Municipal Education Network Research Articles

IMPLICATIONS RESULTING FROM THE PROCESS OF IMPLEMENTING THE ACTIVITY CLASS IN EARLY CHILDHOOD EDUCATION AND THE INITIAL YEARS OF RECIFE'S MUNICIPAL EDUCATION NETWORK

This study aims to evaluate the implementation of the Activity Class in the Recife Municipal Education Network and propose to the Recife Department of Education an Educational Action Plan to improve its implementation proposal, with a view to demonstrating the illegality of replacing teachers with distance learning on the day they are absent. The justification for the development of this research is based on the Law of Guidelines and Bases of National Education, Law no. 9394/96 and Law 11.738/2008, which regulates the national professional salary floor for professionals in public education in basic education, as well as Resolution no. 18 CNE/2012, which regulates the implementation of 1/3 of Activity Class. The research is qualitative, of a documentary nature. The analysis of this content is based on Bardin (2016), Boaventura (2018), Apple (1999). Given the aspects presented, this study was carried out at the request of the Curricular Assessment and Institutional Assessment discipline experienced in module III of the Master's Degree in Educational Sciences in the capital of the Republic of Paraguay.

Simulation of the use of rainwater in two schools in the public municipal education network in Aracaju-SE

With an increasing frequency periods of intense water scarcity are recorded in various parts of the planet. A measure that can be very efficient, is using rainwater, preserving potable water for use where it is needed, and contributing to the fight against urban floods. Considering the foregoing, this article aims to capture’s simulation and use of rainwater in two schools of the public municipal education network of Aracaju-SE, through the estimation of non-potable demand, estimation of the catchable volume, verification of the attendance of the estimated non-potable use and the impact of this action on the urban drainage system. Based on the roof area and the average’s data of precipitation, the volume of water captured by the roof was calculated, and finally, a demand for non-potable use was estimated, verifying if this demand is attended, in addition, the impact generated on the local urban drainage system was analyzed. The results indicate that: a) The Oviedo Teixeira School had an average demand of 258 m³, an average catchable volume of 326 m³ and an average reduction of 66% in the volume thrown into the drainage; b) The Anísio Teixeira School had an average demand of 60 m³, an average catchable volume of 140 m³, and an average reduction of 53% in the volume thrown into drainage. It is concluded that rainwater totally meets the estimated demand and rainwater harvesting positively impact on the drainage system, if used on a large scale.

Meaning and significance of the continued training of physical education teachers at the Londrina Municipal Education Bureau

Continued teacher training is a topic that has been studied by several authors and can be understood as a process of complex and continuous development of reflection and construction about the profession and not a product ready to be consumed. The Municipal Department of Education of Londrina (SME) is responsible for the continued training of all teachers who work in the municipal education network. The present study sought to find out, with the Physical Education teachers of the said network, what the meaning and meaning attributed by them, of the continuous training offered by the SME. For this we used a questionnaire with statements associated with Likert scale of agreement and the theme was divided into three categories: Conception of continuous training; Conception of teaching; Relationship of professional interest-need and offer by SME. For the application of the questionnaire, an email was sent with a link to the form to the 159 teachers from the municipal network who are taking part in the continuous physical education training and 81 teachers participated in the research. The data were analyzed according to the higher incidence of responses that pointed out that teachers consider the continuous training process important for professional development and that it is capable of producing changes in the teaching identity, that they have the conception of being professionals of education and that this requires continuous training, that the continuous training offered by the SME contributes to the professional growth of teachers and that it should prioritize moments of exchange of experiences. We believe that the points raised from the answers should be discussed with the group of teachers and we conclude that it is necessary for the teacher to attribute meaning and meaning to this process. We also concluded that continuing education programs have much to contribute to professional development, based on reflections that favor the construction of teaching identity.

The construction of public policies for school libraries of the Municipal Education Network of Vitória/ES: perspectives and challenges

Apresenta um relato de experiência sobre a construção de políticas públicas para as bibliotecas escolares da rede de ensino do Município de Vitória/ES, demonstrando um panorama atual dela. Traduz a metodologia utilizada nesse processo e aponta conteúdos considerados de abordagem essencial e aplicadas à redação de documentos que atendessem às necessidades dos bibliotecários e da comunidade escolar. Destacam-se a Política do Livro, da Leitura e das Bibliotecas e as Diretrizes para Bibliotecas Escolares, que se convertem na primeira ação efetiva de institucionalização da Rede. Tais documentos foram desenvolvidos visando comunicar aos demais membros da comunidade escolar as potencialidades e desafios desse espaço frente às demandas sociais, educacionais e culturais. Conclui-se que as políticas públicas fortalecem as bibliotecas escolares e consolidam o trabalho do bibliotecário.

