A aprendizagem e a nossa propria vida, nos edu-camos desde que nascemos, ate a morte. Entre-tanto, existem restricoes que impedem o pleno desenvolvimento de nossa liberdade espiritual, enraizadas nos antagonismos estruturais de nos-sa sociedade. E a partir dessa ideia que Mesza-ros pergunta: para alcancar uma transformacao social qualitativa e preciso uma radical mudanca estrutural ou basta uma reforma educacional? Essa e a discussao central desse pequeno grande texto, que retoma e amplia o ultimo capitulo de seu livro

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A educação para além do capital

The present research is located within the Popular education having as structuring care concepts, Emancipation, empowerment, autonomy and freedom. The Casa dos Sonhos is a production environment to a know popular and the birth of a popular action. For us, as we know that organization, we perceive the involvement of learners and teachers in building a progressive and liberating education. The Association represents a genuine movement and place of Popular education that applies the various elements of pedagogy and freiriana of liberating perspective of Latin American thinkers and educators. The Social Association Casa dos Sonhos has the objective of contributing to the formation of children, youth and adults in care and the liberation perspective. The Association, located in Santo Amaro community in the municipality of Santa Rita, grant assistance to the people of this community and is committed to an educational perspective in which learners are true agents of your process of liberation and emancipation. In this perspective are in the following research questions: how reading and writing actions take effect by the educational project of the Association Casa dos Sonhos are configured as praxis of Popular education? What are the elements that identify as praxis of Popular education? And how can we understand the fundamental concepts (caution, emancipation and Liberation) in the actions of the Casa dos Sonhos? From these questions we as general objective: understand the starting point of the praxis of Popular Education Association's Casa dos Sonhos, from the work with children and adolescents. Theoretical and methodological grounds to this work the qualitative research, and adopt as narrative research approach. As a result of the methodology and pedagogy used, the emancipation of young people and women who stand out for your boldness in confronting the dilemmas of the community, the family and society. To this end, we us in such authors as Freire (1989; 1996; 2000; 2010; 2014), Giroux (1986; 2006), Banks (2014; 2013; 2005), Brandão (1983; 2002), Streck (2006; 2012; 2014), among others who have contributed to our research theoretically. So, we understand that the dream house innovates a Popular education practice considering the role of various youth, women and adolescents in the community of Santo Amaro.

Universidade federal da paraíba - ufpb centro de educação - ce programa de pós-graduação em educação - ppge

This article results from a research linked to PROCAD - AMAZON, which develops integrated actions to qualify graduate education training in Para, Tocantins and Rio Grande do Norte; and the broader project of the Doctoral Program of the Amazon Network of Science and Mathematics Teaching
REAMEC, which is developing a study with the objective of mapping the research that theme the training of teachers in the Brazilian Legal Amazon (ALB). This study aims to build an overview with the research approaches that theme continuing education for teachers who teach Mathematics in the Early Years of Elementary School, produced in Higher Education Institutions located in the ALB. This is a bibliographic study, with a qualitative approach, in the scope of the state of knowledge, whose productions are found in the repository of the Capes Catalogue of Theses and Dissertations. We found 955 theses and 2312 dissertations, defended between 2015 and 2019. When refining the search from the titles, keywords and abstract, 01 (one) thesis and 07 (seven) dissertations were selected. When carrying out the analyses, there was a predominance of 05 (five) keywords, with prevalence in continuing education; that research sits on the teaching and learning processes of mathematics in the literacy cycle and/or specific mathematical objects and in the evaluation of Programs and Continuing Training Plans developed at ALB. The results reverberate the need for policies of continuous formation permanently, in order to meet the demands of humanized, localized training that contemplates the sociocultural richness of ALB.

https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/download/11022/7758

Um estado do conhecimento em relação a formação continuada para professores que ensinam matemática nos anos iniciais do ensino fundamental na amazônia legal brasileira

