DiversaPrática is an electronic journal of the Division for Teaching Formation of the Board for Teaching and Education of the Provost for Undergraduation Courses. Its objective is to promote a space for interdisciplinary discussion, theoretical deepening, and also for spreading information and exchanging classroom experiences from various areas of knowledge. DiversaPrática publishes peer-reviewed original papers which report studies and researches related to themes of interest for the university teaching. We also publish critical book reviews and interviews. We accept texts in Portuguese, Spanish and English.
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THE TEACHING USE OF LITERARY TEXT IN HISTORY TEACHING
The didactic use of the literary text in the teaching of History facilitates the inter- and transdisciplinarity dialogue in the classroom. Since, the teaching practice requires different strategies and tools to promote the critical reflection on the themes of Contemporary History. Therefore, the objective of this research is to present in a didactic way, the use of literature in the teaching and learning process. To that end, we have as an object of analysis the story of Antonio Callado's The Cordial Man (1967), which discusses the fragilities of the revolutionary project that marked Brazil in the 1960s, especially after the 1964 military coup. tale brings in its narrative the question of revolution / transformation by armed struggle, the politicization and dissemination of left ideals and forms of resistance, while at the same time resuming our formation process, dialoguing with classical works like Roots of the Brazil by Sérgio Buarque de Holanda. From the themes presented in the plot of The Cordial Man, we propose the didactic use of the literary text as an integral part of the historian / educator's performance in the space of the classroom.
This article is the result of a research that sought to know the methodologies and strategies proposed by the National Program of Literacy in the Right Age (PNAIC) to literacy teachers. It also sought to discuss the importance of Continuing Education, as well as to describe the challenge posed by the Pact, which deals with guaranteeing the right to full literacy for all children up to the age of eight and its implication for the literacy process and literacy. In order to carry out the study, bibliographical and documentary research was carried out, with analyzes of "Pact stock monitoring records", portfolios, plans and other documents of the municipal public schools of a city in the interior of Minas Gerais. The results show that the methodologies and strategies have promoted a significant learning and has been of paramount importance for the development of the child within the perspective of literacy. It is also possible to infer that the PNAIC program was of great relevance because, through reflection on pedagogical practices, the elaboration of new teaching strategies in the literacy cycle was facilitated. However, it is necessary to build the conceptual basis and pedagogical skills of teachers in a continuous, improved and expanded way
SCHOOL, LEISURE AND CULTURE (PELC) PROJECT IN THE CITY OF ITUIUTABA
This article deals with the results of a research on the School, Leisure and Culture Project (PELC) of the city of Ituiutaba. This research was guided by the search for answer of the following question: what are the contributions of the Project (PELC) to the municipal schools of the city of Ituiutaba? The aim of this study was to reflect on the results achieved by the municipal schools with adherence to the PELC, as well as to analyze the collaborative partnerships to carry out this project. In addition, we also sought in a particular way, to study and systematize data on the School, Leisure and Culture Project (PELC) of the city of Ituiutaba, including legal documents, photos, articles in magazines and newspapers that talk about the subject. In order to adequately respond to the research problem and achieve the intended objectives, studies of a bibliographic nature were developed. The research results indicate that the project contributes significantly to the school, social and cultural life of the participants. The PELC Project of the city of Ituiutaba is a significant example for other municipalities because it encompasses education, sports, leisure and culture in the service of integral formation of children and adolescents and also to involve the general population in the public events of the project.
PREVENTIVE PEDAGOGICAL PRACTICES OF SCHOOL INDISCIPLINE
This article is based on a bibliographical research that intends to describe which pedagogical practices contribute to prevent and / or reduce indiscipline in the classroom in elementary school, what is the role of the teacher and the pedagogical coordinator in this intermedia. In this research, we searched for different references about the problem to which answers were sought. In order to do so, we analyzed educational documents in force in the Minas Gerais state education network and pointed out, through reflections, principles of pedagogical practices that guide teaching work. In addition to having been perceived if school indiscipline is a problem or a phenomenon of learning, discussed the issue of cultural diversity in the classroom, the importance of carrying out preventive, innovative and intervention pedagogical actions against indiscipline. As well as encouraging cooperative learning and the development of community and interdisciplinary projects to solve the problem.