Elections of managers in Imperatriz: a process of construction of democratic management, its challenges and possibilities

This work deals with the elective process for managers of municipal schools in Imperatriz-MA. It aims to analyze this policy based on the perception of the different subjects who participated in the implementation of the managerial elections, in its 2020/2021 version, in Imperatriz-MA, identifying challenges, advances and opportunities for improvement. The object of the study is incorporated into a broad context, which comprises historical, social, political and economic aspects that define the ways in which the position of school manager is filled. For both technical procedures, we use bibliographical and documentary research and field research. As instruments, semi-structured interviews with the Municipal Education Council components and representatives of the school community, in two schools in the municipal education network. The results of this study showed that the democratization of public school management is still a long way from being considered democratic. This study also shows that even though the manager is chosen through election, there are still obstacles that make it difficult to implement democratic practices at school, including participation itself.

Conceptions of environmental education of teachers of the Municipal Education Network of Aracaju-SE

Environmental Education (EE) enables awareness, critical consciousness and active positioning in relation to socio-environmental issues. Therefore, this article aims to understand conceptions about EE of teachers of the municipal education network of Aracaju, Sergipe State, Brazil. For that purpose, we conducted semi-structured interviews and analyzed the responses based on Discursive Textual Analysis. Conceptions are superficial and individualistic, reinforcing the fragmented and conservative socio-environmental educational practice, enhanced by a technical curriculum.

ENSINAR EXIGE ESCUTAR: UMA REFLEXÃO SOBRE ENSINO-APRENDIZAGEM E ECOLOGIA ACÚSTICA NAS ESCOLAS DE ARARAS-SP

In this article we intend to look into the soundscapes of schools in the city of Araras-SP and reflect on how their sounds can influence the teaching-learning process. For that, we will use a scientific literature review and a field study based on the experience of the author teachers who work in the teaching staff of the Municipal Education Network. We will approach the concept of soundscape, based on the theory of Canadian composer and educator R. Murray Schafer, who seeks to analyze in his works the unbridled growth of noise pollution in our contemporary life. Ultimately, proposals are sought to build a school environment that thinks about acoustic ecology, to make this pedagogical space more pleasant, where people can learn from each other. intend to synthesize Schafer's thoughts and connect them with a proposal to improve communication in schools, an education

MEDIADOR DE LEITURA: AÇÕES EXTENSIONISTAS EM ESCOLAS PÚBLICAS

This article came from scientific initiation and has been developed based on the extension project “Public Education Network Reading Mediator’s Training II" and had its aim to present the extensionist actions promoted by the project in the period between 2012 and 2020.The methodology used was based on the qualitative approach, composing a bibliographic and documentary review through the academic-scientific production widespread at the time. Therefore, here are the Extension Project actions in three institutions from Londrina’s  public network, namely: the Instituto de Educação Estadual de Londrina (IEEL), in the “Colégio Aplicação” from UEL, and in the Londrina’s Municipal Education Network through the "Palavras Andantes" Project for readers training. Thus, from the extensionist actions, it was found that the project contributed to Teaching and Research as well as to the dialogical interaction between the agents of action and the community assisted in favor of the formation of readers.   &nbsp

The influence of neighborhood safety and built environment on childhood obesity: isolated and combined effect of contextual factors.

This study aims to analyze the isolated and combined effect of objective measures concerning neighborhood safety, food, and physical activity environments on students' obesity. This is a cross-sectional study conducted with 9- and 10-year-old children enrolled in the municipal education network of a Brazilian metropolis. Environment objective measures comprised neighborhood unsafety (annual criminality and road traffic accident rates), availability of public parks and spaces for physical activity practicing, and index of establishments that predominantly sell ultra-processed food. Euclidean buffers of 1,000m around the children's house were used as eligible geographic units. This study adopted the Principal Component Analysis and Generalized Estimation Equation models. Stratified analyses were conducted based on neighborhood unsafety and on child's family income. In total, 717 students were assessed, 12.2% of them were children with obesity. The latent variable of the obesogenic environment (deduced by environment unsafety rates and the index of establishments that predominantly sell ultra-processed food) was a risk factor for obesity in children with lower socioeconomic levels (OR = 2.37; 95%CI: 1.06-5.19). Public parks and spaces for physical activity practicing were protective factors against childhood obesity only in locations recording the lowest environment unsafety rates (OR = 0.30; 95%CI: 0.09-0.94). Based on our findings, social conditions change the effect of the environment on childhood obesity, reinforcing the relevance of inter-sectoral policies and strategies against this condition.

