scholarly journals “INGLÊS NA ESCOLA PÚBLICA É COMPLICADO”: ENTENDENDO NOSSAS CRENÇAS / “English classes in a public school is complicated”: understanding students’ beliefs

2021 ◽  
pp. 205-226
Author(s):  
Emanuelle Fonseca Souza
Keyword(s):  
Public School ◽  
Rio De Janeiro ◽  
Practitioner Research ◽  
English Classes

Resumo: Este trabalho é um recorte da minha pesquisa de mestrado e tem como objetivo principal gerar entendimentos sobre como alguns de meus alunos de uma escola estadual do Rio de Janeiro constroem discursivamente as suas crenças (BARCELOS, 2004; 2005; 2006) a respeito das aulas de inglês na escola. Para guiar esse estudo, baseio-me nos princípios da Prática Exploratória (MORAES BEZERRA, 2007; MILLER et al., 2008; ALLWRIGHT; HANKS, 2009), por buscar entendimentos sobre as crenças que influenciam o processo de ensino-aprendizagem. Além disso, busco entender as identidades que são coconstruídas (MOITA LOPES, 2002) e que emergem na interação de nossas ‘conversas exploratórias’ (MILLER, 2001; MORAES BEZERRA, 2007; NUNES, MORAES BEZERRA, 2013). Como configuração de pesquisa, fundamento-me nos pressupostos da pesquisa qualitativa, numa perspectiva ético-metodológica da Prática Exploratória, a partir do conceito de pesquisa do praticante [practitioner research] (HANKS, 2017) que se apresenta como uma grande área de pesquisa comprometida em investigar a prática dos que trabalham em contextos em que o conhecimento é construído. Durante as conversas, meus ex-alunos expõem suas crenças e emoções experienciadas no processo de ensino-aprendizagem de língua inglesa enquanto alunos. Assim, me auxiliando a construir meus entendimentos como sua professora e uma docente em formação continuada. Compreendo esse movimento como uma tentativa de ampliar os entendimentos não somente ao que se refere ao processo de ensino-aprendizagem, mas principalmente, gerar entendimentos ao que se refere às relações humanas. 

scholarly journals CONVERSAS ENTRE A UNIVERSIDADE E A ESCOLA PÚBLICA: ENCONTRO COM EGRESSOS, MESTRANDOS E PROFESSORES DO PROFLETRAS FFP/UERJ / Talks between the University and the public school: meeting with PROFLETRAS FFP/UERJ’s graduates, master’s students and teachers

2019 ◽  
Author(s):  
Andréa Rodrigues ◽  
Marcia Lisbôa Costa de Oliveira
Keyword(s):  
Public School ◽  
Rio De Janeiro ◽  
Master's Students ◽  
The Public ◽  
The University

Resenha sobre o II Encontro de Egressos do PROFLETRAS FFP/UERJ e o I Simpósio do PROFLETRAS FFP/UERJ, que aconteceram paralelamente em 25 de junho de 2019 na Faculdade de Formação de Professores da Universidade do Estado do Rio de Janeiro.

scholarly journals O "aluno da escola pública": o que dizem as professoras

2019 ◽  
Vol 87 (217) ◽  
Author(s):  
Alda Mazzotti
Keyword(s):  
Elementary School ◽  
Public School ◽  
Elementary School Teachers ◽  
Rio De Janeiro ◽  
Social Representations ◽  
School Failure ◽  
Structural Approach ◽  
School Teachers ◽  
Public Elementary School ◽  
The Public

