Educação

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Authors: Walter Omar Kohan

The present article deals with the relations between music, philosophy, education and friendship. It starts with a reading of the Italian musician Ezio Bosso and its main interlocutors are authors like F. Ferraro, J. Masschelein & M. Simons, J. L. Nancy, M. Santi, G. Deleuze, C. Lenkensdorf and the zapatistas. Some of the main issues that this article discusses are: the role of listening, in music and philosophy; the contributions of music to consider the meaning of education; the role of search and encounter in life and education; the place of the other, in music, philosophy and education; the sense of friendship as an impersonal form in thought; the text recovers some of Paulo Freire's words about the value of the collective in institutional life and, finally, also pays homage to Fulvio Manara, a recently deceased Italian author, significant in the field of philosophical community of inquiry and education for peace.

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Authors: Danilo Arnaldo Briskievicz

We investigated the ontology of look proposed by Jean-Paul Sartre in his book Being and Nothingness: An Essay on Phenomenological Ontology, published in 1943, in order to problematize intersubjective relations in particular school formation, and education in general. Approaching the Sartrian text, we demonstrate how the way of looking and being looked at is structuring of the Self and its dimension of Being-to-other. From the controversial figure of the school-medusa, referring to the ancient Greek myth of Medusa that petrified who looked directly at it, we established a dialogue between Sartre's ontology and pedagogy. From the rigorous analysis of the category of being-to-other (être-Pour-autrui) we highlight the possible relations between students and teachers in the school environment in which the intersubjective relationship occurs, or put another way, the pedagogical relationship interchangeable.The methodology used is a bibliographical search of some Sartrian texts and some of their commentators. The desired result is a collaboration around the ontology of the look within the discussions proposed by the Philosophy of Education.

16

Authors: Maria Dolores Molina Galvañ

This article is a narrative composition about life that takes place in a primary classroom. The composition of the story has sought to develop the sense of school as a possibility of encounter and relationship. Thinking school as a place to be and as an experience of relationship with otherness. The story is the result of accompanying this teacher in her daily work at school during two school years. A process of accompanying and narrating that has helped us recognize and name educational qualities, subjective dispositions and knowledge that hold and give meaning to her pedagogical practice. This work is part of the development of two research projects whose study focus is to investigate the experience knowledge with which pre-school and primary education teachers support their educational practices, in order to explore its formative value and its potential implications for teacher education. Our purpose is not to make an inventory of good practices but to learn from and with teachers to try to vivify the pedagogical knowledge. To transform our practices in the teacher education.

16

Authors: Ricardo Inocêncio Pereira; Marcia Regina Selpa Heinzle

This article presents results of a research on the relation between theory and practice in a German Language degree course, with the objective of analysing this relation in the formation journey, based on the understandings of the academic students. Considering the Policy Cycle (BALL, 1994) and focusing on the context of practice, the text brings the emerging understandings of the discursive textual analysis (MORAES, 2003; MORAES; GALIAZZI, 2006) from a questionnaire applied to course students. From the analysis of the corpus emerge advances in the relation between theory and practice, indicating their combination in the course, as well as evidences of a dichotomous relation that persists. The understandings of the academic students prove the importance of combining theory and practice in the professional formation of teachers, which has long been defended in theoretical discourses already incorporated by the official guidelines.

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Authors: Solange Helena Ximenes-Rocha; Dario Fiorentini

This paper reports on a study that aimed at describing and comprehending the transformation process of a local academic community inside the Amazon – named Formazon – into a collaborative learning community which includes school teachers, professors, and future educators from different areas of knowledge. The data was collected in an 18-month period from records and audio transcripts of meetings and from interviews. The narrative research was used to analyze the data, understanding it just as Clandinin and Connely (2000) did, as a way to bring meaning to the lived experience and also to investigate it. Its analysis aimed at answering the following questions: How has the Formazon community been learning and transforming itself? How has it been shaping itself into a collaborative community? What are the evidences of this transformation? Results indicate that, in relation to Formazon, collaborative interaction regarding both the participants’ school practices as well as the researching of these practices and of the politics permeating them, has outlined a new form of continuous education in the group, based on reflecting on and investigating school practices. Constituting a community that studies, questions, and researches school practices, Formazon has empowered the professional development process of its participants by increasing emancipation and professional autonomy.

20

Authors: Karla Leandro Rascke; Paulino de Jesus Francisco Cardoso; Graziela dos Santos Lima; Ana Julia Pacheco

The proposed work aims to discuss and evaluate the course of teacher training (as) conducted by the Center for Afro-Brazilian States State University of Santa Catarina (NEAB-UDESC) from the Federal Government UNIAFRO -IV Program (Brazil) facing the discussion of ethnic and race relations, history of Africa and the African Diaspora. We aim to perform an analysis about the course, its objectives and methodology as well as discuss the results achieved with the discussions proposed in dabate forums of each module and the final 0 activities. We conclude that the training has successful outcome, reaching large numbers of teachers from all areas of knowledge in various regions of the state of Santa Catarina, expanding the approach of possibilities about material on education of ethnic-racial relations, history Africa and the African Diaspora in Brazil in particular.