http://memoria.ifrn.edu.br/handle/1044/106 2026-09-10T05:05:52Z 2026-09-10T05:05:52Z http://memoria.ifrn.edu.br/handle/1044/3309 2026-09-04T21:00:42Z 2018-03-28T00:00:00Z

Práticas pedagógicas no ensino médio integrado do Centro Estadual de Educação Profissional Senador Jessé Pinto Freire (CENEP): aproximações e distanciamentos de uma formação humana integra This research, carried during the course of this Master’s Degree at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), aims at studying the pedagogical practices at Centro Estadual de Educação Profissional Senador Jessé Pinto Freire (CENEP). It approaches the integral human formation and its objectives and analyses are the pedagogical practices at the vocational professional high school education at (EMI) CENEP. It considers the perspective of integral human formation from the expression of the involved subjects and institutional documents about the pedagogical practices developed by the institution. The discussion is supported on authors such as Gramsci (1981), Frigotto (1985), Saviani (1989), Pistrak (2000), Demo (2000), Marx (2001), Engels (2001), Fazenda (2001), Ciavatta (2005), Manacorda (2007), Ramos (2007), Moura (2013), Araujo (2014). The research used the qualitative method, triangulation methodology and nuances of dialectical historical materialism approach. The final considerations shows: the EMI at CENEP is placed on a status of oscillation between ideas concerning concepts and pedagogical practices. They focus, primarily, on the integral human formation. Then they focus on the formation based on the work market to meet their demands. It is a classic scenery of transition where the school and their actors share typical dilemmas of a capitalist society. Thus, the pedagogical practices so far developed at CENEP can be considered as the initial path of convergence between education and integral human formation.

2018-03-28T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3308 2026-09-04T20:00:44Z 2026-02-12T00:00:00Z

Tecnologos: a formação humana integral e os currículos da educação profissional de nível superior no Brasil e na França = Technologos: formation humaine intégrale et les curricula d’éducation professionelle supérieure au Brésil et en France S’agissant de l’Enseignement Professionnel (EP) post-baccalauréat, est-il possible d’affirmer que la formation d’un esprit critique et réflexif, favorisée par une formation humaine intégrale, fait partie des curricula des Cursos Superiores de Tecnologia (CST) au Brésil et du Brevet de Technicien Supérieur (BTS) en France? C’est la question de départ à laquelle nous allons réfléchir dans cette recherche, qui porte sur la formation offerte dans les cours de la filière industrielle de l’EP supérieure au Brésil et en France, analysée du point de vue de leurs curricula formels et réels. Nous cherchons à développer cette analyse à travers le prisme de références qui abordent le matérialisme dialectique historique (Marx et Engels, 2007), renforcées par celles qui éclairent le domaine de l'EP (Kuenzer, 1989 ; Tanguy, 1997). Dans le cadre du thème de la Formation Humaine Intégrale (FHI) dans l'EP, nous avons concentré notre attention sur les curricula susmentionnés, en menant une recherche documentaire exploratoire combinée à une recherche de terrain développée par des entretiens semi-directifs menés dans deux lycées professionnels français et, au Brésil, dans trois Instituts fédéraux d'Éducation, Science et Technologie situés dans la région Nord-Est, dans le but d'analyser si les curricula de l'EP supérieur public axés sur le domaine du bâtiment envisagent la FHI. Adoptant une approche qualitative, nous avons procédé à l'étude des données collectées en utilisant l'Analyse Textuelle Discursive – ATD – (Moraes; Galiazzi, 2006) comme outil méthodologique, dans le but de défendre la thèse selon laquelle, en ce qui concerne l’EP post-bac public dans la filière industrielle au Brésil et en France, là où l'on discutait davantage sur la FHI, plus les contradictions entre le curriculum formel et le réel étaient grandes et là où cette discussion progresse moins, plus le consensus concernant la place de la classe ouvrière dans la société est fort. À la fin du processus d'analyse, nous avons identifié des catégories convergentes et divergentes dans les deux pays. Parmi les convergentes figurent l'illettrisme, la ségrégation scolaire et l’éducation instrumentale, et, concernant les divergentes, alors que le consensus prédomine dans le contexte français, la contradiction est plus présente dans le brésilien, où la FHI occupe un rôle central dans les documents et un rôle marginal dans le curriculum réel. Ceci confirme notre thèse et répond à notre question initiale, nous amenant à la conclusion que, dans les deux pays, l’approche critique et réflexive, même si elle est partiellement présente dans le curriculum formel de l’EP, dans le réel, elle reste absente.