Relationships Between Sense of Coherence, Self-perception of Voice and Work Environment Among Teachers

to analyze the relationship between sense of coherence and sociodemographic data, remote physical work environment, and self-perception of symptoms, vocal handicap and vocal fatigue in teachers. Seventy eight teachers pertaining to the municipal education network of a Brazilian capital city participated in the study, during the period of social isolation by COVID-19. An online questionnaire was applied with sociodemographic and physical remote work environment questions, the Sense of Coherence Scale (SOC-13), the Brazilian Dysphonia Screening Tool (Br-DST), the Vocal Fatigue Index (VFI), and the Vocal Handicap Index (VHI-10). Descriptive analysis, bivariate and multivariate Logistic regression models were performed to check the proportion of teachers with high and low SOC among the different categories of independent variables. Student's t test and Mann Whitney test were used to compare SOC, IDV, and VFI scores between the groups, and Hedge's g test was used to access the effect size. The total scores of SOC, VHI and VFI were correlated using Pearson's Correlation Coefficient. All tests adopted a 5% significance level. Male teachers and those over 45 years old were, respectively, 6.79 (95%CI=1.16-39.58) and 5.27 (95%CI=1.40-19.76) times more likely to present a high SOC. The variables associated with a lower chance of presenting high SOC were vocal restriction (OR=0.21; 95%CI=0.06-0.79) and voice-related physical discomfort (OR=0.13; 95%CI=0.02-0.78). Regarding the remote work environment, in bivariate analysis, teachers who were dissatisfied with air quality (OR=0.08; 95%CI=0.01-0.65), temperature (OR=0.11; 95%CI=0.01-0.92), and noise (OR=0.25; 95%CI=0.61-0.99) were less likely to have high SOC. Higher values of SOC are associated with lower self-perception of vocal fatigue and voice handicap (P < 0,001). The way individuals face stressful situations interferes with the self-perception of their voice and their work environment. The relationship between the sense of coherence and voice perception is relevant to favor programs to promote vocal health and stress management in teachers.

Everyday actions in science teaching: a case study in public and private schools

Science teaching has been guided by different trends that are still used in the classroom today. More recently, the concern with developing experimental activities began to have a strong presence in teaching projects and teacher training courses. In the municipality of Abaetetuba-PA, located in the Amazon, most education professionals do not pay attention to the fact that everyday situations are directly linked to scientific knowledge. This article was intended to approach methodological actions of everyday life at school, seeking support in the empirical knowledge of students so that they can use the academic knowledge acquired in the classroom to understand and solve problems of daily life. The socioeconomic characteristics of the students were analyzed and ten experiments in the area of science were related to daily life, to the syllabus, and applied to 60 students from the 4th grade of an elementary school in the municipal education network (public) and in a private school. All experiments applied with this methodology had widespread acceptance among students and proved to be effective in students' performance. Through the ANOVA calculation, it was found that there were no significant differences for most of the answers between the students of the two schools.

Conceptions of playfulness: what do teachers present about the theme?

This study aimed to understand the conceptions of playfulness of Basic Education teachers, and if these reverberate in their pedagogical practice. It was a qualitative research, carried out in Amargosa-Bahia, with four teachers from the municipal teaching network of the Elementary School of the Initial Years as participants. For the production of data, semi-structured interviews were chosen, carried out individually, using Google meet, in the year 2020. Thus, it was evident that the predominant conceptions of playfulness in the teachers' speech are those focused on games, games and playful artifacts (books, fantasies, puppets), having the character of utility. Although the teachers use diversified elements such as games, games and other artifacts, they are very much configured as pedagogical and instructional resources to teach content.