REVITALIZATION PROJECT OF THE SCIENCE LABORATORY OF A STATE SCHOOL IN THE MUNICIPALITY OF ITURAMA
The present work presents an experience report in the course during the Bachelor's degree in Exact Sciences of the Bachelor of Science degree at the Federal University of Triângulo Mineiro, University campus of Iturama (UFTM-CIT), at the Antônio Ferreira Barbosa State School. The project aimed to increase the use of space in the Computer Science laboratory, as well as its structure, the organization of materials and the availability of new biological series for the complementary disciplines of teachers in the field of natural sciences. In this sense, the provisions considered the actions carried out, the challenges and the results achieved after the intervention of the trainee. This proposal was motivated by the fact that the laboratory was underused and transformed into a warehouse of unused works, documents and furniture. With a revitalization, the conditions for experimental experiments are available to promote the teaching-learning process. The same happens, highlighting school programming after a project finalization, which can now increase educational actions by a learning space.
The education is an important factor for people's development and for the development of a country. In order to understand the quality of education in society, it needs to be measured through standardized devices that deliver reliable results to what is being made available to learners. The present study compares the results obtained in the standardized exams by the private and public Higher Education Institutions in the Southern Region of Brazil, through the analysis of the Preliminary Course Concept (CPC), an indicator that is part of National Student Performance Exam (ENADE). Subsequently, to measure the efficiency of Higher Education Institutions, the Data Envelopment Analysis method is used to state which category of education, public or private, is the most efficient in delivering quality education, better allocating the resources available looking for satisfactory results.
ELABORATION OF TEACHING MATERIAL FOR LESSONS CHEMISTRY IN BASIC EDUCATION
To understand the processes of teaching and learning in Chemistry, it is necessary, in some cases, to reach certain levels of abstraction. In order to minimize the difficulties related to the content of Surface Tension and, consequently, Intermolecular Interactions, the present paper proposes to deal with these concepts, through the soap bubble generator theme. Submicroscopic explanations were used for models elaborated with low cost material. The proposal of Teaching Chemistry, in this way contemplates to work using demonstrative experiments and representative models, thus, going through the macroscopic and submicroscopic levels.
The objective of this article is to understand and reflect on the complexity of maintaining the partnership between school management and the community, establishing goals to be created and shared between both. It is an essential partnership for the establishment of favorable and necessary conditions for the development of an autonomous and participatory school environment. Faced with the challenges currently posed in public schools, it is evident the need for the collective participation of all those who work with education together with the community, aiming at the commitment and quality of education. In this sense, this work aims to contribute to the development of effective methods to solve these issues and consequently guarantee a school where its main actors feel the pleasure of teaching and learning. The methodology used for the studies carried out here was qualitative in which: 1) bibliographical research (books, periodicals and dissertations) predominated; 2) the professional experiences within a public school, both as student and teacher, in which the lack of interest of the parents and / or those responsible for subjects related to the students and specifically to the teaching-learning process is observed. The research problem of this reflection is to understand the factors and / or aspects that directly influence the participation of the school community in the actions of the school. With this, it was possible to conclude that the democratic management and the participation of the school community guarantee quality in education, since it promotes the social, intellectual and professional formation of the students.
Teaching based on knowledge transmission limits, to a large extent, advances in the learning process, meaning that the organization of teaching work is related to the success of the acquisition of knowledge by the student. Thus, this article aims to identify and analyze the knowledge needed for the development of teaching work. The study of bibliographical nature was based on the studies of Morgen (2000), Veiga (2005, 2010), Machado (2006), Libâneo (1991, 1994), Perrenoud (2000) and Kenski (2005) 1995). The results indicated that it is necessary to reflect on didactics, lesson planning and the construction of curricula to be successful in the teaching-learning process. This study allowed to conclude that it is of paramount importance the teacher to rethink his pedagogical actions in the classroom, from a professional preparation for his teaching work.
The bullyng, truancy are fruits of the initial cycle of precarious work in the LGBT community +. In order to form and reform society, minorities need otherness, esteem and real prospects. This article intends to present, at first, a discussion of the relationship between low schooling, prejudice, discrimination and the precarious work for people of diversity, in addition to reporting the experiences of the program "Live" in your shaft focused "Live Diversity" of the complex of the neighborhoods in the municipality of Uberlândia, Minas Gerais. In local institution, an interdisciplinary team and had recorded triava residents of this profile, being invited to participate, fortnightly, movie sessions, lectures and forwarding to the labour market. The results, both on the part of the professionals as the participants, the experiences have exceeded expectations. In this sense, the importance of further studies and plans of action and intervention in order to establish strategies for education and employability of the LGBT+ communities, based on justice and social promotion.
