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Linguagem e infância : relações com o letramento
(Universidade Federal de Mato Grosso, 2012-03-16) Scalzitti, Carla Melissa Klock; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Albuquerque, Eliana Borges Correia de; 573.072.534-53; http://lattes.cnpq.br/0377713500986284
This work was developed in the Post-Graduate Program in Education of the Federal University of Mato Grosso, campus Rondonópolis, within the Research Group ALFALE. The overall objective was to analyze the "literacy events" (HEAT, 1982) and "literacy practices" (STREET, 1982) present in the activities in a class of kindergarten children of 5 years. The study takes into account the fact that fundamental education of nine years, approved on February 6th, 2006, by Law no. 11,274, brought to the fore the issue of alphabetization / literacy of children in kindergarten, a fact that raises many questions among teachers. In order to provide some answers, this research seeks to establish links between oral language, childhood and the awakening to a written culture. The universe of this research includes the study of relationships between oral language child and written culture. Note that children, from the experience of the dialogue of everyday conversation, give rise to a more elaborate kind of discourse, even if oral, a fact that makes the transition between the "primary genres" and "secondary genres" of discourse, as Bakhtinian perspective. So I tried to make the relationship between childhood, orality and literacy activities proposed in a kindergarten class that was observed in two loci, both in Rondonopolis: a) a public institution of education, specifically, a Municipal School Unit of Child Education 'Mateus Vinícius Braz' with a teacher from kindergarten Cycle II, b) Toy room Soraiha Miranda de Lima. Participating in research, by school 23 children, the classroom teacher and creator of the nursery and by Toy room coordinator, the extension girls of the courses in psychology and pedagogy and pedagogical advisor. Activities were recorded, observed in the two loci in order to verify if and how literacy events and practices contribute to children 5 years to know better, to demonstrate what they know about the written culture of the writing center society which participate. The research is guided by studies of Vygotsky (1993, 1995, 1996) and Bakhtin (1992, 2003) as the mainstays, and studies and research on language, writing culture, and playing in the kindergarten, of which we highlight Chartier (1996), Smolka (2002, 2003), Smith (2003), Brito (2007), Corsino (2002, 2003), Jobim e Souza (2000, 2009), Kishimoto (1998, 1999, 2002), Salgado (2005) Cardoso (2000, 2003, 2006), Amâncio (2007), Albuquerque (2010). The work focuses on the qualitative research approach with character participant. The results show the importance of the mediating role of the adult / teacher in interactions that make use of written language and oral language occur reflexively and copyright. It is possible to conclude that the school is another, and not the most important or unique environment in which the child has a written culture, but the one who should have as 12 main objective to provide situations in which the written culture is reflected and thus help the child become an active being of their and to their historical and social culture.
Formação do professor-gestor para o exercício da gestão escolar
(Universidade Federal de Mato Grosso, 2012-03-20) Stoffel, Tânia Maria; Rodrigues, Sílvia de Fátima Pilegi; 593.733.931-20; http://lattes.cnpq.br/4246647189370104; Rodrigues, Sílvia de Fátima Pilegi; 593.733.931-20; http://lattes.cnpq.br/4246647189370104; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Osório, Alda Maria do Nascimento; 412.867.150-91; http://lattes.cnpq.br/0312407557237521
This research, linked to the Post-Graduation Program in Education, in the Rondonopolis University Campus, Mato Grosso Federal University (PPGEdu/CUR/UFMT), Teachers Education and Educational Public Policies line, discusses the educational process a teacher goes through when s/he is in charge of the school management in the elementary level in the State of Mato Grosso public school system. The goal is to understand how the educational process of such professional takes place when s/he is at work in order to contribute to a reflection regarding the way this process has offered him/her opportunities to develop activities related to his/her position. In order to so do, it is tried to identify the main demands and challenges when it comes to school management as well as the means used by the teacher-manager when facing it; to examine the training activities offered by the public departments in charge of them and to investigate the contributions of stage 1 and continuing formation for the materialization of activities related to the position. The methodology used was a qualitative one combined with the dialectical-historical materialism approach and the use of the content analysis method recommended by L. Bardin. It makes use of research procedures such as interview, questionnaire and document analysis. The first two are applied to ten educators that were performing their first term at school (biennium 2010/2011) in regular schools in the state school network in the municipality of Rondonopolis, State of Mato Grosso, that offered, simultaneously, elementary education and high school. The third procedure (document analysis) is carried out by using the material provided by the Mato Grosso State Education Board (SEDUC-MT) at hand during the educators’ training activities, especially those involved with the management of elementary education institutions in the location previously mentioned. The categories of analysis are the educational processes carried out by the education social actors about to perform the school management, mostly the teachers-managers and the people in charge at the public agencies to offer training hours in the State - SEDUC-MT, pedagogical supporting offices in the municipalities (ASPM) and the Educational and Professional Development Center in Elementary School (CEFAPRO). The results indicate that the main challenges identified by the interviewees are the large amount of bureaucratic activities, conflicting relationships with the teachers and school supporting staff, indiscipline among students, problems with the data processing system, drop-outs and drugs, which contribute to the definition of long working shifts they are to follow. Through this research it is clear that little material is delivered during the training activities carried out by the agencies here analyzed and, in general, such material refers to educational laws or guidelines. It is also clear that the teacher-manager’s continuing education is offered in a straightforward and emergency-like way to satisfy the legal expectations, instead of following a policy that covers the professional education of every educator. This way, it is surely necessary that the public agencies offer effective education to the teachers-managers, that theory and practice may happen by means of the very use of diversified methodologies that include research about/in the educational context involving different subjects that are in action, observation of successful experiences through technical visits to the schools, workshops, case simulations, videos, among others.