A formacao socioambiental, na vertente critica de Educacao Ambiental, aponta para reflexoes e acoes emancipatorias em âmbito individual e coletivo, na busca por transformar realidades degradantes da vida em todas as suas formas e sentidos. No entanto, os processos de ensino tem conduzido a semiformacao na atualidade, numa sociedade que coloca inumeros obstaculos para a concretizacao da emancipacao, na perspectiva da Teoria Critica. Objetivamos discutir neste artigo dados derivados de um estudo sobre um Projeto Universitario de Educacao Ambiental de cunho emancipatorio de uma instituicao Publica de Educacao Superior/IES do Estado de Sao Paulo / Brasil. A partir da matriz teorico-metodologica da pesquisa-acao-participante adotada pelo projeto da IES de interesse, traduzida pelo grupo coordenador como “pessoas que aprendem participando”, coloca-se em xeque “o que e como se aprende fazendo” em capilaridade, diante de barreiras burocraticas, hierarquicas, politico-economicas e pedagogicas encontradas no decorrer do projeto. A orientacao metodologica deste estudo pautou-se em pesquisa participante e na analise textual discursiva. Dentre os resultados, identificam-se leituras diferenciadas do projeto da IEA pautado na pesquisa-acao-participante, em que o “aprender-fazendo” se revela com uma praxis em relacao com acoes transformadoras, educacao popular e reflexao critica, ao mesmo tempo em que oscila no referido projeto, um ativismo pragmatico. De forma geral, a educacao ambiental em capilaridade estudada apontou para a potencializacao da autonomia e da liberdade na instituicao. Fica o desafio de manter e aprofundar reflexoes e acoes criticas, como resistencia a semiformacao nos processos de educacao ambiental em universidades.

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A (semi)formação na Educação Ambiental Universitária: tensionamentos a partir de um estudo empírico sob a ótica da Teoria Crítica

Dissertacao(mestrado)-Universidade Federal de Uberlândia, Faculdade de Educacao, Programa de pos-graduacao em Educacao, 2009.

https://repositorio.ufu.br/bitstream/123456789/13798/1/Marcia.pdf

Ensino Fundamental de nove anos no município deUberlândia: implicações no processo de alfabetização eletramento

The present research, developed by the graduate program in education from Faculdade de Ciências e Tecnologia – UNESP, Campus de Presidente Prudente, binds to the line of research on formative processes and Practices in education. The investigation has established as its main objective to monitor and interpret the manifestations of children from six years in formal educational activities and jokes in the first year of elementary school to a municipal school Presidente Prudente, São Paulo. Interest in investigating such theme came the doubts present in school practice regarding the organization of teaching for children in this age group and, also, that the configuration drift and dichotomies arising from the admission of children in the first year, are generating several paradoxes conducive to reflection on the way of conceiving the childhood education. The theoretical framework that has guided the work was based mainly on historical-cultural approach authors and others who base their investigations on the same epistemological array. Research of qualitative nature adopted as descriptive approach-interpretative method of the manifestations of children from six years in formal learning activities and jokes. To this end, we used the methodological procedures of bibliographical analysis, document analysis and participant observation. The results showed that under bibliographic and documentary, there are discrepancies between the public policy discourse and pedagogical practices to be materialized in school every day. Imbued with this information, field research indicated that the play in a context which prevails the formal education can collaborate to arising in children a step peculiar qualitatively in their development: the need cognitive. On the other hand, the results showed that the importance and recognition of formal educational activities for children surveyed are specific ways to meet new properties of human reality, since they are as psychological argument to bring them the eagerness to assimilate knowledge of empirical and theoretical nature. The manifestations of children presented in exercises of different jokes, develops a need to meet increasingly the reality experienced by them. The attitudes and positions of children of older age showed that they encourage for to meet their needs through the cognitive communication with adults and systematic observations of the surrounding world. Was noticeable in the episodes that the development of formal education activities not extinguishes the joke in a linear process, but the previous activity remains an important resource for the grounds for the next activity of psychic development. In this direction, we highlight that for the Organization of educational contexts and pedagogical practices that value the cognitive needs of the children it is necessary to know them deeply, understand how they interact, learn and internalize the elements of a particular culture. . Key-words: Play; Development; Childhood; Learning.

Leonardo De Angelo Orlandi

Papers

Programa de pós-graduação em educação - ppge