Apresenta resultados de uma pesquisa que investigou as representações de “aluno da escola pública” construídas por professores da rede pública de ensino fundamental do Rio de Janeiro. Utilizando a abordagem estrutural de Abric, concluiu-se que o núcleo da representação é constituído pelos elementos pobre e aprende a “se virar” sozinho. Cotejando-se estes resultados com os obtidos nas etapas anteriores da pesquisa, observa-se que, para os professores, o aluno tem que aprender a “se virar” sozinho porque é pobre e a pobreza implicaria desagregação familiar e luta pela sobrevivência, impedindo os pais de oferecerem aos filhos a atenção de que necessitam. Dadas todas estas características, esse aluno representaria um desafio para os professores, desafio este que eles se sentem impotentes para enfrentar. Palavras-chave: representações sociais; aluno da escola pública; família e escola; fracasso escolar. Abstract The article presents a research that investigated the representations of the “public school student” constructed by public elementary school teachers of Rio de Janeiro. Using the structural approach proposed by Abric, one concluded that the nucleus of the representation is constituted by the elements poor and learns to make it on his own. Comparing these results with those obtained in the previous steps of the research, it can be observed that, to the teachers, the student has to learn to make it on his own because he is poor and poverty would imply family desegregation and struggle for survival, preventing the parents from providing their children with the attention they need. Given all those characteristics, this student would represent a challenge to the teachers, but this is a challenge they feel they are impotent to cope with. Keywords: social representations; public school student; family and school; school failure.

Foxfire Grows Up

1989 ◽  
Vol 59 (1) ◽  
pp. 24-50 ◽  
Author(s):  
Eliot Wigginton
Keyword(s):  
High School ◽  
Public School ◽  
Oral History ◽  
Experiential Education ◽  
Philosophy Of Education ◽  
Current Work ◽  
Educational Practices ◽  
Financial Success ◽  
English Classes ◽  
Teacher Centered

For more than twenty years, students at Rabun Gap High School, a conservative, traditionally organized public school in Appalachian Georgia, have published Foxfire books and magazines. Conceived by students in Eliot Wigginton's English classes, the project's publication of oral history grew into what was called cultural journalism. The national recognition and financial success of the Foxfire books and magazines led to the adoption of the approach by teachers throughout the country. However, many who attempted such projects did not recognize that Foxfire is not really a magazine, but a philosophy of education firmly grounded in principles of democratic, experiential education. Using the magazine as a device without the principles upon which Foxfire had been based often resulted in methods as traditional and teacher centered as those they were meant to replace. Recognizing this, Wigginton and the Foxfire staff began to carefully define the ingredients that led to the success of the Foxfire approach in Rabun County, and to look for ways to assist other teachers in adopting the philosophy and the approach in their classrooms. In this article, Wigginton describes Foxfire's core educational practices and the major aspects of the Foxfire staffs current work with teachers.

scholarly journals “Quem vai orar?!”: Os discursos religiosos entre adultos e crianças em uma escola pública de educação infantil

Horizontes ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 81
Author(s):  
Jordanna Castelo Branco
Keyword(s):  
Early Childhood ◽  
Public School ◽  
Early Childhood Education ◽  
Rio De Janeiro ◽  
Metropolitan Region ◽  
Structured Interviews ◽  
Public Network ◽  
Childhood Education ◽  
Qualitative Survey ◽  
Adults And Children

ResumoO presente trabalho tem como objetivo analisar os discursos religiosos que circulam entre adultos e crianças em uma escola de Educação Infantil da rede pública municipal da região metropolitana do Rio de Janeiro. Foi realizada uma pesquisa qualitativa, de inspiração etnográfica numa escola da rede pública municipal que contou com observação direta e entrevistas semi estruturadas com os professores e a direção da escola. O estudo apontou que a presença dos discursos religiosos presentes na escola Educação Infantil da rede pública municipal campo da pesquisa eram naturalizados por adultos e crianças, sendo excludentes e discriminatórios. Palavras-chave: Escola pública, Educação Infantil, discurso religioso.“Who is going to pray?”: Religious discourses among adults and children in an Early Childhood public schoolAbstractThis study aims to analyze the religious discourses that circulate among adults and children in a school of Early Childhood Education of the municipal public network of the metropolitan region of Rio de Janeiro. A qualitative survey was conducted of ethnographic inspiration in a municipal public school attended by direct observation and semi structured interviews with teachers and the direction. The study found that the presence of religious discourses present in kindergarten school municipal public field of research were naturalized by adults and children.Keywords: Public school, Childhood, Religion discourse.

scholarly journals Representações de professores sobre cotidiano escolar

2019 ◽  
Vol 87 (216) ◽  
Author(s):  
Lúcia Maurício
Keyword(s):  
Public School ◽  
Work Environment ◽  
School Environment ◽  
Rio De Janeiro ◽  
Point Of View ◽  
School Development ◽  
Power Transfer ◽  
School Practices ◽  
Teachers And Students ◽  
As If