2026-02-12T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3306 2026-09-03T15:31:25Z 2022-12-22T00:00:00Z

Avaliação, decolonialidade e práticas docentes This research arises from the light of a problematic that came from a personal uneasiness, from an affliction that frightens everyone who profoundly dedicates themselves for an educational profession. This questioning arose when we referred to this or that specific to the teaching profession. As far as our case is concerned, it is the teacher's evaluative practices that concerns us, more precisely in the following question: which exams should be applied with what kind of teaching methods and techniques that are not "colonial"?. It is the exams who disturb us; the definition of what practices to use in schools, also the teacher’s modus operandi in the classroom. All these questions are extremely important and necessary for teaching work, so these concerns and all others that appear in the school routine is due to the teacher. What bothers us is that, either we notice it or not, every teacher who crosses the classroom’s door poses this question: What decolonial expressions in teaching practices of the teachers, despite the colonial context imposed in brazilian’s public high schools in our day? Thus, we understand it as traditional issue, because it goes in the direction of the fundamentals that we believe to be. The study is characterized as a qualitative and documental research, with theoretical bibliographic research headed to the field of post-critical theories, where the main question is present in the title, we investigate the teaching profession in relation to the study of decoloniality and its disciplinary unfolding in evaluative practices, that is, in the classroom. These aspects are not opposed, they are, on the contrary, interconnected. To achieve this general objective, we divided our writing into four sections, all of which were dissertative and divided into subsections, where we sequentially discussed based on the following stages of investigation: bibliographic review, documental study and conducting interviews. As a theoretical foundation, we problematize Aníbal Quijano (2007, 2012), Catherine Walsh (2013), Cipriano Luckesi (2005), José Carlos Libâneo (1994), Nelson Maldonado-Torres (2012) and Walter Mignolo (2008), among other authors and national curriculum parameters that contributed to this research. If decoloniality exists, or something possible, there are a lot of possibilities of making the teacher's work more aware, looking forward to a more benevolent and dynamic world. With a deep analysis of the documents that govern Brazilian education, especially regarding the evaluative practice of teachers, such as a study of didactic mechanisms, in addition to the observation in loco that allows a better conclusion after the bibliographic research, this research is based on semi-structured interviews, that is, in the application of questionnaires made with teachers from two schools in the city of Mossoró-RN, one in the urban area and the other in the rural area. Thus, the interpretative, investigative, and discursive analysis ways were fundamental to show a plausible explanation of the teacher's evaluative practices in their formative language environment. Coloniality can be surpassed by the understanding that the human being, as himself, can have a transformative and intimate language. We, basic education teachers, have an ethical responsibility with the reinterpretation of our evaluative actions. In this sense, we can build a more critical-reflective and decolonial education in our professional practice, as mediators of information and schooling. It is advised to open our eyes to new ponderations about the concretization of decoloniality, as well as about the integral developing of the teacher for a more humanized evaluative practices in basic education, in a way that the professional practice follows the decolonialization that shows itself in contemporary research and educative actions from a colonized country.

2022-12-22T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3304 2026-09-02T16:30:41Z 2021-12-21T00:00:00Z

Formação docente do pedagogo(a) para o ensino de matemática: um olhar histórico para o curso de pedagogia da FE/UERN This paper discusses the importance of the pedagogue‟s teaching education who teaches in the early years, specifically to the teaching of mathematics. In this matter, our research problem is: How the Pedagogy course at FE/UERN has historically trained teachers to teach mathematics in the early years? To answer this question, we have as our general objective to analyze historically the process of the teacher‟s education to act on the teaching of mathematics on the early years through the Pedagogy course of the FE/UERN, since its creation in 1966, and we propose as specific objective: (a) to elaborate a historical contextualization about the teacher education of pedagogues in Brazil; (b) to verify the curricular conceptions, and their maintenances and alterations, that have occurred throughout the years in the Pedagogy course of FE/UERN regarding the formation for the teaching of mathematics; and (c) to elaborate a historical narrative on the subject object of study. For this, we trace discussions about teacher education, enabling historical comprehensions of Brazil and its (inter) relations with the Pedagogy course of FE/UERN and the relations present in the curriculum in the formation of this professional and the teaching of mathematics. This research is a qualitative type, and from the Oral History methodology we will work from bibliographic and documental references and, notably, from the production of the collaborators' narratives that cooperated in the production of information essential to our study, understanding that the Pedagogy course at FE/UERN has undergone some curricular changes to teaching, and the teaching of mathematics can be considered challenging, and that requires the educators the need for continued education.

2021-12-21T00:00:00Z