This article aims to discuss the curricular construction of public schools from a multicultural perspective, since the school is a place of intercrossing of cultures due to the diversity of the students, despite the cultural plurality there is a homogenization curriculum through the imposition of official and standardized knowledge. The curricular standardization derived from the values of the European white man discriminates the student's culture, contributing to school failure. The school should promote dialogue with students in order to verify the diverse cultures that make up the school environment in order to create a curriculum that relates the proposed knowledge to the student's reality. The work was carried out from the bibliographical research.
This article aims to reflect on how interdisciplinary work with a focus on historicity can contribute to the formation of literate subjects. It intends to approach the historical construction of the subject in the face of the environment and the society in which he is inserted, using the curriculum as a basis to promote interdisciplinarity between school contents. It is based on the assumption that it is up to the school to develop strategies so that students understand, in an integrated manner, all aspects that involve the origin and development of the municipality in which they live and the relationship between the subjects studied. Cities are full of reasons to sharpen research in search of historical knowledge and preparation for a new perspective on urban sustainability. The preparation of the article is focused on active and updated subjects with the different ways of approaching historicity, through interdisciplinarity, so that they can form students aware of their rights and duties as citizens. The knowledge of the historical facts, pertinent in each epoch, from the beginning to the present day, as well as their consequences and influences in the development of societies, help in the construction of the students' criticality. Therefore, the work aims to recognize education as the best path in the search for social and sustainable development. Becoming the key to raising awareness and building a new way of living, self-sufficient.
This article deals with the results of a research on the profile of the Child Educator: between the legal minimum and the necessary training. This research was guided by the search for answer of the following question: does the mid-level teaching course correspond to the ideal formation to attend children of the kindergarten? In view of this question, it was intended with the study to analyze if the Municipal Education Policy of the city of Uberlândia corresponds to the educational needs of children in the age group from zero to five years, corresponding to Early Childhood Education. In addition, we also specifically sought to study the characteristics of children in the age group corresponds to Early Childhood Education and reflect on how they learn; analyze and compare the national as well as the municipal legislation of the city of Uberlândia regarding the criteria for training to work in children's education; to study and to systematize the main knowledge that the teacher who works in the education of children must master; and to analyze the mid-level Teaching Course, as to the knowledges and competences that are contemplated in said course. In order to adequately respond to the research problem and achieve the intended objectives, studies of a bibliographic nature were developed. The results of the research indicate that training in the Normal modality at the intermediate level is insufficient to contemplate such complex knowledge that involves the teaching and learning processes. Therefore, between the legal minimum and the necessary training, higher education is by far the most suitable for a professional teaching performance
Editorial - DiversaPrática, v. 6, n. 1, p. 09-15 - 1° semestre 2019
Self-Evaluation in the Construction of a Quality Teaching Practice
should be able to trigger a differentiated vision in what concerns the evaluation, so it must be able to confer to the educational process the capacity of construction, expansion of individual and collective consciousness. In order to respond adequately to the research problem and to reach the desired objectives, a bibliographic research was organized, based on some studies and research already produced, dealing with the same subject of evaluation, self-assessment and some readings on teaching practices that used the self-evaluation method. We will have as reference on the subject some actors, among them: Depresbiteris, Melo and Bastos, Régnier and Miter.
Tecnologias Digitais de Comunicação e Informação nas Escolas da Região Metropolitana da Baixada Santista
In this article we ponder on teaching and learning in Elementary School that have been focus of many investigations and concerns as the results have presented lags and revealed gaps in the process of initial and continuing teacher training. Considering that Digital Information and Communication Technologies, with its privileged pedagogical resources for teaching in the different disciplines, and, also, in an interdisciplinary way, become constitutive of learning and development of skills essential to the formation of the student and for that must be of the teaching domain. It was considered the course of research through action research, involving data collection and analysis from the training actions and / or observation of pedagogical practices of the participating professionals, where such practices revealed a wealth of contexts, where cross-cutting themes were explored: nutrition and food education, ethnic-racial education, environmental education, human rights, among others relevant to students and the exploitation of diverse technological resources.