Procura compreender a resistência dos professores a um processo de mudança. A pesquisa, realizada em escola estadual de ensino fundamental num município de periferia do Rio de Janeiro, desenvolveu-se em período em que a escola passou por uma série de transformações. A análise da representação dos professores a respeito do próprio professor, do aluno, de seu comportamento, de reuniões, de diretor e de escola e de educação possibilitou desmembrar em dois grupos a categoria de Nildecoff “professor-professor” e construir perfil das categorias professores “outros” e “próprios”: os outros atribuem a outros a responsabilidade pelo processo educacional; os próprios se reconhecem como agentes do processo educacional. Dos 48 entrevistados, 30 ficaram na categoria outros e 18, na categoria próprios. Palavras-chave: prática escolar; democratização da escola; resistência à mudança; delegação de poder. Abstract This study intended to investigate the resistance of teachers to changes in their work environment. The research, developed in a primary public school, in a suburb of Rio de Janeiro, took place in a moment in which a democratic project introduced many changes in the school environment. The ethnographic observations and the analyses of 48 interviews by Bardin’s point of view allowed separate in two Nilkdecoff’s category “teacher-teacher”. The analyses of the teachers’ representations about the principal, the school, themselves, pupils, their behavior, meetings and education made possible to build the profile of the categories ‘others’ and ‘selves’: the first ones don’t feel as if they were responsible for school determinations; the ‘selves’ recognize that teachers and students may determine the orientations of the school development. Among 48 interviewers, 30 were categorized as others while 18, as selves. Keywords: school practices; school democratization; resistance to changes; power transfer.

scholarly journals A Voluntary Delivery Point in Reverse Supply Chain for Waste Cooking Oil: An Action Plan for Participation of a Public-School in the State of Rio De Janeiro, Brazil

Recycling ◽  
2018 ◽  
Vol 3 (4) ◽  
pp. 48 ◽  
Author(s):  
Luana dos Santos Ferreira ◽  
Aldara da Silva César ◽  
Marco Conejero ◽  
Ricardo César da Silva Guabiroba
Keyword(s):  
Supply Chain ◽  
Public School ◽  
Rio De Janeiro ◽  
Action Plan ◽  
Waste Cooking Oil ◽  
The State ◽  
Environmental Benefits ◽  
Biodiesel Production ◽  
Reverse Supply Chain ◽  
Cooking Oil

Improper disposal of waste cooking oil into sewer systems is harmful to the environment. Through the selective collection, this highly polluting residue can be handled in a less harmful way. The present study presents an action plan for a public school in the Region of Médio Paraíba Fluminense of the state of Rio de Janeiro, Brazil to serve as a voluntary delivery point in a reverse logistics chain for waste cooking oil. A case study method with semi-structured interviews was carried out with agents who are part of the chain, including the government, commercial residue generators, collectors, the biodiesel production industry, the community, and teachers and students of the public school. Even though the reverse supply chain for waste cooking oil in the region lacks structure, this study showed that the actors were interested in correctly disposing of waste cooking oil through partnerships and agreements. In addition to the environmental benefits, environmental education actions in public schools, such as the one in this study, can help raise student awareness of issues relative to citizenship and social responsibility and promote employment and income opportunities for recyclable material collector cooperatives and industries that use waste cooking oil as raw material.

scholarly journals As relações de poder entre o coordenador pedagógico e o diretor da escola: algumas considerações

2017 ◽  
pp. 83
Author(s):  
Jane Cordeiro de Oliveira
Keyword(s):  
Public School ◽  
Data Collection ◽  
Rio De Janeiro ◽  
Power Relations ◽  
Structured Interview ◽  
Vertical Relations ◽  
Data Collection Instrument ◽  
Implicit Power ◽  
Janeiro City ◽  
The Coordinator

