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“Empresta, por favor”?: processos de ensinar e de aprender em brincadeiras de crianças na educação infantil
(Universidade Federal de São Carlos, 2015-12-01) Nicolielo, Maria Elisa; Sommerhalder, Aline; https://lattes.cnpq.br/4775432120371947; https://lattes.cnpq.br/4258533015353852
Before the great influence that the playfu has in the childhood by providing children to create, to experience new situations, to connect with their peers and to experience elements of culture, it was taken as na ally in education, especially in Young children education as part of many school practices. Thus, this work aimed to know and understand the processes of teaching and learning that occur in the relationships between children and between them and the teacher in the context of play in early childhood education. It also sought to identify how the toy is placed by the children at that time of the play and what roles are as signed by them to that object. We began conducting a literature search in databases and to support us about it, we conducted a theoretical research around topics such as childhood, children, early childhood education in Brazil and playfulness. Qualitative, the research took place with a group of 14 children, having a mean age of 3 years, enrolled in ‘Maternal II’ and their teacher at a public school in kindergarten in the city of Pederneiras - SP. With the approach of conducting research with children, the researcher conducted participant observation, tracking the moment of play that occurred on Fridays, the day the children took his toys to school. Recording the data collection field diaries used and performed the analysis with reference to the content analysis. At the end of the Field research 13 daily were written, one for each insert performed. The authors Who guided the data discussion were: Brougère, Borba, Corsaro, Freire, Rossetti-Ferreira, Sommerhalder; Alves, Carvalho, Kishimoto, Guimarães; Barbosa, Horn, Leontiev and others. The results show that in play children experienced processes of teaching and learning to strengthen the group interaction: knowing how to live and play with each other, lending, trading, deny the request to someone, teach new ways to play, meet other spaces, strengthen friendly relations. When interacting with the toys, children have shown that these objects were essential to their play, being used the way they are or processed according to the imagination or need for the play could occur. When they experience such processes of teaching and learning these children have shown that in the free play, they lived training experiences for life.
O gênero fórum de discussão online na formação continuada de orientadores de estudos do PNAIC : caracterização e potencialidades
(Universidade Federal de São Carlos, 2015-12-01) Ferreira, Larissa de Paula; Martins, Maria Sílvia Cintra; https://lattes.cnpq.br/9241992645160356; https://lattes.cnpq.br/3360042596273031
This research aims to investigate in what way the course of continuing education, and more specifically, the discussion in foruns gender conducted online and offered by the National Pact for Literacy in the Age One (PNAIC) / UFSCar contributes to building and reflection of teaching knowledge and literacy of Study advisors (OEs). The function of these advisors is to form literacy teachers for PNAIC, a project that aims to ensure that all children are fully literate by eight. The development of the research took place within the Distance Learning (EaD) in order to discuss about the interactions that occur in the forums offered in the Moodle platform for Advisors´ study. From this ample goal, the research questions were formulated, which consist of: a) How does the discussion forum that environment?; b) How the gender forum provides interaction, and construction of teaching knowledge ?; c) How do the training course and the forum contribute to the digital literacy? The research is guided by theoretical contributions focused on the discursive genre (BAKHTIN,1997; MARCUSCHI, 2002, 2008, 2010), the dialogism (BAKHTIN,1992; 2006), literacy (KLEIMAN, 2005; STREET, 2007; SOARES, 2000) and digital literacy (BUZATO, 2001, 2006; RIBEIRO, 2009; XAVIER, 2007). The research methodology is qualitative and the methodological procedures used include questionnaire analysis, and participant observation. The results suggest that the forum gender causes and encourages interaction between OEs; and apparently it allows for reflection and construction of teaching knowledge; Furthermore the course and the forum contribute to digital literacy, as it implies learning new ways of reading and writing mediated by technological tools, and provides the knowledge / learning of the virtual tool uses, for example, posts of activities and messages.
