Revista Ibero-Americana da Estudos em Educação

12

Authors: Neiva Senaide Petry Panozzo

The current text contemplates a cut-off of the research about teacher training processes constructed over the 50 years of the Pedagogy course at the University of Caxias do Sul (UCS). The information has been obtained from reports of retired and active teachers with the objective of identifying the teaching contexts of these Education professionals and their contributions for the constitution of the Pedagogy Course identity. The investigation methodological subsidies have support on the qualitative approach of the autobiographic reports and interviews with theoretical input based on Fentress and Wickham who discuss about ties and relations between the two memory dimensions, the individual and the collective ones. Findings show that over many years the education of teachers occurred in an environment fostered by the technical ideology that lasted for several decades. They also evidence that nowadays there is a movement of concepts and theories that point out to changes of educational paradigms into a critical and dialogical design.

14

Authors: Maria Emilia de Lima, Marcos Garcia Neira

We have as aim in this study to analyse how a Phisical Education teacher that participated in formation classes offered by São Paulo Municipal Education from 2006 to 2012 gives sense to his pedagogical practice. For this, we made his class etnographic study, by observation, interviews and document studies. We concluded that the curricular production at school context occurred on its great majority, by interweaving of meanings. Following the cultural Phisical Education curriculum theories and the municipal teacher formation courses, this teacher developed teaching activities linked by the oficial proposals, setting up a meaning dialogue between the students repertory and the meaning attributed to the corporal activities topics.

15

Authors: Carlos Soares Barbosa

Based on the thinking of Antonio Gramsci, this article aims to reflect the economic, political and social role of the Youth and Adult Education (EJA) in the context of flexibilization in Brazil, a product of the transformations that occurred in the world of the production and of the work in the last decades. For that, it discusses the ethical and political direction of the EJA in the context of the dual structure of the teaching and of the Brazilian education reform, that happened in the government of Fernando Henrique Cardoso, for soon afterwards, and opposing this proposal, to present the conception of EJA in the perspective of the human formation, integral and beyond of the interests of the market and the capital. These are reflections based on data from the survey conducted on 2017, wich counted on the 8 teachers’ participation and 67 students from two schools belonging to the Youth and Adult Education Program of the the municipal network of Rio de Janeiro.

15

Authors: Jacqueline Daniele França de Almeida, Marta Silene Ferreira Barros, Taira Sanches Rabal

The main objective of this study is to understand the process of humanization and emancipation of the subjects, considering the training of education professionals as significant in School Education. The justification for the research is given by the identification of a current education that has inverted the priorities in relation to its purpose, in this way, the space that could contribute to the conception of individuals developed to their maximum potential, ends up being in the service of the maintenance of the capitalist system. The problem that has arisen from research is: what are the premises necessary for a teaching action that transcends the logic of capital and leads to the humanization of individuals in society? In the methodology of the study we opted for a qualitative approach, based on the bibliographical research for the elaboration of the theoretical body, especially under the principles of Historical-Critical Pedagogy and Historical-Cultural Psychology, both based on the foundations of historical-dialectical materialism. The results turn out to reveal a pedagogical practice weakened by the lack of awareness and intentionality of the activities proposed, this not disassociating the school from all the conjuncture of the society that is inserted, which in turn has a current economic system that "dialogues" not only with the economy, but with the way of producing, of relating, of thinking, of acting. Nevertheless, it can be evaluated that even with the obstacles within the school context, there are possibilities of overcoming to a formation of prepared subjects aiming at humanization.

15

Authors: Luciane Ferreria Mocrosky, Nelem Orlovski, Henrique Lidio

In this text are exposed historical aspects of the teacher training of the initial years of elementary school. From a philosophical-hermeneutical perspective, light is shed on meanings attributed to the term formation. With the understandings made possible by the interpretative-reflective study, it is evident historical records to Pedagogy as a locus of academic formation of this professional. It presents a description of what came as an inheritance of the historicity of these courses, explaining understandings about how mathematics presents itself in such graduation. As a comprehensive synthesis, it should be emphasized that Pedagogy will always remain in its constitution, given that the identity of the course as teacher's trainer in the early years, and even more so, the mathematics teacher, is on the way, leaving open possibilities for teacher training to take place.