Digital Information and Communication Technology
O PDE e a Formação Continuada de Professores no Estado do Paraná
This research had as its object the professor distance continuing education politics in Paraná State after the approval of the LDBEN nº 9.394/96 until 2011. The general objective was to analyze, from the theoretical reference of the marxista, the professor distance education politics in Paraná State trying to demonstrate its fundamentals. This way, from the categories of analysis proposed (ontology, gnosiology/epistemology and the dimensions of ethical / political and pedagogical), the main question that guided this research was: which axiological, ontological, epistemological, ethical-political and pedagogical principles are the bases of professor distance continuing education politics in Paraná State? To reach this goal, documents suchas the Distance Education of SEED/PR(2010) and the Educational Development Program (PDE -2007) outline document were analyzed, and interviews with teachers participating in this program, a representative of the Syndicateof Teachers (APP) and a teacher who worked at SEED/PR with Networking Groups in the period 2007 to 2010. The results show the relevance of the policies studied and that there are contradictions between what they proposed and analyzed the documents that tell the teachers interviewed. We note that the policies of continuing education of teachers in Paraná are embedded in a highly complex, marked by contradictions and class struggle in which the initiatives to expand the continuing education teachers go beyond the distance of the state and federal, being guided by policies proposed by international agencies. In Brazil these recommendations to the education sector show is being strictly enforced, because we have policies that promote, training more teachers in less time, expanding the training to a huge reduction in costs and transfer the burden to the teachers of their training. We emphasize the need for research, training of teachers critical of combating ideologies that cause impoverishment and deskilling of teachers' work. At the same time the results of this study point in the direction of thework achieved by ensuring rights and the creation of new policies that really bring benefits to teachers and real improvement in the quality of public education.
Vivências de Formação de Professores na Área da Saúde: Desafios Docentes e Comunitários nos Debates sobre HIV/AIDS em Uberlândia/MG
Health, unlike the biomedical and curative model, can not be conceptualized only as physical well-being and this understanding helps in a new reflection in the area. In order to promote health, in addition to the necessary care to reduce human pain, it is necessary to intervene in the context reducing social vulnerabilities in order to change the reality, generating a healthy territory and, consequently, reducing the rates of illness. This article intends to present, at first, a discussion of the relationship between crime as a social determinant for health, as well as to report the experiences of the "Viva Mais" program in the São Jorge I, II and III, Parque das Seringueiras and Glory of the city of Uberlândia, Minas Gerais. In a local institution, an interdisciplinary team would train and register the residents according to income and number of family members, being invited to participate every two weeks in film sessions, lectures, support group and arts. In the results of attendance and attendance to the groups as well as in the analysis of discourse and behavior, the public served surpassed the expectations proposed, debating issues such as violence, domestic violence and its relationship with health. In this sense, we note the relevance of further studies and intervention proposals in order to establish strategies for education and health promotion with intersectoral perspectives, training professionals, multipliers and educators who seek, in addition to humanized care, the reduction of harmful consequences crime and violence as a reflection on the health of residents and / or workers in these communities.
Família e escola nas dinâmicas relacionais da Pessoa com Altas Habilidades/Superdotação (PAH/SD).
O objetivo desse estudo é apresentar uma reflexão sobre a pessoa com altas habilidades/superdotação (PAH/SD) e alguns aspectos que envolvem esses indivíduos no ambiente familiar e escolar. Ao longo do texto será analisado algumas das dificuldades mais comuns que se apresentam nas famílias e nas escolas, com destaque para a persistência dos mitos sociais em torno do fenômeno da superdotação e dos obstáculos que esses mitos representam para a realização de práticas efetivas de inclusão no ambiente escolar.
A Universidade no centro das relações capitalistas
As Higher Education is of great importance in today's society, an evaluation of the impacts generated in it (Higher Education) by the process of development of industrial capitalist society becomes relevant. Thus, this work sought to present theoretical elements that make possible the understanding of the process of "reduction" of Higher Education, in the current society, to a logic of "production of mass graduation" (to the detriment of the valorization of a process of humanistic and critical formation ). Understanding Higher Education today, from the understanding of its process of constitution and its consolidation in history is an important aspect of this work. The theoretical contributions of important thinkers, such as Karl Marx, Max Weber, Theodor Adorno, Herbert Marcuse, Walter Benjamin, Sigmund Freud, Paul Baran and Paul Sweezy, were fundamental for understanding the process that led to the transformation of the University into mere Teaching Institutions Higher.