Constituição de identidade docente em memoriais de licenciandos do curso de Ciências Naturais e Matemática a distância da UAB – MT
(Universidade Federal de Mato Grosso, 2012-03-21) Santana, Verondina Ferreira; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Alonso, Kátia Morosov; 654.466.741-20; http://lattes.cnpq.br/3326858103129656; Peixoto, Joana; 252.613.471-49; http://lattes.cnpq.br/5636200472384576
This paper results from research developed at the Masters Course in Education of the University Campus Rondonópolis ─ UFMT and aims to investigate reflective registers in memorial of the undergraduates in training, which narrate about their perceptions of how is the process of building its identity over the teachers training to become a teacher in distance education course. For this proposal, the research took as its subject three licenciandas Course of Natural Science and Mathematics in Distance Education mode, the Open University of Brazil, in its pole located in the municipality of Pedra Preta - MT. The memorials fall within the field of autobiography and consists of important tools to analyze trajectories of training and reflective processes of the constitution of the future teacher professional identity, since it contains the "narrative self" of the guys who build them. The research questions are found in the students of Bachelor of Natural Sciences and Mathematics in distance education realize how is the construction of their identity through teacher training? How to describe this process and what are the contents that they consider significant for your training? What to tell about the process of constitution of identity in teaching distance learning courses in training memorials? The present study intends to contribute in the investigation into the construction of teacher identity in distance education courses with a focus on bringing information about UAB undergraduates in training path. Memorials analyzed, although consisting of a narrative of undergraduates in a year and a half allowed to observe the ongoing construction and re-constructions of the students in their educational process, their expectations and projections for the future profession and also check the perceptions and records that present on the constitution of identity in teaching courses in the distance.
Licenciandos em formação : os memoriais como registro do movimento de constituição da identidade profissional
(Universidade Federal de Mato Grosso, 2012-03-23) Militz, Noeli; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; 138.091.800-68; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Andre, Marli Eliza Dalmazo Afonso de; 047.108.948-68; http://lattes.cnpq.br/3046653923068225
This study aimed to investigate the memorials of training adopted with undergraduates and their possible contributions to encourage, empower and mobilize reflections on the history of formation and formation processes of teacher professional identity, based on the narratives of individuals - those who go through the process from forming. Memorials training were adopted throughout the Pedagogy of UFMT Campus Rondonopolis, from the first semester of 2009, being aided by a written script that urged future teachers to write about their experiences, experiences and learning, each phase of training, taking into account the life history and curriculum of the course. The survey pointed up specific objectives, study and understand the "self-written", the subjects in training, trying to analyze the possibilities for training memorials constitute instruments in revealing this process, examine the possibility of memorials propitiate undergraduates to understand and realize the feelings, sensations and learning experienced in the path of becoming teachers, as interconnected and constitutive of the construction of teacher identity. The purpose of this research has its origin in the approved project in the Centre of Education, in partnership and inter-institutional between UFMT and PUC-SP, which has as highlight the adoption of memorials, there are instigators issues that mobilize the research, namely: What reflections memorials training in the lead when undergraduates instigate writing about yourself? What memorials record the students in training on the contributions of the School of Education for its teacher training? The memorial adopted six months of training in research instruments consisted of propellants undergraduates reflections on their training in the School of Education, as well as to perceptions about the process of identity formation experienced in teaching? To answer the questions, we sought to support the qualitative approach, the method and the autobiographical story of life, which guided the methodological procedures requiring an initial screening, among 46 students in the class, and their four undergraduates memorials training, collected during two years and a half of training. Data collection took place biannually in the years 2009, 2010 and 2011, totaling five narratives of each subject in a longitudinal study, adding up, then a volume of 20 memorials training analysis. The criterion for the selection of four undergraduates was due to the punctuality, interest and availability to participate in the research, thus enabling to share their trajectories, advances and retreats with the researcher and also the feasibility of making it possible to analyze the data present in memorials. The data showed that only undergraduates they conducted the process of remembering, bringing to light reflecting and writing about advances and setbacks, difficulties, aspirations, interests and investments to "become teachers" from the memorials of training, and that caused instigated at the "written on them," stories of life and curriculum of the course. This procedure made it possible to perceive the movement and the process of setting up their teaching identity.
A escola como espaço de formação pedagógica permanente do professor
(Universidade Federal de Mato Grosso, 2012-03-26) Figueiredo, Aureny Gomes Coelho; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Oliveira, Ozerina Victor de; 406.219.521-68; http://lattes.cnpq.br/1863707315885015; Passos, Laurizete Ferragut; 869.775.208-68; http://lattes.cnpq.br/1852839499967790
This paper is the result of some research related to the Post-graduation Master’s Program in Education at the Human and Social Sciences Institute (ICHS), linked to the Mato Grosso Federal University (UFMT), Rondonopolis University Campus (CUR). The question that guided such study was the following one: Has the continuing education offered in the school contributed to the improvement of the teacher’s pedagogical practice? To investigate whether the Secretariat policy encouraged the school to offer a training course in its Political Pedagogical Project. Besides that, to examine which analysis the teachers make of such training carried out in their school was the main goal of this study. Reaching such answer was the main goal of this investigation. While carrying out the research, the instruments for data collection were questionnaires, semi-structured interviews with teachers, pedagogical coordinator and director; documental analysis and observation of the continuing education offered in the school. The investigation followed two phases, and, at first, 63 teachers of 21 municipal schools were the research subjects; at a later stage, a school was selected to be the locus of the research, and seven teachers became the subjects of the investigation. It is needed to say that four of them were actual teachers in the classroom, two were in the pedagogical coordination and one in the school board. The investigation was based on theoretical backgrounds provided by qualitative research, following thoughts and ideas by Minayo (2010), Lüdke and André (2007), André (2005 and 2009), Ghedin and Franco (2008), among others. Studies by Freire (2004 and 1991), Carvalho (2005, 2006 and 2010),Franco (2008), Freitas (2004), Canário (2006), Imbérnon (2009), Nóvoa (1999 and 2009) and others were taken into account as well, for the body of conceptual discussions and reflections and the comprehensive analysis of the data collected during the research. The results of the research revealed that the teachers consider their own education the cornerstone in the improvement of their practice. However, it was also clear that the teacher’s education developed in the school needs to be reconsidered and questioned regarding what is somewhat notorious, as policy, and what the school has actually been able to accomplish when it comes to the continuing education for the teachers.