16

Authors: Cariza de Cássia Spinazola, Márcia Duarte Galvani

Scholarship for Teaching Initiation Institutional Program (PIBID) outstands for giving opportunity of teaching experience to undergraduate students. In this sense, the purpose of this research was to identify the impacts that UFSCar PIBID subproject of Special Education undergraduate course has or had over the teaching practice, according to the perception of special educators in their first years of career. 19 egresses majored in Special Education at Federal University of São Carlos (UFSCar) participated of this research. They were divided in two groups: G1, composed by 10 people who were members of PIBID and G2, composed by 9 people who were not members of PIBID. The study was characterized as descriptive and the tool used for data collection consisted of a questionnaire with open questions. The collection procedure was done through contact with the coordinators of Special Education undergraduate course and coordinators of UFSCar PIBID subproject. The data analysis was performed through content analysis. The results indicated that both groups demonstrated positive aspects in many projects and programs. However, in G1 it is possible to notice that the teachers highlighted that the experiences held through the access to PIBID are important in their current practice, as well as the collaborative teaching, which was not present in G2. About G2, it was possible to notice the internship experience as relevant to their practice, as well as daily learning during classes

18

Authors: Gomercindo Ghiggi, Priscila Monteiro Chaves, Dirlei de Azambuja Pereira

This theoretical-bibliographic study is based on Paulo Freire's theory to denounce the neglect of the didactic function in the development of the experience of consciousness (HEGEL, 2014) as well as its objective is to analyze its misguided attempt to give prominence to the socialization of the cultural aspects already agreements. The formation of a flow of disseminators, admirers and commentators concentrated in universities and who, under the protection of Freire's intellectual tradition and revolutionary discourse, eventually turned him into an author (BRAYNER, 2015). In addition to weakening a pedagogical conception of popular education, aesthetic, cultural and political foundations that underlie beyond the classroom, have been modified. Assuming the directivity of education in a democratic perspective is one of the points of reflection of this study. An education for freedom has nothing to do with spontaneism. However, didactics has been an area greatly impaired by a reading that is not committed to the latest philosophical educational paradigms. Misplaced positions have been adopted in the name of a supposed respect for the individuality of the student, who are nothing more than a licentious spontaneism under the pretext of non-directive practices. This conflict shows the need for a better explanation of the intrinsic relationship between didactic-pedagogical political aspects and the freedom of the experience of consciousness, which Freire (1990) called democratic substantivity.

19

Authors: Wanessa Ferreira Borges, Cristiane Silva Santos, Maria da Piedade Resende da Costa

The education democratization has been driving training demands. In this sense, the article aimed to describe and analyze how the licentiate courses of the Federal University of Goiás – Regional Catalão (RC-UFG) have been organized regarding the offer of courses and themes related to special education and its target audience. This documentary research was carried out using the analysis of the course pedagogical project (PPC) syllabuses and curricular components of 12 licentiate courses at RC-UFG, which were submitted to the content analysis technique. The results show that all the courses investigated offer the Brazilian Sign Language discipline and only five offer disciplines and/or discussion of contents related to the other special education specificities. The data show that only through the obligation to offer content related to special education the legal recommendations of training to attend to diversity will be met.

21

Authors: Rodrigo Saballa de Carvalho

The paper presents results of a research whose analytical focus was the discussion of understandings of affection in teaching in nursery schools. The investigation’s discussion focused on the ways in which teachers signify the relations of affection that permeate the actions of care developed with the children. The research’s theoretical field was the Gender Studies, Early Childhood Pedagogy Studies, as well as research contributions from anthropology and sociology that discuss the theme of affection. Methodologically, a focus group was held with 20 infant teachers. For that, six meetings were proposed, in which the teachers discussed the theme of affection and its relationship with teaching in Early Childhood Education. The analysis of the teacher’s narratives evidenced the recurrence of two understandings of affection in the exercise of actions of care with infants: affection as an imperative, and the excess of affection as a reason for professional discredit. Although affection is understood by teachers as an imperative, it is seen, in parallel, as a reason for professional discredit when demonstrated in excess. For teachers, showing excessive affection for infants indicates a proximity to the maternal experience, a fact that generates a lack of professional recognition. Based on the research, it was concluded that the meanings of affections are cultural constructions that demand denaturation and reinvention in nursery schools in order to experiment with their own modes of teaching.