Os Conselhos Municipais de Educação e as Demandas Sobre Alfabetização no Estado de Goiás
Literacy has historically been understood as a condition for student learning and progression, in thee arly years of elementar education. Given this importance, this presente text proposes to show results of a research whose aim wast overify how the Municipal Councils of Education (CME) in the state of Goiás have debated and/or standardized issues related to literacy. The screen survey is part of na interinstitutional study involving Universities from four states (Minas Gerais, Goiás, Mato Grosso and Mato Grosso do Sul) that seeks to understand the actions of those Councils, with a view to socially referenced quality. Thus, in order to understand the demands on literacy specifically, a documentar research in eight municipalities of Goiás was used (Jataí, Mineiros, Rio Verde, Caldas Novas, Luziânia, Anápolis, Rubiataba, Cachoeira Dourada), collecting documents available online (and in social networks, in some cases) of those Councils of these cities. It has been realized that the documents produced by the CMEs of those cities surveyed only touch the surface about fundamental questions on literacy. So, considering all the material analyzed, it is possible to conclude that the CMEs surveyed do not advance significantly in the analysis of the understanding about literacy. Those documents are reduced to approval of curricular matrices of the Secretariats of Education, approval of teacher training courses and others. There are no documentar records of possible diagnoses, positions and referrals of the CMEs on the literacy demands in the municipalities studied.
O Processo Alfabetizador da Criança no Movimento de (Re) Formulação da Base Nacional Comum Curricular (BNCC)
The present article has as objective to bring to the surface discussions around the process of (re) formulation of the Common National Base Curricular (BNCC) as advisor of the curriculum of the Brazilian Basic Education, and, in this movement, which the Document indicates for the child's process literacy teacher. For so much, bibliographical sources were used and he/she researches documental. BNCC integrates the reforms in the educational field that they have been implemented globally, signaling the ascension of a neoliberalism transvestite in the speech of a democratic practice, tends in view the great media to announce that BNCC was built to several hands. They are evident that the voices more heard in the path of the formulation of BNCC they came from the private foundations, especially of the managerial class, being these called the frequently if they manifest on the Document. In synthesis, the lot of present voices in the formulation of BNCC is bearers of a speech legitimated by scientific "arguments", but it fits to question under which world conception, of society, of education and of subjects. In relation to the child's process literacy teacher he stands out in BNCC, as example, ascension to the methods present technicists in the several versions as tendency that intensified to each version.
This article analyzes the fundamentals of the School without Party project in Brazil. It analyzes the current situation and the predominance of conservative conceptions in society. Without falling into the trap of historical anachronism, he compares the educational project of Nazi Germany in the 1930s and the formative assumptions of the School without Party project. Without falling into the trap of historical anachronism, he compares the educational project of Nazi Germany in the 1930s and the formative assumptions of the School without Party project.
An Epistemological Position of the Teacher Compatible with the Theoretical-Methodological Orientation of Historical-Critical Pedagogy
The present article seeks to promote a discussion about a practice, social and pedagogical, teacher identified with the presuppositions of Historical-Critical Pedagogy and with its theoretical-methodological orientation, that is, problematizes a teaching action coherent with the Marxist aspirations and, at the same time , With the Savini pedagogical method. It is observed that a pedagogical theory, based on historical and dialectical materialism, presupposes a differentiated treatment of the complex and interdependence of social phenomenon and, consequently, of their unfolding in the educational reality. In this sense, the need to understand education as a mediating activity, expressed in the thinking and acting of the educator DermevalSaviani, in which a teaching practice from a historical-critical perspective, in agreement with Gramscian thought, can not give up its intentional character And of acting at the level of consciousness.
Philosophy of Praxis; Historical-Critical Pedagogy
Teaching Social and Pedagogical Practice
Trabalho Precário e Precarização Docente na Educação Básica no Brasil na Atual Fase da Acumulação do Capital
The process of productive restructuring of capital in global economies is giving rise to a new type of organization and control of labor processes through the introduction of information and communication technologies, also called digital technologies, which seek to improve the ways in which labor is exploited.In an apparent contradiction, while relations and working conditions become more precarious, the new phase of capitalist accumulation anchors itself in the work with greater demands of levels of education and qualification.The teaching work in Brazilian basic education is inserted in this context.The objective of this article is to problematize the process of precariousness of the workers, in particular of the teaching work, considering the new level of development of the socio-technical division of labor and the reforms implemented by the State Manager. It is argued that there has been a deepening and complexity of the precariousness of work, in particular of the teaching work in Brazil.