Quem forma o professor para a escola do campo? : as trajetórias da formação e constituição da identidade docente de licenciandas em memoriais de formação
(Universidade Federal de Mato Grosso, 2012-04-02) Correia, Rosemeire Aparecida Cardoso; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Wolff, Eliete Ávila; 496.095.809-04; http://lattes.cnpq.br/7062675483728650
This research is linked to the Graduate Program in Education of the Federal University of Mato Grosso - Rondonópolis-PPGEDU Campus / UFMT / CUR, and presented as investigate the narratives expressed in memorials training of undergraduates from the field, if knowledge provided by the School of Education allowed them the formation of teacher identity as a teacher to work in schools located in the countryside. The development of teacher education is constantly questioned due to the new requirements demanded by today's society by providing, thus enabling higher education institutions, the increase of training projects which will provide future students acquire solid theoretical knowledge to enable them to perform with competence, his teaching profession in this new scenario that is projected. To this end, the survey indicated mobilizing questions, namely: What about the licensees reveal his life story and educational training in their memorials? As these experiences are manifested in teacher training? What perceptions and expectations about teaching undergraduates described in these memorials? What to tell about the formation of teacher professional identity throughout the School of Education? How do they perceive the possibility of training focused on the school field, a course devoid of specific curriculum for this purpose? The answers to these questions, I searched for references that deal on Rural Education and also about the formation of teacher identity in undergraduate program, specifically, of Pedagogy. The investigative locus was in a classroom at the School of Education, Federal University of Mato Grosso, University Campus of Rondonópolis, MT. The subjects are four undergraduates, whose selection criteria was to live in the country and / or have studied in school field at some point in their school life. The research was conducted on a qualitative approach, and the method adopted was the (auto) biographical and memorial training were the main tools for collecting and analyzing data. The survey results demonstrate the importance of social movements in the training of undergraduates, in addition to the experiences they had in the field environment, which, coupled with training at undergraduate level, are to constitute enabling educators to work in this space. The undergraduates also describe the School of Education allows teachers to build an identity, but not to act on the school field, in the absence of disciplines to address the issue because, for them, the field has culture, movement, presents peculiar feature, is a living environment and political education, factors not addressed in that degree. Out, so that the school teacher active in the field must face many challenges in developing its role and therefore this should enable him sound theoretical base in order to allow you to work with that reality very different from the urban area, requiring Thus, another training to work in this scenario.
Educar em valores : representações de pais e professores
(Universidade Federal de Mato Grosso, 2012-04-24) Arruda, Emerson de; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Menin, Maria Suzana de Stefano; 457.714.438-87; http://lattes.cnpq.br/8157283633787279
This present paper engage itself for human morality field, understanding family and school like fundamental social spaces of moral and ethcs values constructions. Not always this institutions have consistency in education that is given in its socio-educational space, usually establishing divergent relations and tension that need a coherent proposition of moral educattion and values. This paper assumes that moral education, not moralizing, have importante and defining role in the formation of people who will be able to analize, judgde and respect the news social models, paradigms and values. Its goals were identify the roles of parents and teachers about values in education and its relations betwen school and family in this education. In his investigative path, this paper elect the interpretive qualitative approach. The tecnique used in data colect was semistructured interviews, because this kind of interview is caracterized by tematic plot, and this make possible other questions arise in the investigative process. Were interviewed five teachers e four parents of one State public school, responsible for the fundamental teaching at Jaciara city, of Mato Grosso State, with about 300 students came from a variety social spaces. The data analyzed shows the imprecision in determine the concept and role of moral education and values, making only the family the socioeducational place responsable for moral education. Notes, too, the presence of heteronomous moral shaping, aspects of moral education like socialization that reinforce themselves in the interveiwde speech. About family-school relation, one and another recognizes the presence of tension, and that the family intitution walks distant of school setting. Nevertheless, besides all dificulties and limitation of undertanding that family and school shows about moral shaping, booth belives that educate with values is the way to build the reflectivity communion ethic, and that is necessary review its concepts, to every human been be is treated with respect and dignity.
Cartilha do Araguaia “... Estou lendo!!!” : seu circuito de comunicação (1978 -1989)
(Universidade Federal de Mato Grosso, 2012-06-22) Rodrigues, Alessandra Pereira Carneiro; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Amâncio, Lázara Nanci de Barros; 687.440.568-34; http://lattes.cnpq.br/5217828534180561; Garcia, Tânia Maria de Figueiredo Braga; 064.647.509-68; .
This ongoing study at the Post-Graduation Program in Education at UFMT/Rondonópolis, state of Mato Grosso, Brazil, ALFALE research group, is related to reading and school books history field and is based on the “communication circuit”, a model proposed by Robert Darnton (1990), so that books can be analyzed. This paper aims to: 1) analyze the life cycle of the school book “... Estou Lendo!!!” (I‟m Reading!!!), by means of a model proposed by Darnton (1990) and 2) salvage and analyze the elements that compose the set of the regional course book “...Estou Lendo!!!” (I‟m Reading!!!). Prior studies point out that the state of Mato Grosso is mostly a consumer than a producer market of school course books. Therefore, once having in hand a regional course book, organized by mato-grossense authors (that is, those ones born in the state of Mato Grosso), it highlights how worthwhile it is the source it is herein researched. From the methodological point of view, such study uses ordinary procedures in the historic driven researches, consisting in finding, meeting, organizing and analyzing the oral and documental sources, which may help to comprehend aspects of the object under investigation. It is a historical background research, which is after subsidies in both Cultural History and Book History fields. This research is based on the following writers/thinkers, related to cultural history (BURKE, 2005; LE GOFF, 2001 and CHARTIER, 1990), school culture (JULIA, 2001), Education history (LOPES; GALVÃO, 2001), book history (DARNTON, 1990; CHOPPIN, 2004 and BITTENCOURT, 2008) and to the literacy field (TFOUNI, 2010; KLEIMAN, 1995 and SOARES, 2010). Since it is about a regional course book, this very research is based on studies by mato-grossense regional historiography scholars (AMÂNCIO, 2008, CARDOSO; AMÂNCIO, 2005 and CARDOSO, 2009). The temporal demarcation of this research focuses on the years 1978 to 1989. In 1978 the “Elementary School In-Class Performance Human Resources Training Course” was offered in the region – a summer course, designed for lay teachers, fact regarded as the beginning of the course book “...Estou Lendo!!!” (I‟m Reading!). The year 1989 brings the end of the periodization, based on data collected through written sources. The analyzes show a nationwide context in which the educational failure stands out, especially when moving from the first grade to the second one in elementary school, which is faced by public policies supplied by the Education Ministry as well as the state and municipal secretariats of education. In the regional context, the municipality of São Félix do Araguaia, in the state of Mato Grosso, the performance by its Prelacy, managed by bishop Pedro Casaldáliga Pla, is on the spotlight, in a historical moment of fights for land possession. From the educational point of view, the church and the state are united in the proposition of offering a training course for in-class teachers, adopting Paulo Freire‟s perspective regarding emancipatory literacy. It is in such context that arises the course to be analyzed. The data brings evidence that the literacy teachers in the Araguaia region, inserted in a political struggle context, can be considered pioneers, back in early 1984, in developing schooling practices which involve the very act of teaching of spelling and literacy, possible to be seen in the course book/literacy book “...Estou Lendo!!!” (I‟m Reading!).