Este trabalho é parte de duas pesquisas qualitativas realizadas em 2009 e 2015, tendo como instrumento a entrevista semiestruturada com 12 coordenadores pedagógicos em 2009 e 18 coordenadores em 2015, atuantes em escolas públicas municipais da Cidade do Rio de Janeiro. O artigo discute os conflitos existentes nas relações de poder entre coordenador, professores e o diretor. As questões levantadas foram: Como o coordenador lida com os diretores e professores? Como as relações de poder interferem no seu trabalho? Os referenciais principais foram: Weber (2009), Barroso (2009), Polon (2009) e Souza (2006; 2012). As relações verticais presentes no cotidiano escolar revelam o poder implícito em categorias como: mediação, afetividade, autonomia e parceria são decorrentes da posição intermediária que o coordenador ocupa na hierarquia da gestão escolar.Palavras-chave: Coordenador Pedagógico. Relações de poder. Mediação.The power relations between the pedagogical coordinator and the director: some considerationsABSTRACTThis paper is part of two qualitative researches conducted in 2009 and 2015, in Rio de Janeiro city. Our questions: How does the pedagogical coordinator deal with the directors and teachers? How do the power relations influence his or her work? We used the semi-structured interview as data collection instrument with 12 pedagogical coordinators in 2009 and with 18 coordinators in 2015. The paper discusses the existing conflicts in the power relations between the coordinator and the diretor in two different moments of municipal public school policies. The most important references that dialogue with this paper are: Weber (2009), Barroso (2009), Polon (2009) and Souza (2006; 2012). The data revealed that the vertical relations present in school routine show implicit power disputes in the categories raised by the interviewees, such as “affectivity”, “autonomy” and “partnership”, resulting from the mediator position of the pedagogical coordinator in the hierarchy of school administration.Keywords: Pedagogical Coordinator. Power relations. Mediation.Las relaciones de poder entre el coordinador pedagógico y el director de la escuela: algunas consideracionesRESUMENEste artículo es parte de dos investigaciones cualitativas conducidas em 2009 y 2015, en la ciudad de Rio de Janeiro. Nuestras cuestiones: ¿Cómo el coordinador trata con los directores y con los profesores? ¿Cómo las relaciones de poder interfi eren en su trabajo? Utilizamos la entrevista semiestructurada como instrumento de colecta de datos, realizada con 12 coordinadores pedagógicos en 2009 y con 18 coordinadores en 2015. El artículo discute los confl ictos existentes en las relaciones de poder entre el coordinador y el director en dos momentos diferentes de las políticas vigentes en las escuelas públicas municipales. Los referenciales principales que dialogan con este estudio son: Weber (2009), Barroso (2009), Polon (2009) y Souza (2006; 2012). Los datos revelaron que las relaciones verticales presentes en el cotidiano escolar revelan disputas de poder implícitas en las categorías levantadas por los entrevistados como: “afectividad”, “autonomía” y “colaboración”, resultantes de la posición mediadora del coordinador pedagógico en la jerarquía de la gestión escolar.Palabras-clave: Coordinador Pedagógico. Relaciones de poder. Mediación.

scholarly journals Can philosophy be incorporated in Caxias? and the voices of children from the periphery

2019 ◽  
Vol 10 (23) ◽  
pp. 19-37 ◽  
Author(s):  
Vanise Cássia Araújo Dutra Gomes
Keyword(s):  
Public School ◽  
Rio De Janeiro ◽  
State University ◽  
Master's Program ◽  
The Public ◽  
Philosophical Project ◽  
The University

This text reflects on questions arising from the displacements associated with a philosophical project entitled Can philosophy be incorporated in Caxias? The public school bets on thinking, which is carried out with children from a public school located on a periphery in Brazil. This is a university extension project implemented by State University of Rio de Janeiro [UERJ in its Portuguese acronym]. It is coordinated by the Philosophy and Children Studies Group from the master’s program in Education at UERJ and it is developed in Municipal School Joaquim da Silva Peçanha in the municipality of Duque de Caxias in Rio de Janeiro; my workplace. We will try to make a brief foray into living this enigmatic exercise in a territory where the intention is to think about philosophy outside the university walls; a peripheral place where philosophy seems to have always been missing. However, when present, it affirms students’ and teachers’ strong, unique, and different voices as well as their thoughts on children in a Brazilian public school.

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