faire apprendre ? Pour pouvoir répondre à ces questions, nous avons partagé un univers scolaire qui, au long d’une dizaine d’années, n’a fait qu’accorder une attention privilégiée aux pratiques pédagogiques permettant à tous les enfants d’apprendre dans le même espace et dans l’interaction avec leurs paires. La recherche a été conduite en suivant deux axes : une recherche documentaire et bibliographique, et une étude de cas où, comme reccours pédagogique, on a utilisé la recherche-action nous permettant d’analyser, d’une façon qualitative, les stratégies d’enseignements mises en oeuvre auprès d’un élève aveugle dans une classe régulière. Cela nous a permis de comprendre comment la personne aveugle apprent-elle, et comment organise-t-elle les connaissances scolaires, et de comprendre aussi jusqu’à quel point le processus d’inclusion favorise-t-il son apprentissage. Les données de la recherche nous ont permis de constater, à côté d’autres facteurs, que les élèves privés de la vue peuvent et doivent être inclus dès le début de leur scolarité en des contextes scolaires réguliers. L’école doit faire tout le possible pour que les moyens nécessaires au développement de leur scolarité leur soient assurés ; ils peuvent et ils doivent participer de toutes les activités proposées aux élèves qui n’ont pas de problèmes de vision. Bref, dans le milieu scolaire, à l’égard des elèves aveugles, leur individualité, leur compromission visuelle et l’ adéquation de matériaux doivent efectivement et toujours être respectées.Doctoral Thesis Diálogos e histórias de vida: os desafios éticos e epistemológicos da Intersubjetividade(Universidade Federal do Rio Grande do Norte, 2009-05-27) Salgues, Leuzene Jeane de Vasconcelos; Aragão, Ana Lúcia Assunção; ; http://lattes.cnpq.br/2056678007333419; ; http://lattes.cnpq.br/6721048831422064; Barreto, Maribel Oliveira; ; http://lattes.cnpq.br/6620342352026025; Ferreira, Carla Mercês da Rocha Jatobá; ; http://lattes.cnpq.br/6331914705244371; Passeggi, Maria da Conceição Ferrer Botelho Sgadari; ; http://lattes.cnpq.br/5015707256397317; Almeida, Maria da Conceição Xavier de; ; http://lattes.cnpq.br/9961862139964562; Macedo, Geralda; ; http://lattes.cnpq.br/5654856047912185; Campelo, Maria Estela Costa Holanda; ; http://lattes.cnpq.br/2527223181575594This study emphasizes the importance of the complex and dialogical thought as a tool for enhancing the development of the comprehension of the self, the other and the world, regarding cooperation as a necessary and determinant value. The construction of dialogical strategies and autobiographical and formation researches are here presented as established from life history narrations and experiences concerning inter-subjectivity ethical challenges within the dialog groups established in this study. This study shares the ideas of Ana Lucia Aragão (1997), Almira Navarro (2005), Edgar Morin (2000, 2002, 2003a, 2003b, 2005), David Bohm (1989, 2005), Gonzalez Rey (2005), Pedro Demo (2005), among others, concerning the complex thought questing for a cosmovision regarding humanity itself and its planetary context; David Bohm (1989, 2005), Paulo Freire (1983) and Almira Navarro (2005), concerning dialog; Marie-Christine Josso (2004, 2006), Christine Delory-Momberger (2006) and Maria da Conceição Passegi (2006-a, 2006-b), concerning autobiographical and formation researches; and contributions from the analytical method of narration by Fritz Schütze (1983, 1992, 1997) This study exercises the deconstruction of individual subjectivities in the construction of a polyphonic dialog comprised by multiple atemporal voices which are present in this thesis in various forms such as: in books, letters, life history narrations ,films, songs, polyphonic subjectivities that explain the human complexity. It is recognized that a better knowledge concerning the complexity of the subjective dimension is needed, and dialog is also reaffirmed as a possibility for baring us of certainties, broadening comprehension on the existing incomprehension in the world and composing a gradual construction of a shared cosmovision, pertinent to the ethical and epistemological challenges existing in the exercise of the inter-subjectivity.Doctoral Thesis Educar para a solidariedade: uma perspectiva para a educação física escolar(Universidade Federal do Rio Grande do Norte, 2007-06-26) Tinôco, Elizabeth Jatobá Bezerra; Ferreira, Maria Salonilde; ; http://lattes.cnpq.br/3510726465694990; ; http://lattes.cnpq.br/3714455266526226; Ibiapina, Ivana Maria Lopes de Melo; ; http://lattes.cnpq.br/2887767376788158; Silva, Pierre Normando Gomes da; ; http://lattes.cnpq.br/2826378188128750; Ribeiro, Márcia Maria Gurgel; ; http://lattes.cnpq.br/3426259793325875; Claro, Edson César Ferreira; ; http://lattes.cnpq.br/3129464523005303; Aguiar, Olivette Rufino Borges Prado; ; http://lattes.cnpq.br/4349263755135845; Soares Júnior, Francisco Cláudio; http://lattes.cnpq.br/8594420871529170This work aims at giving continuity the thematic solidarity that comes being investigated in the scope of school Physical Education as possibility to advance in an education perspective that considers the being as totality, in which the solidary dimension is privileged as component of its humanization. It has aimed at investigating as the solidarizing corporally constructs itself and manifests in the experience of knowing to be, to coexist, to know, and to make in the perspective of a solidary Physical Education. As premises, we affirm the proposal by Mariotti (2000), understanding that the construction of knowing to solidarize will be able gives in the dynamics of embodiment of looking, waiting, of dialoguing, of loving and hugging, consisting the base the learning to know, to make, to coexist and to be solidary. As methodological option, we receive the collaborative approach that has structuralized from diverse mediating devices as the questionnaire and thematic interview, the formation narrative, the participant comment, the seminary of reflective study, the lesson-laboratory, the filming and the reflective session. The collaborative group was composed by two teachers of Physical Education, in which we take part them, and two classes of third grade of the elementary education of a Municipal School. As synthesis, we can evidence that this knowing-making that permeates the pedagogical actions in this study presents a solidary collaborative perspective and have its roots in a methodology that uses the discussions as possibility of resolution of the conflicts that go appearing in the interpersonal relations of the school routine. Teacher acts as mediating element of these conflicts, using the dialogue as triggering source of the reflective process and through mobilizing questionings, allows the advance in the understanding of pupils, being able to appear shared consensuses without the confrontation that our culture privileges and is so evident in predominant practices of the Physical Education. The school Physical Education has, therefore, the bigger responsibility with the education of the corporal-minded dimension of being by condition to have as epistemic body the culture of the movement, and for this condition, must be powerful of improvement of the physical, mental and social and spirituals possibilities as act of commitment with the historical construction of a more harmonious world. And as loving expression this education materializes in the human interactions of a shared collaborative making. It is thus an education of body, soul and spirit, dimensioned for all the life, but unfinished by incompleteness of men, therefore continuous in the personal and interpersonal dimensions, adopting all the sources of knowing with the same valuations, however, directed to a just and ethical acting, therefore, an acting moved by solidarity that exists in the human embodiment human. In synthesis, we can conclude that the iteration of knowing that support the perspective of a solidary education, the knowing, making, the being and coexisting base and materialize in the teaching action of school routine, they feed of the crossing among the lived experiences in the professional and personal formation, and they reorganize in the life dynamics. They are, therefore, seeds planted in the heart and the reason of pupils who need to be cultivated for the emergency of human solidarity.