Infância e cidadania : o que dizem as crianças?
(Universidade Federal de Mato Grosso, 2012-07-26) Seganfredo, Nágila de Moura Brandão; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Souza, Solange Jobim e; 805.552.507-25; http://lattes.cnpq.br/1448154911937375; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234
This dissertation has as its main theme the intersection of phenomena "childhood" and "citizenship" in order to analyze their approaches and departures through Brazil's history, documents, legislation and studies on the subject. To this end, we seek to understand what children have to say about their experiences of citizenship and the meanings they attribute to this concept. As theoretical references, has studies the sociology of childhood about the child role in the social scene and also the concept of interpretive reproduction, coined by William Corsaro. The Field research, with eight months in duration, held in the city of Rondonopolis, Mato Grosso, Brazil, in a lower middle-class neighborhood, and with the participation of six children, between 5 and 11 years, with four girls and two boys. To conduct this research, we chose to hold press conferences in the very neighborhood where children live, recorded with digital camera for analysis of behaviors, gestures, looks, also understood as important elements in the discursive production. The themes that guided encounters with children were: family, city, consumer, media, justice, security, rights and duties. The discourses produced in the interactions established between the researcher and the kids are analyzed based on the concepts of dialogism and alterity, coined by Mikhail Bakhtin. The results point to distinctions as to gender, in relation to the ways of valuing participation in public life, highlighted when the boys disparage any merit or right of women, especially when they occupy positions of social status and power, as well as movement in the city. The survey results showed that children know their rights and duties and know the importance of education / civilization, which can be seen at times when children with regard to gender, united to defend their rights, when mean city as a space steeped in violence and therefore should not be frequented by children, and to understand that violence, assisted in the neighborhood and through the television, imposes a scenario of hopelessness and pessimism in relation to the future.
Travestilidades e escola nas narrativas de alunas travestis
(Universidade Federal de Mato Grosso, 2012-12-04) Sales, Adriana Barbosa; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Ribeiro, Cláudia Maria; 907.158.456-91; http://lattes.cnpq.br/1743633905977303
This work presents the nuances revealed by the necessity to observe educational diversity in everyday life, reflecting on new possibilities for identity construction and gender, with perspectives on travestilidades. From this perspective, interweaving knowledge about sexual diversity becomes imperative to discuss the school environment in its daily routine. The narrative analysis of transvestite students intends to bring out some elements that produce difficulties in access and permanence of these transvestite subjects in schools. These narratives, which are part of the groups in schools, are results of beliefs and values forged in social, cultural and linguistic relations. These issues permeate the intentions of these individuals in the process of human relations, and will be our object of analysis during the research. Their representations, such as presentation of the body, aesthetics, identities become references to marks meanings. However, to give voice to such subjects on the process of schooling experienced by themselves facing their different identity, and that escapes the norm, is a principle of our investigation. The intentionality expressed in the narratives can highlight patterns that the school intends to form and build on their educational interventions, because the school uses to "contemplate", maidenly, the so-called sexual minorities, camouflaging the concern with tolerance and respect, and this situation is one of our objectives of this analysis. Analyze how this process takes place by the transvestite students themselves goes beyond the superficiality of what is represented by public policies already established. The understanding of representations, beliefs and values seeks to contribute to the current discussion of gender and sexuality, understood as resulting from the influence of changing social and theoretical contexts occurred in Mato Grosso and Brazil. To analyze the contexts in which sexuality and gender identities of transvestites present will provide elements that can produce the processes of exclusion or inclusion of identity diversity in the school community. Given these dimensions, it is assumed that the reports of these groups students, a priori, provide a multiplicity of perspectives on the processes of schooling for the different, covering all possibilities of social construction.
A escola organizada por ciclos de formação humana e a formação no projeto sala de educador
(Universidade Federal de Mato Grosso, 2012-12-05) Troian, Thiélide Veronica da Silva Pavanelli; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Carvalho, Ademar de Lima; 138.040.731-15; http://lattes.cnpq.br/6926944750460343; Garske, Lindalva Maria Novaes; 318.149.721-53; http://lattes.cnpq.br/1703129875647473; Gentil, Heloisa Salles; 395.908.606-72; http://lattes.cnpq.br/6342334143612406
The present work is the result of a research Master‟s Degree in Graduate Program in Education at the Institute of Human and Social Science of the Federal University of the State of Mato Grosso, University Campus of Rondonópolis in which focused on study to understand the thinking of Basic Education professionals attending continuous education development, through the Educator‟s Room Project at school about the contents of Educational policy that support the deployment and implementation of the organization of basic education in cycles of human development in the State of Mato Grosso. As an expansion of this issue, the study aimed to analyze in what extend the proposed continuous education development achieved in Educator‟s Room Project enables the educators to construct a theoretical and practical approach that support their praxis from the theoretical and methodological assumptions of the Organization of Basic Education in Cycles of Human Development in the State of Mato Grosso? Thereby, to investigate what educational professionals think about the Organization of Basic Education in Cycles of Human Development in the State of Mato Grosso from their participation in continuous education development was the main aim of this work in which had extension with the specific objectives: inventory and understand the comprehension of Cycles of Human Development constructed by educators from the participation of the Educators‟ Room Project; investigate whether the subjects studied in continuous education development enable the construction of a theoretical-practical approach that is in accordance with the assumptions of the Organization of Basic Education in Cycles of Human Development. To analyze evaluation that educators think about continuous educational development experienced in the Educators‟ Room Project in the school locus. To achieve the proposed objectives were interviewed ten educators of the State School Teacher Edeli Mantovani of Sinop, in the North part of Mato Grosso, also take part as investigative source researched, the Educators‟ Room Project of the school, institutionalized through the Centre for Professional Development and Updating of Basic Education /CEFAPRO, this document shows the objectives of the continuous educational development offered in the schools and the list of contents studied throughout the period: 2008 to 2011. Thus, the theoretical contribution to continuous education development, emphasizing the bias of continuous permanent educational development of the teacher and considering school as a privileged locus of continuous development, based on the writings of Novoa (1997), Canário (2006), Marcelo (2009), among others and for comprehension of the curricular organization in Cycles of Human Development, it was opted for studies of Krug (2001), Azevedo (2000); Arroyo (2000) among others. Methodologically the research based on the theoretical assumptions of qualitative research, supporting on the thoughts of Minayo (2010), Ludke and Andre (2007), Ghedin and Franco (2008), among others. analysis of the data collected was taken as main reference the thought of Paulo Freire (1980, 1987,1996, 2001,2001). The research steps constitute through appropriation of theoretical basis, investigation locus though analyzing texts studied and the Educators‟ Room Project, interviews and questionnaires with the participants. The survey was developed, mainly, through settings of a dialogical and dialectical relationship with the interviewees, resulting understanding the possibility in which is presented, from the participation in the Educators‟ Room Project is the change in perception, understanding and considering students, school as a whole and Education in general, in which is already being experienced by research collaborators evidenced by perceptions on the Organization of Basic Education in Cycles of Human Development expressed in their testimonies, from the „deconstruction‟ of crystallized concepts in their pedagogical imagination.