(Auto)biographic narratives of the institutionalization process of the sexual diversity core in the school in Maceió, AL

This research intends to analyze, from the (auto)biographical narratives, the tensions in the process of institutionalization of the Nucleus of Sexual Diversity in the School and, consequently, the insertion of the relations of gender, sexuality and sexual diversity in the formation of the teachers of the municipal education network. from Maceio, Alagoas. Methodologically, I use the approach of (auto)biographical research to narrate an experience of being/living/training in the institutionalization process of the Nucleus of Sexual Diversity at School (NUDISE) at the Municipal Secretary of Education of Maceió (SEMED). I reflect on the inclusion of gender relations and sexual diversity in the policy of continuing education of education professionals in the school system during my professional performance. I also intend to describe possible impacts caused by NUDISE beyond continuing and in-service training.

Da responsabilidade ética do responder para que serve a escola

ABSTRACT We were urged to this discussion by the “persecution” suffered by the school during the COVID-19 pandemic, a persecution to which it is our ethical-political duty to respond. This is an essay that intends to problematize the serving of the school - which seems to confer its meanings - to defend that such meanings only appear in the relationship with the other that defines them and that also distort our own subjectivation. The school, as a name, only exists because it integrates the whole lived experience with the world and with ourselves and, therefore, cannot be defined a priori or by a serving. In the construction of this text, we were haunted by conversations triggered by the interpellation “What purpose does school serve?” with teachers and administrative agents of the municipal education network in the city of Niterói, Rio de Janeiro, Brazil. From a theoretical point of view, we have a dialogue mainly with Judith Butler, Janet Miller and Gert Biesta to defend that a responsible or responsive pedagogical theory needs to make any ideal of school come accompanied by its deconstruction.

INTERCULTURALIDADE: UMA EXPERIÊNCIA DA TROCA DE CARTAS ENTRE ALUNOS DO BRASIL E DO JAPÃO

The aim of this article is to promote an analysis of the intercultural experience carried out through the exchange of letters with children from the city of Ninomiya, Kanagawa Province – Japan, with children from the Municipal Education Network of the Veranopolis, Rio Grande do Sul – Brazil. The exchanges take place annually through the Post and Telegraph service in Brazil and Japan, between students from the 3rd to 9th years of this network. Japanese children write to Veranians and vice versa. They tell facts about their routine, their city, peculiar aspects of their daily lives, including photos and geographic and cultural characteristics specific to each local space. This experience invites us to expand our gaze on the importance of thematizing, in the educational process, sociocultural aspects of different peoples, social groups, customs and ways of being and living together. We challenge ourselves to reflect on how this practice of exchanging letters, between children from two very different countries, both socially and culturally, manages to raise awareness about issues related to interculturality as a field of debate about identity processes that constitute an environment. Furthermore, it allows us to analyze issues related to the ease of writing and the symbology used to describe aspects related to the daily life of each child, as well as the subjectivity in each message in the exchange of letters. The reciprocity in exchanges, the care with the details present in each report, the richness that makes up the writing and how everyday life presents itself with similarities and differences in the life of each student, whether here or in Japan, are essential components in the construction of this analysis . Keywords: Local history. Interculturality. Education. Global citizenship.

Formação inicial e continuada de professores que atuam na Educação de Jovens e Adultos na rede municipal de ensino de Macapá, Amapá

This work aims to analyze the formative profile of teachers working in the Education of Youth and Adults (EYA) in the municipal education network of Macapa, State of Amapa, Brazil. To achieve our goal, we adopted quantitative and qualitative research as well as bibliographic research. The collection of empirical data took place through the application of a specific questionnaire with teachers who work at EYA, and who agreed to participate in the research, in order to identify whether these teachers had the specific qualification in the undergraduate course they attended, or if later, as education professionals, they carried out some qualification that would help them in their work at EYA. We understand that students of this modality have a differentiated profile and learning specificities, which requires a qualified professional to serve them. The survey data revealed the absence of initial training to work in EYA classes in undergraduate courses, as well as failure in continuing education. Therefore, there is much to be done in the public policies so that teachers who work with youth and adults in the municipal network of Macapa can be increasingly qualified to face the challenges that this type of education requires.

