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Search Results: 1 - 10 of 603401 matches for " Marilene Proen?a Rebello de Souza "
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Atua??o do psicólogo em organiza??es n?o governamentais na área da Educa??o
Dadico, Luciana;Souza, Marilene Proena Rebello de;
Psicologia: Ciência e Profiss?o , 2010, DOI: 10.1590/S1414-98932010000100009
Abstract: this paper is presented in a context of transformation in the discourses and educational practices as they try to keep up with globalization and the economic crisis in national states, assigning to new agents, the nongovernmental organizations, the task of enhancing school service. the main objective of the research is to study the work of psychologists in non-governmental organizations in the educational field, focusing the specificity of this work as well as the principal issues related to their work in this area. therefore, important information for the research was found in the characteristics of the non-governmental organizations that state their mission as the work in the educational area, the characteristics of the work carried out by the psychologists who work in these institutions and the issues pointed out by the psychologists as part of the work in the educational field. the present work was based mainly on gramsci′s concept of civil society and on the principles that guide a liberating education and a psychology which is committed to the oppressed. as a result of this task, we expect to contribute to the discussion that has been taking place on the ground where the work of ngos, public education and the professional psychological practice meet in brazil, providing resources to scholars and professionals who work in this field.
Contribui??es da Psicologia Histórico-Cultural para a forma??o e atua??o do psicólogo em contexto de Educa??o Inclusiva
Barroco, Sonia Mari Shima;Souza, Marilene Proena Rebello de;
Psicologia USP , 2012, DOI: 10.1590/S0103-65642012000100006
Abstract: this article aims at discussing the contributions of historical-cultural psychology to the psychologists who are studying in an undergraduate course or doing their practice in the area of inclusive education. in this study we spot the principles and the foundations for a social education to handicapped people, as well as the postulates of l.s. vigotski’s theory on education and on the practices of the psychologists. the main principles of vigostski’s theory are: to consider the transience of events and facts; to relate objective life and social practice to the world of the mind, values and representations; to show the relationship between the educa-tional proposals and a specific social project; to defend the possibility of discovering a social constitution of the psychological aspects of the mind and the possibilities of intervention in these aspects; to defend a human development based on the principles of man’ s culture and freedom. finally, it claims that inclusive education refers to an appropriation process and to the possibility of using the complexity of human production in different areas of life and knowledge.
Sato, Leny;Souza, Marilene Proena Rebello de;
Psicologia USP , 2001, DOI: 10.1590/S0103-65642001000200003
Abstract: this article aims at arguing in favour of the richness of the ethnographic approach for the study of people? s lives in their working places, grounded upon researches carried out under such approach in state school, factory and collective urban transport. two aspects of the fieldwork have been focused: being in the field and collecting "data" under such approach. the ethnographic approach has been evidenced as an important tool for understanding the way people collectively build up and put the social processes into practice, the way the subjectivity is manifested and how the meaning of social situations that are endowed with a formally constituted organisation is attributed.
As vivências: quest?es de tradu??o, sentidos e fontes epistemológicas no legado de Vigotski
Toassa, Gisele;Souza, Marilene Proena Rebello de;
Psicologia USP , 2010, DOI: 10.1590/S0103-65642010000400007
Abstract: the aim of this paper is to address the experiences over the work of ls vygotsky, dealing with their epistemological sources, from its roots in the russian language and its specific directions, emphasizing "the tragedy of hamlet, prince of denmark" (1916) and paedological texts of the 1930s, in particular, "the problem of the environment". the paper highlights the changes the author's ideas about experiences and methodological contribution to the analysis of the relationship between individual and environment in human development, in the midst of their connections with the concepts of consciousness and system elaborated by vygotsky.
Psicologia, diretrizes curriculares e processos educativos na Amaz?nia: um estudo da forma??o de psicólogos
Brasileiro, Tania Suely Azevedo;Souza, Marilene Proena Rebello de;
Psicologia Escolar e Educacional , 2010, DOI: 10.1590/S1413-85572010000100012
Abstract: in this study we aim at analyzing the psychologist education related to national curriculum guidelines (pcn) for the psychology course when referring to the educational knowledge process. we have anylized the literature related to the theme, as well as we did a documental and empirical research with students, professors, course coordinators, by using questionnaires, interviews and by adopting a triangle strategy, starting from the categories: socio-cultural profile, level of knowledge around the changes coming from the curriculum guidelines for the course of psychology; perception of the quality of the teaching practice and level of satisfaction related to the university education considering the knowledge and skills acquired from it. we propose some contributions to the educational psychologist in the field of education in higher education in the amazon region. this contribution should be centered on the constructing of a critical thinking and practice, capable of analyzing the transformation, visible in several educational and school contexts, based on concepts that favor the understanding of the complex educative phenomenon.