Aprendiz de professora : as narrativas sobre o processo de constituição da identidade docente dos licenciandos de Matemática
(Universidade Federal de Mato Grosso, 2012-12-11) Martins, Rosana Maria; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Silva, Adelmo Carvalho da; 630.359.101-97; http://lattes.cnpq.br/9761986149148049; Fiorentini, Dario; 180.845.160-00; http://lattes.cnpq.br/9244474518505985
This research is linked to the Graduate Program in Education UFMT, Campus Rondonópolis. Consisted in a study focused on the investigation of the writings themselves - with memorials training - practical training as a teacher. Inserted in the qualitative approach works with autobiographical narratives. For its development, it has taken up as basis readings of productions that deal with memorials in the constitution of teaching, with the aim of contributing to and reflections that are being developed in Brazil in recent years, especially in the field of mathematics education. As further research in this area, this research focuses on the formation of teaching identity construction with students of Bachelor Course of Mathematics, class of 2009, UFMT, Campus Rondonópolis (CUR) and is part of a larger project approved by the Observatory for Education between the Pontifical Catholic University of São Paulo (PUC-SP) and UFMT. The teaching identity is understood in this research, as a movement of constant tension of the interaction between the subject and their individual experiences and professional, but within a continuum, since the construction of professional identity is movement, is timeless and constant. Worth reporting that this study stands out by investigating subjects without experience in teaching and expressing the memorials, perceptions of their teacher training course. The goal of research is to Analyze the evidence of teaching identity construction of undergraduates in formation in the Course of Mathematics UFMT / CUR. Adopted as research questions: Is there evidence of constitution of teaching identity in narratives (auto) biographies of Undergraduates in Mathematics? How to present themselves personal and educational trajectory of these future teachers? What undergraduates indicate as foundational aspects for its teacher training, from training experiences offered by the Mathematics Course CUR / UFMT? What experiences and practices are mobilizing more reflections on the future profession? The data, collected between 2009 to 2012, showed that subjects describe themselves forming a professional identity in teaching formal and informal spaces, which are influenced by models that marked their schooling. Explain, yet, they want to be teachers, emphasizing the importance of participating in projects oriented, value disciplines that involve practical rationality, because they believe that they allow the redefinition of pedagogical practice. Finally, I hear one of the guys from the narrative analysis, comprising diachronically its formation process, ie, the formation of identity in teaching mathematics. The research also reveals to analyze the memorial of a graduate student in degree over the four years of training, the process of becoming a math teacher occurs in alternating movements, through former teachers and models for other forms of identification, including family and friends, for reflections on practices experienced in Pibid (Institutional Scholarship program Initiation to Teaching) and especially on stage.
Aspectos da produção escrita no Centro de Educação de Jovens e Adultos (CEJA)
(Universidade Federal de Mato Grosso, 2012-12-11) Oliveira, Márcio Cândido de; Amâncio, Lázara Nanci de Barros; 687.440.568-34; http://lattes.cnpq.br/5217828534180561; Amâncio, Lázara Nanci de Barros; 687.440.568-34; http://lattes.cnpq.br/5217828534180561; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Ferreira, Norma Sandra de Almeida; 551.515.078-34; http://lattes.cnpq.br/6166901900638256
This paper discusses aspects of writing practices of students of the 1st. phase of the High School of Educação de Jovens e Adultos (EJA), to aconceptualization of the rules learned and colloquial and the perspectives of literacy. This qualitative surveys draws on procedures of action-research, embedded in studies of authors who address the issue of language and its specificities. For its development, resorted to the field work, the application of interviews with teachers and students of the Centro de Educação de Jovens e Adultos – CEJA, to achieve those goals, such as: to know studies already made on the relations between the two practical language skills: reading and writing, setting out the distinctions between them; to identify and characterize the specifics of the use of written language in the material collected from the research subjects, as well as adequacy of its kind; to know the proposed area of teaching “Language, Codes and Their Technologies”, addressed to the mother language in the CEJA.. Through a socio-educational perspective, taking into consideration the age factor, are related reading, writing and education of young and adult people as a justification for conducting a research tangent to these issues. The language, in this research, it isunderstood as a set in which means nothing by itself, but it meansin terms of the other elements. There is need to integrate our students, especially young and adults studied here, with a broader and more expressive language, taking into account the whole lexical and semantic already seized in early life at school. Considering that the formation of readers and writers students is a fulltime job, orality has the same interactional dimension that was intended for writing and reading. So, we intend with this work does not show specific solutions to the questions posed in the classroom but to question, lead to reflection – both the possible readers of this work as the research subjects themselves – about the brands that can be perceived in the writing texts and its relationship with orality, always taking as its starting point the theoretical conceptions about the subject in question. In this context, is sorry to see the school, in its new modalities that innovate only in nomenclature, walks with the same steps of its origin. Thus, this work asks us to rethink what school we want: the same as our ancestors or we are other, with other needs and desires?
