Revista Lusófona de EducaçãoRevista Lusófona de EducaçãoRevista Lusófona de EducaçãoRevista Lusófona de EducaçãoRevista Lusófona de Educação Revista Lusófona de Educação

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incluindo a compreensão da complexidade e das emergências e inter-relações entre os diversos subsistemas, que compõem a reali-dade mas, está ainda muito distante de ser uma prática interdisciplinar no âmbito das escolas estaduais de Ensino Médio.

This study it verified as it comes being carried through the implantation and the implementa-tion of projects that they contemplate the Am-bient Education in two public schools of Avera-ge Education of Curitiba - Parana. Specifically, it analyzed the Proposal Pedagogical of Average Education, verifying the given importance the Environment Education; it described which the projects of Ambient Education that come being developed in the two State public schools of Average Education; it verified together to the coordinators and teachers which the factors that intervene with the implantation and imple-mentation of a project to of Ambient Education. The research of methodogy was contexted in the rules of the explored studies. The action of studies was divided in two stages: research in secondary and primary sources. The research in secondary sources occurred by means of a bibliographical revision focusing the subject and the primary by means of the documentary analysis and of the inquiry next to 12 teachers of Average Education and two pedagogical coor-dinators of two state public schools of Average Education, located in the Been city of Curitiba of the Paraná, in the period understood betwe-en April and May 2004. By means of the results it can be affirmed that the Ambient Education does not have a prominence in the resume of Average Education of the two searched State public schools of Average Education, of form to provide concrete information on what to teach, when to teach and, as and when to evaluate; that the analysis of the curricular proposals of the two State public schools of Average Educa-tion does not allow to affirm that the learning of related attitudes the Ambient Education oc-curs in such a way through the curriculum, in the development of specific activities for this end, how much for it saw institutional, by means of the forms of organization of the school, of

the structures of being able, the canals of par-ticipation among others; that closed education in the two State public schools of Average Edu-cation privileges the theory and reduces prac-tical the pedagogical one to the pertaining to school scope with a disable cartesian scientific boarding of the interdisciplinary and the joint action, disabling the understanding of that must be exerted by the human being, in the direction of the solution of problems that involve the am-bient questions; that the educational paradigms effective do not stimulate the two State public schools of Average Education searched how much the organization of resumes that contem-plate spaces of quarrel of politics and “exchan-ge” of methods, information and knowledge that ahead focus the change of position of the ambient questions and that the interdisciplina-ry is not a practical instrument of approach of the pedagogical ones, was of transformations that can surpass the spalling of practical in the two State public schools of searched Medium Education. It was concluded that the Ambient Education is the incorporation of partner-am-bient criteria, ecological, ethical and aesthetic, in the didactic objectives of the education. It in-tends to construct new forms to think including the understanding of the complexity and of the emergencies and inter-relations between the di-verse subsystems, that compose the reality but, it is still very distant of being one practical one to interdisciplinary in the scope of the State schools of Average Education.

Mércia dos Santos Gonçalves (2004)

PETI: uma abordagem crítica de um programa de erradicação do traba-lho infantil no Nordeste brasileiro

Orientação: Prof.ª Doutora Otaviana Maroja Jales Costa

Este trabalho acadêmico investiga sobre a ação do Programa de Erradicação do Tra-balho Infantil (PETI) no núcleo do Aterro da Muribeca, no Município de Jaboatão, no Estado de Pernambuco. Além disso, analisa

Revista Lusófona de Educação

Dissertações230

Revista Lusófona de EducaçãoRevista Lusófona de EducaçãoRevista Lusófona de EducaçãoRevista Lusófona de Educação

a opinião dos participantes do Programa e traz o resgate histórico das partes envolvi-das na pesquisa. Nesta pesquisa qualitativa foi utilizado como instrumento para coleta de dados além da pesquisa bibliográfica, a observação e a aplicação de questionário. A conclusão mostrou o impacto que ações do Programa de Erradicação Infantil (PETI) pro-duziu na vida de seus participantes, no ater-ro da Muribeca. Estima-se que hoje, no pla-neta, existam trezentos milhões de crianças e adolescentes inseridos no mercado de tra-balho. No Brasil, são cerca de oito milhões compreendidos na faixa de 5 aos 17 anos. Este fenômeno vem se ampliando como uma das expressões do aumento da miséria, que leva milhares de famílias a abrirem mão da força de trabalho de seus filhos para com-pletar a diminuta renda. Embora não seja um fenômeno recente, apenas no final da déca-da de 80, e início dos anos 90, adquiriu visi-bilidade a luta pela erradicação deste flagelo, a partir da pressão exercida pelos setores organizados da sociedade civil. Desta forma, acabar com a inserção precoce dos meno-res, no mercado de trabalho, passou a fazer parte da agenda da maioria dos governos mundiais, incluindo o brasileiro.

This research investigates the action of the Erradication Programa of Infantil Work (EPIW) in the nucleus of the Embankment of Muribe-ca, in the municipal district of Jaboatão, in the State of Pernambuco. Anyway, it analyzes the participants’ opinion of the Program and brings the historical rescue of the parts involved in the research. In this qualitative research it was used as instrument for data collection besides the bi-bliographical research, the observation and the questionnaire application. The conclusion sho-wed the impact that actions of the Erradication Programa of Infantil Work (EPIW) produced in their participants’ life, in the embankment of Muribeca. The estimate is considered that to-day, in the planet, exist three hundred million children and adolescents inserted in the job’s market. In Brazil there are about eight million from 5 to the 17 years. This phenomenon has

been enlarged as one of the expressions of the increase of the poverty, that takes thousands of families to give up their children’s workforce to complete the tiny income. Although it is not a recent phenomenon, just in the end of the de-cade of 80, and beginning of the 90, it acquired visibility in the fight for the erradication of this scourge, starting from the pressure exercised by the organized sections of the civil association. This way, to end with insert the young’s preco-cious, in the job’s market, is part of the agenda of most of the world governments, including the Brazilian.

Natércia da Luz Tira Picos Boeiro Morgado (2005)

Trabalhos para casa: práticas, fun-ções e significados. Perspectiva dos professores do Ensino Básico, 1.º Ciclo

Orientação: Prof. Doutor Jorge Pinto

O presente estudo tem como ponto de partida o interesse pelo funcionamento da Escola do 1.º Ciclo, pelos seus ritmos, na-tureza e funções, onde estão inseridas as tarefas de natureza escolar, que são realiza-das fora do tempo curricular, normalmente designadas de “TPC”. Assim, ao potencializar a reflexão sobre a prática pedagógica permi-te, simultaneamente, aprofundar em termos teóricos, alguns dos problemas com que a autora do estudo se confronta profissional-mente. Interessa, pois, questionar o valor e a importância que vulgarmente é atribuída aos “TPC”, visto que são tidos como um meio que os professores utilizam para os alunos consolidarem aprendizagens, desem-penhando funções didácticas ao longo de diversos anos de escolaridade do 1.º Ciclo. Por consequência, procurou-se responder à questão: Quais são hoje, no 1.º Ciclo, os usos e as funções dos “TPC”?. Assim, para responder a esta questão estudaram-se os usos que os professores atribuem aos “TPC” e as funções que desempenham no processo ensino-aprendizagem e procurou-