Trajetória da política de educação do/no campo em Paraupebas/Pará de 2005 a 2010
(Universidade Federal de São Carlos, 2015-12-01) Silva, Viviane Cardoso; Lima, Paulo Gomes; https://lattes.cnpq.br/5109357037661496; https://lattes.cnpq.br/0996803052860671
The education developed in the schools in the rural area, historically, has witnessed the ills and the neglect of the public power. The claims for having schools in the rural area can be observed in surveys such as Andrade (1993) and the question of to think the Brazilian education and the schools in accordance to the social reality has been placed in the agenda since the propositions of the representatives of the new school, with the Manifesto dos Pioneiros da Educação Nova of 1932, though very little progress. After a long period of Civil- Military Dictatorship in Brazil and the opening for the political democratization, the social movements, before silenced, were able to reorganize and others were created, most claiming rights, including land reform, which in its essence also brought the problematic of the developed education in the rural schools of the country. Since to question the rural education to the appearance of the new propositions for an education for the field, whether they be field education or education in the field, we had educational policies created from the 2000's, the result of the debates and concessions in the face of these demands. Since 2001, we are studying this construction process of the policies and their relationship with the field schools, in this sense, arose the interest in analyzing the educational reality in the educational system of the city of Parauapebas/Pará and in Brazil, in the master, to understanding how has developed the rural or field education in this town from 2005 to 2010, in the period when the field research was carried out. As a methodology we chose the qualitative research, using of the following proceedings: bibliographical study, documentary and field research with the collection of materials and images, registering photos on some schools and applying semistructured interviews to five subjects, in exercise, that we believe are relevant to the understanding of our object: Department of education, Coordinator of the rural education Sector, Pedagogical Coordinator of the rural education Sector, representative of the Landless Rural Workers' Movement (MST), representative of the community in which is located the Escola da Pedagogia da Alternância, in addition we collect reports on teachers’ training and in the Escola Jorge Amado, known as Estação Conhecimento created by the Companhia Vale (CV) in one of its properties. As a result we can highlight that although some educational policies for the rural area have been created, still walking at a slow steps as its implementation in this location. The teacher training both in the sense of the valorization and the qualification need to advance, either in the socialization of knowledge historically built by the humanity, or by the historical appropriation of the peasant reality, walking towards the building of a society where the peasant working class and their children have the right to enjoy the benefits provided by the means of production of the society, of their work and of the technological progress. Regarding the schools taken to exemplify the rural schools, it is worth highlighting the importance of the collective construction of the educational process by the school community, as well as, we should observe and supervise private initiatives (such as those undertaken by the Companhia Vale) within the public education, her administration, educational policies and pedagogical training for fighting against privatization processes grounded in the agenda of the capitalist State.
Filmes periféricos e as margens do cinema brasileiro : um estudo de caso a partir do longa-metragem Cartão Postal
(Universidade Federal de São Carlos, 2015-12-01) Santos, Yasmin Bidim Pereira dos; Sá Neto, Arthur Autran Franco de; https://lattes.cnpq.br/5055550097454248; https://lattes.cnpq.br/4758060017138002
This work focuses on Brazilian independent cinema and the new paths cinematographers, specially the young ones, are following to make movies. The idea is to observe the new contemporary Brazilian cinema scene and some of its own characteristics, highlighting non traditional subsidezed funds, exhibition and distribution options on alternative channels, such as the internet, film clubs and festivals, as well as aesthetic aspects of its production. Their movies can be understood as peripheric as they may be found outside the scope that includes instutionalized cinema. So 'Cartão Postal' (Josinaldo Medeiros and Wagner Novais, 2011) will be our study case, since it is a movie that can be called peripheric and it is also fit in a specific genre of movie that has been produced on favelas, called cinema de periferia. This movie will be studied on its formal aesthetic dimension as well as on its production strategies, observing how it can fit into some of the main characteristics of this new Brazilian scene.