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A fábrica é escola. Práticas sociais e educativas de empresários e trabalhadores.
(Universidade Federal de São Carlos, 2003-12-17) Gigante, Moacir; Silva, Petronilha Beatriz Gonçalves e
Education is usually treated from institutional, formal and schooling aspects. In this study however, education is investigated as a social work practice in the factory. The working day-to-day life of shoe factory workers in the city of Franca-SP is taken as the starting point. However, this is put in the context of relationships between historical capitalism and the historicity of the training in competencies for craftsmanship, manufacturing and industry, be it in general, in other manufacturing sectors, or be it in the specific context of the profession of shoemaker. Daily and oral history of workers are studied; the unique experience of each one of the collaborators in the research is the support base for the reflection and analysis on work and competencies training for work. Education for work is therefore studied: informal education, within the worker traditions, as well as institutional-scholarly education. Education as informal-professional, or institutionalscholarly is differently obtained and is differently destined for different functions and different social groups within the factory, a fact that accentuates and reinforces social stratifications. The creation of work competencies in the shoe factories is peculiarly associated, at each historical moment, with the very manner of organizing work routines. This fact implies a necessity for the comprehension of the real functions of formal education. This work contributes not only to the comprehension of the educational process and of the maintenance and extinction of the work competencies of footwear industry workers, but also to the comprehension of the aims of institutional education, in the past as well as in present society.
Desenvolver a cidadania através da química : é possível? Um desafio a ser vencido
(Universidade Federal de São Carlos, 2003-12-17) Azevedo, Leonardo Ribeiro de; Rodrigues, Rosa Maria Bonfá; https://lattes.cnpq.br/7795174030048711
The present work was inspired by the High School National Curriculum Parameters (PCNEM) as well the Schnetzler proposal of teaching chemistry to citizenship. It is also based on the observed chemistry teaching problems, inefficiency of teaching methodologies and governmental programs. Teaching chemistry under the viewpoint of maintainable social and environmental development offers opportunities to relate the work to the customary student daily life, the construction of concepts starting from facts, and of knowledge about information bound to the human being survival. The interpretation of these information was carried out using concepts already established and others concepts were built up to understand the subjects. This work applied a new methodological proposal (strategy) based on the constructive conceptions and the idea that chemistry should be taught to build up the basic abilities for citizenship, seeking to evaluate the teaching and learning process and also the method acceptance. The approach to the contents took in account the interdisciplinary, using Chemistry Science as a tool to interpret the facts in the real world. The results showed that the applied teaching methodology, according to PCNEM, was able to improve the student’s participation. The students started to act as managers of the learning process, being capable to supervise and elaborate their own ideas comparing them with the previously established scientific ideas. It was also observed that the scientific activity became something joyful and gratifying to the students.