A CONSTRUÇÃO DA PROFISSIONALIDADE DOCENTE NAS NARRATIVAS DE PROFESSORAS APOSENTADAS

This text presents part of a master's research that aimed to understand the process of teaching professionalism from testimonies of retired teachers. These collaborating teachers joined the Municipal Education Network of Belo Horizonte in the 1980s and taught for the initial grades of elementary school. The narrative interviews allowed them to access the stories of teachers and produce knowledge about the profession and teaching professionalism. We were able to understand how the process of building the teachers' professionalism developed. We used Sacristán (1995) and Roldão (2005, 2007) to discuss the teaching profession, Nóvoa (1995, 2017), Tardif (2002), to discuss the specific knowledge of the teaching profession and also Tardif and Lessard (2007) on thecharacteristics of teaching work. We identified thematic units -the reasons for the teaching choice, the family, contexto and insertion in the profession and the construction of knowledge about teaching.

Processos formativos de professores supervisores no âmbito do PIBID: sentidos atribuídos às atividades experienciadas na universidade e na escola

Este artigo tem como objetivo compreender os sentidos atribuídos pelos professores supervisores do Programa Institucional de Bolsa de Iniciação à Docência (Pibid) às atividades experienciadas na universidade e nas escolas parceiras no âmbito do subprojeto Laboratório de Práticas Pedagógicas. Procurou-se, por meio de um estudo analítico-descritivo, analisar e discutir dados dos relatórios produzidos pelos oito professores supervisores participantes do subprojeto do Pibid, no período de 2014 a 2017, em parceria com estudantes bolsistas de Iniciação à Docência (ID), as professoras formadoras coordenadoras de área do Departamento de Educação da Universidade do Estado da Bahia e os professores coformadores das quatro escolas da educação básica da rede municipal de ensino de Guanambi, estado da Bahia, que participaram deste programa. A análise dos dados indica que as atividades desenvolvidas pelos professores supervisores na universidade e nas escolas parceiras do subprojeto Laboratório de Práticas Pedagógicas, por meio da participação nos grupos colaborativos de estudo no contexto da formação e da prática docente, possibilitaram o compartilhamento de saberes, experiências e aprendizagens da formação e da prática docente. O Pibid constitui-se como uma alternativa de estabelecimento dessa parceria, aproximando a universidade da educação básica, por meio de um trabalho colaborativo.

O perfil e o papel do orientador educacional na gestão escolar da Rede Municipal de Santa Maria, RS

Este trabalho resulta da pesquisa de dissertação de Mestrado em Ensino de Humanidades e Linguagens da Universidade Franciscana, RS. O objetivo é discutir o perfil e o papel do orientador educacional na Rede Municipal de Ensino de Santa Maria, RS, tendo como problemática saber em que medida o perfil do orientador educacional e seu papel na equipe gestora contribui para a qualificação do trabalho da gestão. A metodologia é qualitativa do tipo estudo de caso. Realizou-se coleta de dados com dezoito orientadores educacionais. Como instrumentos utilizou-se questionário com todos os sujeitos de pesquisa e entrevista semiestruturada com nove. Os dados foram avaliados com a análise de conteúdo de Bardin (2016). Os resultados expressaram que o perfil dos orientadores educacionais da Rede Municipal de Santa Maria/RS está consubstanciado com as fragilidades das políticas municipais, pois se caracteriza por um cargo em extinção. Quanto ao papel deles na equipe gestora, os orientadores educacionais salientam que o desempenham de forma articulada com os demais integrantes do grupo, mesmo que se sintam pouco valorizados pelas políticas municipais educacionais.

Currículo da educação infantil e sua relação com o marco referencial da rede municipal de ensino de Sorocaba/SP, sob a ótica freireana

O presente artigo tem por objetivo buscar aproximações e distanciamentos entre os documentos oficiais da esfera federal sobre educação infantil com o Marco Referencial da Rede Municipal de Ensino de Sorocaba, tendo como aporte teórico a concepção de currículo sob a ótica freireana. Consideramos as Diretrizes Curriculares Nacionais da Educação Infantil como o principal documento de análise, uma vez que compreendemos que é neste documento que a concepção de currículo se apresenta de forma explícita. Iniciamos apresentando e contextualizando o Marco Referencial do município de Sorocaba, do ano de 2017. Abordaremos brevemente a concepção de currículo crítico, a concepção de currículo em Freire e alguns pressupostos da sua Educação Libertadora. Em seguida, abordaremos qual a concepção curricular presente nas Diretrizes Curriculares Nacionais da Educação Infantil. E finalmente articularemos as concepções curriculares presentes no documento, que orientam a Educação Infantil, com trechos e concepções presentes no Marco Referencial de Sorocaba.