Alfabetização e gêneros textuais : uma análise das práticas docentes no âmbito do pró-letramento de Mato Grosso
(Universidade Federal de Mato Grosso, 2013-02-22) Santos, Márcia Ormonde Portela dos; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 0310526239909234; http://lattes.cnpq.br/0310526239909234; Albuquerque, Eliana Borges Correia de; 573.072.534-53; http://lattes.cnpq.br/0377713500986284; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123
This research started with the concern related to teachers’ continuing education and the increase of new methodologies in the classroom work, more specifically in literacy. Its main goal, ProLiteracy, implemented by MEC (Ministry of Education and Culture) in 2005, in partnership with the municipal taeching network in the municipality of Rondonópolis, State of Mato Grosso, in the year 2010, has effectively contributed for the increase of new methodologies in the teachers’ pratices, mostly in their work with genres in literacy. The theoretical framework of this study involves the concepts of literacy following the perspective by Soares (2000; 2004; 2006), Kleiman (2008), Cardoso (2000; 2003; 2008), Mortatti (2004), among others, as well as the conceptions of language in the perspective of genre theory by Bakhtin (1997; 2010), and in the teaching reinterpretations of the theme by theoreticians such as Dolz and Schneuwly (2004), Marcuschi ([2002]; 2005; 2008;). The research presents as methodological procedures the qualitative analysis of the data, based on etnographical research. Thus, according to André (1995), the researcher must approach people, places, situations, for a limited time in order to keep direct contact with the object of study. Besides that, the environment, testimonies, dialogues description are characteristic of this type of research, and the data collected must be rebuilt as words and verbatim (literal transcription) of the testimonies, dialogues and interviews. In that order, the field research lasted throughout the second semester in 2011, with the observation of the classes by three research subjects, literacy teachers, who joined the ProLiteracy continuing education training in 2010, offered by the Municipal Education Board, and herein one subject who belongs to the first, another one to the second and the other to the third phase or stage of the first cycle, respectively. Besides the classes observation and semi structured interviews, initial and final ones, document analyses were carried out, in order to catch the dynamics of the pedagogical practice and establish relationships between the orientations of the ProLitercay program and the work with writing, developed by the subjects of the research, related to the theme genres. The interview analysis carried out enables us to say that the teachers consider the ProLitercay Program, and some other programs designed for literacy teachers, of fundamental importance for the improvement of quality in the educational field. Besides that, the teachers let show, in their practices, teaching procedures that are intimately related to orientations that are part of the material that belong to the ProLiteracy Program, which suggest to the literacy teacher a more meaningful work with the use of the language in real situations, literacy-related, materialized by means of activities with the genres. Another aspect to be highlighted is that there is a variety of genres that are used in the observed literacy classrooms, with an increasing progression in terms of quantity; from the first to the third phase or stage, however, the way this process is carried out depends on internal factors of the school (projects inserted in the PPP in every unity), along with teachers’ knowledge as individuals.
(Des)encontros de gerações no século XXI : experiências de crianças e adultos com as mídias e as novas tecnologias na cultura contemporânea
(Universidade Federal de Mato Grosso, 2013-02-25) Ferrarini, Anabela Rute Kohlmann; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Salgado, Raquel Gonçalves; 001.646.567-90; http://lattes.cnpq.br/1165554868380123; Souza, Leonardo Lemos de; 251.395.478-56; http://lattes.cnpq.br/6444203522447403; Pereira, Rita Marisa Ribes; http://lattes.cnpq.br/6665667611048925
In this research, I seek to conduct a study about contemporary childhood and experiences of children and adults with the media and new technologies in an intergenerational perspective. The concern of adults about new configurations that take on the childhood experiences of symbolic references offered to children, especially by the medias, and the possibility of easy access to new technologies, demands a need for research on the topic. Thus, I hope to contribute to the debate on the setting of childhood and adulthood in the contemporary world, stimulating a reflection that might lead to a better understanding of childhood in order to subsidize the adult in the task of educating then. Children star in experiments that prove knowledge and skills in their relations with the media-technological world, destabilizing our images of childhood, these images produced and signed historic, socially and culturally. Thus, from an intergenerational perspective, this research aims to analyze what adults and children say about their experiences with the media and new technologies in contemporary culture. Investigate also the speeches about being a child and living in contemporary childhood, seeking, in this dialogue, understand the meanings attributed to this time of life for both those who live today - children - as for those who already lived - adults (mother and teacher). Field research is a qualitative one, has a character of intervention takes place in the Escola Estadual Sagrado Coração de Jesus, in the city of Rondonopolis, Mato Grosso. Its locus is a class of 3rd year of elementary school, made up of children aged 8 and 9 years. The methodology I adopt is the participant observation of children in their school routine, and workshops for the questioning of the research topic, both with children and with adults. Perform, though, interviews and questionnaires, along with workshops and participant observation, resulting in grants in which I support - in dialogue with the theoretical foundations - in an attempt, after data organization, unravel the intricate relationship between adults, children, media and new technologies. As a means of recording, the workshops are filmed while interviews are audio recorded. It is noteworthy that the discourses produced by children and adults are analyzed based on the concepts of otherness and dialogism of Mikhail Bakhtin (1992, 1995), which comprises the discursive production from processes of dialogue and building values and social perspectives, arising contexts and different times, crossing the statements in their encounters and confrontations.
O estágio curricular supervisionado na formação de licenciandas de Pedagogia : os movimentos da constituição da identidade docente em narrativas de si
(Universidade Federal de Mato Grosso, 2013-02-26) Rampazo, Vilma de Souza; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Garske, Lindalva Maria Novaes; 318.149.721-53; http://lattes.cnpq.br/1703129875647473; Silvestre, Magali Aparecida; 084.587.478-04; .
