• Exercício docente na prisão: apontamentos sobre aspectos do habitus do professor

      Marieta Gouvêa de Oliveira Penna (Universidade Estadual de Ponta Grossa, 2006-01-01)
      This communication introduces the analysis on the cultural dimension of practical of teacher’s practice and the making of the habitus. The research evidenced that the perception of the teacher on its work discloses this professional’s styles to be and to operate inside and outside the school, which give form to the teacher’s habitus. The research on the action of professor at the school inside prison allowed to explain some aspects of the teacher’s culture, primordial for understanding this professional activity.
    • A prática educativa e a pesquisa no movimento social

      Maria Antônia de Souza (Universidade Estadual de Ponta Grossa, 2006-06-01)
      This paper aims to discuss some aspects of the educational practice and of the research on social movements, particularly on the Landless Rural Workers Movement. The intention is to set relations between the experiences lived in daily life of the social movement and of the permanent settlement and the traits of schooling life; to demonstrate the possibilities and the challenges of the links between the social movement educational theory and practice and that necessary to the curricular content comprehension; and to think about the educational research traits in the social movement. Gohn´s (1992) and Arroyo’ s (2004 a, b) ideas contributed to the thoughts on social movement educational dimensions and to the analyses of the rural social movement as an educational one. The social movement educational practice occurs in different fronts, such as in meetings, in the work cooperative space, in the confrontation either with the State or the land owners. The educators’ practice involves political capacitation and formation. In the pedagogical documents produced by the MST, it is implicit the role research plays in the educational practice. The educational proposals are born from the semminars’, meetings’ and events’ records; and it has as starting point in the educational practice at school, in life and in the productive activities in the permanent settlements. The educators’ and learners’ experiences question the shooling pedagogy and announce that the knowledge recognition constructed by the pedagogical process subjects is essential to the comprehension process and to the approppriation of the knowledge constructed along the human trajectory.
    • Autoritarismo e história escolar: apuntes sobre el caso de Argentina

      Gonzalo de Amézola (Universidade Estadual de Ponta Grossa, 2006-06-01)
      The role of the authoritarianism in the school and, specifically in the History teaching in Argentina composes the central subject of the present article. The thesis is argued of that the school fed the authoritarian characteristics of thought and social relationship, having taught History a central participation in this process, what it can have resulted of a very great concern of the military who had taken the power in Argentina in the decade of 1970 with the school, its methods, contents and results.
    • Multiculturalismo y cine: una propuesta pedagógica en torno a imágenes de imigrantes en cine israelí actual

      Tzvi Tal (Universidade Estadual de Ponta Grossa, 2006-06-01)
      The text presents a reflection on the educative possibilities of the multiculturalism in the Israeli cinema, ahead of the task of confrontation of the hegemony with on sources to the pioneering and social democrat sionist project. Through the analysis of selected films, it searches to display the aesthetic representation of the rhetorical strategies that constitute the supposed national unit.
    • O que é isto - a infância afrodescendente?

      Dante Augusto Galeffi; Ana Katia Alves dos Santos (Universidade Estadual de Ponta Grossa, 2006-06-01)
      This paper aims to register reflections deepened within our Ph.D. in Education at the Universidade Federal da Bahia (Brazil). Through a comprehensive reading of the cultural roots of Afrodescendant childhood in the Bahian diaspora, we first analyze childhood’s conceptions, from the natural to the historical, accentuating in the latter, the Brazilian and Bahian Context in which this cultural group in socially and politically inserted. Our approach of the theme, explore the purpose of taking the Afrodescendant child as a subject of rights, as stated in the Child and Teenager Statute. This Statute valorizes culture and identity while both have been excluded and negated through the Brazilian historical course. With this Statute, cultures and identity became guaranteed rights in the social practice at large, inclusive in school. Finally, we try to contribute to the educators’ practices linked to the new guidelines (law 10.639, January 2003) for the teaching of History and Afro Brazilian and African cultures, which are now timidly implemented in all Brazilian primary schools.
    • Abaixo Euclides e acima quem? Uma análise do ensino de Geometria nas teses e dissertações sobre o Movimento da Matemática Moderna no Brasil