Sato Leny,Souza Marilene Proena Rebello de
Psicologia USP , 2001,
Abstract: Este artigo tem como objetivo argumentar a favor da riqueza da abordagem etnográfica no ambito do estudo da vida de pessoas em locais de trabalho, tomando como referência pesquisas desenvolvidas com esta abordagem na escola pública, na fábrica e no transporte coletivo urbano. Centramos nossas reflex es em dois aspectos da pesquisa de campo: o estar no campo e a coleta de "dados" em uma abordagem dessa natureza. A abordagem etnográfica tem se mostrado importante instrumental no sentido de compreender como as pessoas coletivamente constróem e dinamizam processos sociais, como a subjetividade se expressa, como atribuem significado às situa es sociais que ganharam uma organiza o formalmente constituída.
A progress?o continuada no estado de S?o Paulo: considera??es a partir da perspectiva de educadores
Viégas, Lygia de Sousa;Souza, Marilene Proena Rebello de;
Psicologia Escolar e Educacional , 2006, DOI: 10.1590/S1413-85572006000200008
Abstract: this study analyzed the continued progression in the perspective of the educators in the elementary school. the method used was the production of texts and organization in groups of reflexion aiming to know how the educators understand educational politics, how the progression took place in the classes and which are the dificulties faced in its implantation. the consence between teachers and the official speech is in the necessity of facing the high index of failling and school evasion in the public system. the divergence between teachers and the governamental policy is,specially, in the manner of how it has been implemented, because there is not enough participation of the teachers in the process. there is a negative conception about the learning skill of the students coming from families with low economic condition as much in the official speech as in the teachers‘ point of view. the distance between the intention of the governamental policy and the reality of its implementation is considered to endanger the democratization and the teaching‘s quality.
Apropria??o e mobiliza??o de saberes na prática pedagógica: contribui??o para a forma??o de professores
Zibetti, Marli Lúcia Tonatto;Souza, Marilene Proena Rebello de;
Educa??o e Pesquisa , 2007, DOI: 10.1590/S1517-97022007000200005
Abstract: the topic of teacher knowledges has received attention from scholars and researchers during the last twenty years. the hub of the discussion lies on the search for a model of teacher education centered on practical rationality, making it possible to learn the way in which teachers transform into pedagogical practice the different formative experiences they have throughout their careers. learning how teachers' knowledges are appropriated, modified and mobilized in their pedagogical practice can contribute to design formation proposals that take these knowledges and their constitution as the starting point of formation projects, regarding teachers as the producers of knowledges. to such purpose, we have carried out for a year and a half an ethnographic study with a literacy class teacher, seeking to understand the process of appropriation of teaching knowledges in light of the theory of everyday life. the study clarifies at least two fundamental elements in the constitution of teacher knowledges: the historicity and dialogicity, results of a complex process of appropriation/objectivation and creation that takes places at the crossing of the individual teacher's trajectory and the history of social and educative practices.
A dimens?o criadora no trabalho docente: subsídios para a forma??o de professores alfabetizadores
Zibetti, Marli Lúcia Tonatto;Souza, Marilene Proena Rebello de;
Educa??o e Pesquisa , 2010, DOI: 10.1590/S1517-97022010000200003
Abstract: this article aims to bring forward the creative dimension of the teaching knowledges mobilized by a literacy teacher, and is based on the concept of teaching knowledges as developed in the cultural-historical theory. the study was conducted in a public school of the state of rond?nia under an ethnographic approach. the work analyzes two episodes extracted from the school everyday life in order to exemplify how the teaching knowledges are changed and re-created when facing the challenges presented by the pedagogical practice. the results help to understand that the day-to-day teaching practice cannot be described simply as the reproduction of models or proposals used by other professionals. on the contrary, when teacher and class meet there is always an element of originality that demands the creation of forms of intervention specific for that group, under the conditions of that context. following the work of the teacher during the period of the research made it possible to understand that there are countless possibilities of conduction of the pedagogical work, and that the reasons behind the teachers' choices are grounded in knowledges constructed throughout their experiences of formation and professional activity. it is concluded, therefore, that the pedagogical practices must be known and studied in order to be understood, more than judged, having in mind the contribution of these studies to teacher education.
Cadernos escolares: como e o que se registra no contexto escolar?
Santos, Anabela Almeida Costa e;Souza, Marilene Proena Rebello de;
Psicologia Escolar e Educacional , 2005, DOI: 10.1590/S1413-85572005000200011
Abstract: this paper aims to discuss about one of the most traditional modality of record in the school process: the notebook. for this reason, the research demonstrates some important aspects that occur in the school daily work and also describes some kinds of dilemmas present in the school context in which these reports had been done. from an ethnographic perspective, the fieldwork had some procedures such as: participant observation during one year inside the classroom and the analyses of notebooks. many rules for using the notebook were observed during this year: to copy many words from the blackboard; to organize the issues; to use the rubber; to make the correct sequence of the activities, and so on. the notebooks are important instruments of control from the teacher to the students and from the parents to the teacher and the student. they don’t express sufficiently the dilemmas and the context in which the records are produced. when the notebooks are separated from the context in which they are produced, they will make us draw negative impression about the students’ performance
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