The fast changes in the contemporary society marked by scientific and technological development have demanded more and more theoretical inquiry, knowledge, experiences, ethical and political stances, creativity, scientific and pedagogical knowledge along with some other requirements from school and teachers. Thus, the comprehension of the complexity of teacher training leads educators to investigate, among other areas, Supervised Traineeship in early schooling, object of this study, considered in this study as a learning, integration, investigation, interpretation and analysis environment, whose essence is to approximate the about-to-graduate to the social dimension of the profession. The research was focused on the Pedagogy Course at the Mato Grosso Federal University/Rondonópolis University Campus (UFMT/CUR); it was originated at the Education Observatory Project at Pontifical Catholic University of São Paulo (PUC/SP) in partnership with UFMT/CUR. It was based on a methodological approach of qualitative investigation such as case study, including as instruments document analysis, semi structured interviews, memorials, autobiographical narratives and bibliographical research. The research objective was to investigate the Supervised Traineeship in the Pedagogy Course at UFMT/CUR as a possibility to lead to the about-to-graduate identity constitution, calling the attention to those ones under teaching guidance with no classroom experience, focused on the 2009 class, based on the PPC proposition - stage under research. Such investigation occurred from multiple perspectives: the coordinator of the Pedagogy Course, when its reorganization was implemented; two stage guiding teachers; the school, by means of three managers and two experienced teachers, exgraduates of the Pedagogy Course at UFMT/CUR and four about-to-graduate under training. These ones constituted the main focus of the research whose notes on graduation were analyzed. We searched for responding the following questions: Which are the possible contributions of the Supervised Traineeship in the Pedagogy Course at UFMT/CUR proposed in the 2009 curriculum having the research guiding the course? What is listed by those who thought the Course as well as by those that are about to graduate? What points out the school as the one that lives the graduation process of the about-to-graduate regarding its experiences in gathering the stages, showing out the importance that is attributed to the subject for the learning of the teaching profession? What do the about-to-graduate narrate about the proposition of stage lived under observation, research and experiences in different spaces in which the profession develops and what are the possible contributions pointed out for its teacher‟s identity constitution? The results analyzed allowed to comprehend that the subject Supervised Traineeship is a space of pedagogical construction with social, political and educational/investigative dimension in the graduation process, since it promotes the involvement of the about-to-graduate with school issues and the teaching staff by sharing social and political crises that involve the profession in the everyday practice
A educação musical nas narrativas de licenciandas de pedagogia : vivencias e ausências
(Universidade Federal de Mato Grosso, 2013-02-27) Souza, Solange Dourado da Silva; Maffioletti, Leda de Albuquerque; 214.612.100-97; http://lattes.cnpq.br/8709095629526079; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Rocha, Simone Albuquerque da; 138.091.800-68; http://lattes.cnpq.br/6364731326374137; Maffioletti, Leda de Albuquerque; 214.612.100-97; http://lattes.cnpq.br/8709095629526079; Rodrigues, Sílvia de Fátima Pilegi; 593.733.931-20; http://lattes.cnpq.br/4246647189370104
Throughout history, Musical Education has been conducted according to social, philosophical and political interests of that era, usually influenced by several movements, including the educational and aesthetic ones, facing moments of enchantment and disenchantment. However, it is necessary to recognize that the situation has changed considerably through time and, as a matter of fact, from the Brazilian Law 11,769/2008 on, music has become a madatory subject and has to be part of the Elementary Education syllabus. The aim of this paper is based on a project approved in the Education Observatory, as an interinstitutional partnership between the Federal University of Mato Grosso (UFMT) and the Pontifical Catholic University of São Paulo (PUC-SP) regarding the constitution of the teaching professionship considering the about-to-graduate students of Pedagogy and Mathematics. This research was carried out focusing forty-six about-to-graduate female students of Pedagogy at UFMT/Rondonópolis University Campus (CUR). Four of them were selected for data collection based on the following criteria: availability in participating in the research; everyday writing of all memorials requested; affinity with musical practice, besides no experience in teaching children and in the early years of Elementary School. Once music is considered as an essential component in human development, the biggest concern was to find, in the writings and voices of the about-to-graduate, how it became part of their lives, how they perceive their graduation for teaching Musical Education without music being offered and how they analyze the proposed actions in their graduation, as well as the reflexes in putting it into practice with children. The adopted tools during the research were narrative interview and graduation memorials, the latter coming out on a six-month basis. The aim of the research was to analyze, in the graduation memorials, how the teachers-to-be recreate their memories and musical practice through their lives; collect the about-to-graduate‟s perceptions about how the teachers who are going to work with children and in the early years of Elementary School get to the end of their course; check in their narratives if they perceive that music is an important element and indispensable tool when it comes to teaching and learning in the teaching-learning activities. The methodological approach to the qualitative research was based on the (auto)biographical method by means of narrative interview and graduation memorials provided by the about-to-graduate. For better understand the proposition of the Pedagogy graduation course at UFMT/CUR, two coordinators of that very course were heard, one of them being in charge of the elaboration of the proposition of the Course Pedagogical Project (PPC, in Portuguese) while the other gives support to the proposition on its final hours. The results pointed out that the musical history of the subjects under research, in their interpersonal relationship, happened at distinct times, places and forms. Music has always been present in the about-to-graduate‟s lives, who consider it valuable as a syllabus component as well as essential in their educational background. It is such because, for them, the effects of music bring sensitivity, enchantment, movement production, sensation improvement, not to mention it prepares them for their in-class performances, even if it is not offered in kindergarten and in the early years of the Elementary School curricula. For the about-to-graduate, it is a gap that has to be fixed as soon as possible
Diários de classe : sua história e contribuição aos estudos da alfabetização em Mato Grosso (1930-1970)
(Universidade Federal de Mato Grosso, 2013-02-27) Fagundes, Luiza Gonçalves; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Amâncio, Lázara Nanci de Barros; 687.440.568-34; http://lattes.cnpq.br/5217828534180561; Zaia, Iomar Barbosa; 137.010.128-73; http://lattes.cnpq.br/5109092833575492