      Maria Célia Leme da Silva; Aparecida Rodrigues Silva Duarte (Universidade Estadual de Ponta Grossa, 2006-06-01)
      The aim of this article is to discuss proposal related to the teaching of Geometry defended by the Modern Mathematics Movement (MMM) on the basis of an analysis of the theses and dissertations with these movement as a central theme. These analyses indicate that Geometry, in the elementary school, was neglected in these curriculum innovations, despite the fact that proposals for change had not been conceived in this way. The text raised questions related to the teaching of Geometry, which merit further investigation in order that the role of Geometry in the MMM be better understood. We believe that research based in the notion of school culture will bring answers to many of these questions, contributing significantly to a better understanding of the MMM.
    • Narrativas autobiográficas de professores: um caminho para a compreensão do processo de formação

      Esméria de Lourdes Saveli (Universidade Estadual de Ponta Grossa, 2006-06-01)
      This study locates in the field of the Historiography, especially the oral history that has been embracing research about history and memory, life history, biography and autobiography. It took memorial written by teachers, one of the requirements demanded to participate in the selection process to the course of Master's degree in Education of UEPG, as specific object of analysis. The research aims to understand the process of the formation of professional identity, starting from experiences narrated by teachers along theirs personal and professional path. The theoretical support for analysis of the content of the memorial, vein of studies developed by CIAMPA (1990), HALBWACHS (1968), HUBERMANN (1992), GOODSON (1992), HOLLY (1992), DUBAR (1995). In the analysis, it was looked for not to lose of view that the narrative from the memories restored and reflected the lived experience, obeying criteria demanded by the context. The analysis evidenced, among other points, that the process of constitution of the professional identity is intimately related with the forms for the which the individuals assume and they resist front the inherent functions to the social paper of being a teacher. It is still, that the memorial narrative has as reference the groups of the individual's conviviality and the subject's University. When writing the memorial the teacher is going relating contents gradually (what reminds) as well as the form (as they reminds), without losing of view to who narrates (the speaker). Is shows s that the memory is selective once it is returned so much outside (social) as inside (individual). The content of the memory doesn't surface in pure state in the narrator's language that reminds. It is selected in function of the cultural and ideological point of view of the group to who the text is destined.
    • Novas tecnologias, educação e contemporaneidade

      Emanuel do Rosário Santos Nonato (Universidade Estadual de Ponta Grossa, 2006-06-01)
      This paper addresses the problem of the Post Modernism and its consequences and inter-relations with the dynamics of Contemporary Education, mainly after the advent of the new Technologies of Information and Communication in the process of restructuring of Capitalism and the implementation of the Information mode of Production substituting the Industrial Mode of Production. It is a discussion about the place of Post Modernism in the Contemporary Society and the conceptual bases that define it, as they are confronted to the situation of Capitalism now a day. It is also a discussion about the implications of the new technologies of Information and Communication in the human cognitive processes.
    • A resistência como práxis dos movimentos ambientalistas e ecológicos

      Lairton Tres (Universidade Estadual de Ponta Grossa, 2006-06-01)
      Among the popular social movements existent stands out the environmentalist movement that presents in your groups slopes a little differentiated, but that, in common, they develop your fight in favor of the nature, including not only the ecology, but also, the human nature. In the incessant manifestation to guarantee the life quality to all be them alive they build your praxis in the daily effort in defense of the life. Some in way radical, other more peaceful, try to be mediators of a process of social transformation that seeks to form in a worthy way the citizens of the world. In this perspective they constitute the environmental rationality, as process political re-advisor of tendencies capable to constitute a new form of productive organization of the society, allowing your sustainability. The environmentalist movements in your resistance praxis carry the militancy as flag seeking to incorporate your beginnings in the social sciences against the norms of the positive model of the science and against the instrumental rationality that prevails in the relationships that stays in our society, that hurts the rights of the nature harming like this, besides all being alive, the own humanity. This work wants to bring a little of the history of the environmentalist movements, it rescues the paper of this type of social movement in agreement with your slopes. It also sends us the a reflection with relationship to the environmental rationality and the praxis of incorporate resistance for the environmentalists.
    • Editorial: Pensando a Práxis Educativa

      Luis Fernando Cerri (Universidade Estadual de Ponta Grossa, 2006-06-01)
    • Cultura popular, educação e lazer: uma abordagem sobre a capoeira e o samba