The main objective of the research presented here was to analyze historical aspects of the “General Registers of the Educational Institution”, which in Mato Grosso were known as “Class Diaries” (grade books), with the belief that such documents serve as a source which contributes to studies related to the history of literacy. Due to the complexity of the subject, the research was organized chronologically to avoid dispersion. This approach facilitates the localization, recuperation, organization, selection and analysis of the sources. The methodological strategy chosen was the selection of the period from 1930 to 1970, which, respectively, represent the beginning and ending periods of the investigation. This time period was selected due to the fact that 1930 was the moment of consolidation, within the country as a whole, through single tabulation, of the National Educational Statistics, whose objective was to standardize the means of collecting such registers; and 1970, due to the fact that it was the last year in which school groups which were extinct by the law LDB 5.692/71 were registered. The choice of investigating Class Diaries pertaining to the elementary level was made based on the fact that literacy at the elementary level is of interest to both me, as a researcher, and to the research group ALFALE, which focuses directly on the development of literacy within the school setting and is also a group of which I am a member. This investigation is based on data collected by the research group ALFALE/CNPq/UFMT, of which the oldest examples date from 1930. Many research projects related to the History of Education are today interested in organizing and preserving the documents which are stored in administrative areas of schools. This renewed interest in such documents has taken place due to the restructuring of the researcher’s viewpoint, which observes that these materials (school documents) serve as a source of investigation which can be revisited, discovered and verified; or rather, this instrument of documentation represents established school cultures, and therefore responds to the forms of content, frequency and organization in educational institutions. The present research intends to contribute to reflection regarding certain aspects of the history of Class Diaries, through a reading and the construction of narratives of school cultures interlaced with contributions from studies based on the history of literacy practices in Mato Grosso. As a result, it is possible to affirm that Class Diaries are considered formal documents which present refined speech due to their comprobatory bias that expounds fixed data (student names, dates, content and grades) and variable data (the insertion of content related to the classroom context). Furthermore, such bookkeeping practices were created to evidence and serve as proof of teacher’s educational practices and student performance within the educational institution. This document was standardized and the teacher responsible for the class was obligated to fill in the required information. The teacher also was required to represent his/her practice in writing, clarifying through such register, in the complex spaces offered, the reality experienced within the school context. Thus, the Class Diaries have left clues about teaching practices and the evolution of the way in which this content is registered.
Templo do saber - a biblioteca pública do estado de Mato Grosso : modernidade, conhecimento e práticas de leituras (1912-1950)
(Universidade Federal de Mato Grosso, 2013-02-28) Gabriel, Sheila Cristina Ferreira; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Cardoso, Cancionila Janzkovski; 318.155.451-00; http://lattes.cnpq.br/0310526239909234; Arriada, Eduardo; 416.028.620-87; http://lattes.cnpq.br/6119476063670594; Siqueira, Elizabeth Madureira; 138.939.981-87; http://lattes.cnpq.br/6757497871807068
This dissertation aims to investigate how the constitution of the State Library of Mato Grosso (BPEMT) happened and identify possible ways of reading practices in its interior, in the period from 1912 to 1950. In order to achieve this goal I asked myself the following questions: For what purpose was the library created? Who were the people involved in the creation of this library? How the physical structure influenced the use of space? How the collection was made and how was its circulation? What works were more consulted, therefore, what potentially library goers read? Who were the regulars, therefore possible readers, of this institution? The research is part of the methodology of historical research, from the perspective of cultural history, and as a method of guiding comprehensive analysis hermeneutics of Dilthey. This historical research involves, among other actions, determining the timeframe, in this case, I opted for the period 1912 to 1950 representing the first period of its existence, location, selection, organization and analysis of historical sources, and my sources the documentary were located and selected in the Public Archives of Mato Grosso (APMT). The theoretical studies include the perspective of cultural history, history of reading and libraries, and use it as the main authors of the analysis for targeting Le Goff (1993), Chartier (1990, 1998; 1999th 1999b), Darnton (2010), Burke (1997, 2008), Abreu (1999), Silva (1999), Deaecto (2010), Smith (1999), Peres (2002) and Elias (2006, 2011). With the analyzes, it was revealed, among other things: a) the library was created to act as a complement to education, its main public until the 30s were the students of secondary and higher education, b) children did not attend this space c) the physical space at various times hindered access to library resources, d) that had a predilection for consulting the newspapers, magazines, literary and historical works. I believe that with this research, I can contribute to the construction of the cultural history of Mato Grosso, since studies on the history of the library and reading will be possible to reconstruct part of walking the population matogrossense on the tracks of the letters (reading and writing).
O processo de ensino nas aulas de informática : um estudo das abordagens teóricas presentes na prática pedagógica dos professores licenciados em Computação
(Universidade Federal de Mato Grosso, 2013-03-07) Jacovais, Nathiele dos Santos; Kimura, Cecilia Fukiko Kamei; 174.179.371-87; http://lattes.cnpq.br/2543008459147202; Kimura, Cecilia Fukiko Kamei; 174.179.371-87; http://lattes.cnpq.br/2543008459147202; Silva, Adelmo Carvalho da; 630.359.101-97; http://lattes.cnpq.br/9761986149148049; Magina, Sandra Maria Pinto; 217.535.804-63; http://lattes.cnpq.br/8948168068305523
This research, means to understand the theoretical approaches in pedagogical practice of licensed teachers in computing. It presents as a matter of research the theoretical approaches present in the practices of licensed computer teachers. Three professionals were selected from a public school in the State of Mato Grosso, active in high school mode Integrated Vocational education-computer technician. The study is based on the approaches of empiricism and rationalism, in addition to the method advocated by Jean Piaget-constructivist – pointing out how learning is present in teaching practices. For reasons of practice in which they are used technological resources, presents the constructionist Seymour Papert. The research, exploratory and descriptive qualitative approach, data collection instruments non-participatory observation, semi-structured interview and analysis of Annual Plans prepared by research subjects: three teachers graduates in computing. In observations of the performance of the teachers, sought to understand how learning is present in the speeches of teachers surveyed. In the interviews, conducted after the completion of the observations, we tried to identify, beyond the comprehension of the conceptions of teaching, the perception towards theoretical approaches and her look in relation to pupils learning. The analysis of Annual Planning contributed to the foundation of the data collected and methodologies used by teachers. The results of these various techniques were compared for consistency between practice in the classroom and the teachers expressed on it. There is evidence of a diverse practice and notes that for teachers research subjects there is no clarity about the difference between traditionalists and contrutivista/construcionista theories.

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