      Pedro Rodolpho Jungers Abib (Universidade Estadual de Ponta Grossa, 2006-06-01)
      This work is part of the research carried through in the doctorate in applied Social Sciences to the Education finished in 2004 in the UNICAMP. Search to establish relations between popular culture, education and leisure, being identified the capoeira and the samba, as two of the most significant manifestations of the popular culture, in that it refers to its possibilities to be inserted as contents in education processes not-deed of division, over all to those come back toward the favored layers less of the population. We analyze here some characteristics of the samba and the capoeira, over all in relation to the forms of transmission of knowing them deriving of the universe of the popular culture, where the memory, the ritualidade, the orality, the ancestry and the temporality if present as basic categories, leaving of the community concept, while an important reference for the understanding of the logic that guides the educative processes in these spaces.
    • “O professor de história como um narrador escolar” ou “os múltiplos usos da oralidade na (re)invenção das narrativas históricas escolares”

      André Victor Cavalcanti Seal da Cunha (Universidade Estadual de Ponta Grossa, 2006-12-01)
      This research we analyzed the analyzed the chosen methodological strategies in the school historical narrative appropriations by the history teachers’ pedagogical practices. The investigation field covered from the fifth to the eighth grade of primary school in the above mentioned sector. We have elected five (5) teachers as our subjects, all of the graduated in history. To collect the data we worked with interviews (at the beginning, during the classes observations and at the end) and class observations, both of them recorded in audio tapes and converted to protocols, which are our documental corpus. Concerning the methodological strategies adopted by the teachers, we have found out the multiple uses of orality as a privileged way for the appropriations. The historical knowledge oralization turned out to be a intrinsic element to the teaching profession culture, not being possible inexorably associate it with a innovative or conservative perspective itself. The richness and diversity of the phenomena made it possible to perceive the complexity that is peculiar to the history teaching practiced in the classroom.
    • A informática no processo de alfabetização escolar: um estudo de caso

      Sérgio Antonio da Silva Leite; Cynthia Bauab Fabricio D’Estefano (Universidade Estadual de Ponta Grossa, 2006-12-01)
      This paper presents a research whose objectives were to describe and to analyse the applications of information technology resources – literacy softwares – in a school literacy process. Through a case study, data were collected during pedagogical work sessions, both in the computer room and in the classroom, with a first grade literacy class. The data analysis produced nine Thematical Nucleus, suggesting that the activities of the softwares analysed are founded in a literacy traditional concept, inconsistent with the classroom pedagogical work. Such implications are discussed.
    • Caminar sobre los dos pies: didáctica, epistemología y práctica de la enseñanza

      Ana Zavala (Universidade Estadual de Ponta Grossa, 2006-12-01)
      The double epistemological roots of teaching practice are intended to be enlightened in this article. In order to focus on the epistemology of practice and on the epistemology of the subject knowledge (in this case, history) it is suggested ‘walking on both feet’. However, just adding of both epistemological sources is not the point here. What counts is the finding of the different ways teaching practice is made of subject knowledge, which is in turn ‘practical’ and ‘practised’ itself. Actually, this epistemological duality is to do with academic and practical research modes and understandings, both to be deeply and fruitfully renewed. In addition, according to the entirely practical background of this article, a very brief account of a real practical research on teaching history is offered as a testimony that it is possible, it works and it is worthy for teaching practice improvement.
    • Penitenciárias privatizadas: educação e ressocialização

      Joslene Eidam Zanin; Rita de Cássia da Silva Oliveira (Universidade Estadual de Ponta Grossa, 2006-12-01)
      The failure of the prison system has been aimed as one of the largest problems of the Brazilian repressive model. The convicts are correspondents to the jail with the purpose of rehabilitating them to the social conviviality, however, when coming back to the society, that individual will be more indifferent, unprepared, unsettled, and many times more uninhibited for the practice of another crimes. That glance reveals the presentation of a chess, of a public chain, or even of a state penitentiary. The purpose of the present work, though, it is to present another glance, based on researches accomplished in the state penitentiary of maximum safety of the city of Ponta Grossa, in the State of Paraná. It is a partnership between the public and private sector, denominated Double Responsibility or Coadministration being the administration of the prison and the education under the state government's responsibility and the installment of services that it includes internal safety, social attendance, doctor and psychological among other, to position of a private company.
    • Editorial: Diversas faces da Práxis

      Luis Fernando Cerri (Universidade Estadual de Ponta Grossa, 2006-12-01)
    • Book Review: SOWELL, Thomas. Ação afirmativa pelo mundo: um estudo empírico. Rio de Janeiro: UniverCidade, 2005.

      Maria das Graças Viana Bragança; Zélia Maria Freire de Oliveira (Universidade Estadual de Ponta Grossa, 2006-12-01)