The title of speech for school:
Senses and meanings attributed by parents and educators to the educational process developed in nurseries and the Program called “Educriança”: experiences of innovative projects in education
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My name is Lindabel Delgado Cardoso. I am a female, 49 years-old and a PhD student at the Pontifícia Universidade Católica (PUC) in the city of São Paulo, Brazil. I live at the city of Guarulhos, State of Sao Paulo. My PhD supervisor is PhD Professor Antonio Carlos Caruso Ronca. I have started the PhD in the first semester of 2010.
I taught Teaching Certification Courses for public schools in the state of São Paulo for 15 years, and at Pontifícia Universidade Católica de Campinas, PUC Campinas, in the Education Graduation Course, for 2 years.
I was one of the leaders of the teachers’ movement APEOESP, the State of São Paulo teachers’ union, and of CNTE, the National Confederation of Education Workers.
I was the director of the Guarulhos Department of Education for almost 6 years and the Secretary of Education for almost three years in Guarulhos, a city in the state of São Paulo, that has more than 1,3 million residents.
I participated in the following program courses:
- Leader Training for MERCOSUL Labor Union Organizations at UNICAMP (Federal University of Campinas, State of Sao Paulo), 1997
- Training Project Assessment for OIT, an international organization, in Turim, Italy, and Madrid, Spain, 1995.
- International Workers’ Conference, Geneva, Switzerland, 1995
- Training for Union organizers at Cuba Union Center (CTE) in Havana, 1988.
I have no funding resources for my PhD research and writing. Therefore, I work to afford my expenses. However, I have a very flexible schedule to organize my work and school activities.
The topic of my PhD dissertation is “Meanings and senses of educational programs for childhood under the perception of mothers and teachers: innovative projects for childhood education”.
I am interested in the Summer School because it is a unique experience for me as a PhD student. I expect to learn even more about the researchers, especially about L. Vygotsky, who is very important in the cultural-historical methodology perspective. Also, exchange experiences and ideas with students from abroad represents an opportunity for knowing other educational, cultural and historical realities of different countries.
Particular questions I would like to discuss include:
- Public actions for childhood, especially for children up to three years-old.
- Subjective of social inequalities.
- Qualitative cultural-historic research: Luria, Vygotsky, Leontiev, H. Wallon.
- Conceptions of childhood and children’s development.
5. Maria Fourpome Brando, email@example.com
My name is Maria Fourpome Brando, a 30 years old, Brazilian female. I am in the middle of my doctorate in the department of Educational Psychology, at Pontificia Universidade Católica of São Paulo. My advisor is Dr. Claudia Davis. I have a scholarship from the Brazilian government. At the present moment, I’m doing the review of the literature in order to be able to better define my research problem. In a general view, I am interested in discussing teacher’s Activity, more specifically, the senses and meanings they give to their professional practice. The research’s theoretical framework is the cultural-historic perspective in Psychology. I will be employing, more specifically, the categories of Activity; Conscience; Thought and Language; Sense and Meaning; and also Subjectivity.
The ISCAR Summer School seems to be a great opportunity to share different interpretations of Cultural and Historic Theory, especially in what concerns the relationship between sense and meaning and ways through which personal interpretation of the former promotes transformations in the latter. I am also interested in discussing the role of mediation in this process as well as the very nature of physical and symbolic tools. Presently, as I am studying the Actor-Network theory, my tendency is to understand that, as Bruno Latour postulated, that they both share the same social nature and in this respect, their distinction is not so clear.
In methodological terms, I am planning to employ some of the Activity’s Clinic procedures, proposed initially by Yves Clot, a French research linked to ergonomic tradition. In my research, however, those procedures will undergo a substantial alteration in order to better fit Brazilian context. Another aspect that I am interested to talk about is how to proceed when collecting data related to the senses and meanings a subject constructed about a given event and, also, the role of the researcher and of his instruments when working in a qualitative paradigm. Finally, I am expecting to be able to exchange literature information, a central point when we are so far away of the northern discussions.
For sure, I will love to know Finland. This is not, though, my main reason to postulate a place in the ISCAR Summer School. IN fact, if I am accepted, this will be my first participation in an international meeting, something very special just because so full of challenges. It is nice to be able to test our limits and to face new cultures and their various points of view. To express myself in English is, for me, a big task, but I am confident that, if my colleagues have some patience, I will overcome this problem easily.
- Brando, M.F. (2002) Oficinas de Direitos Humanos. In: VI Encontro de Psicologia Social Comunitária – Transformaçao: para que? para quem? (pp.44). Bauru: Universidade Estadual Paulista.
- Brando, M. F; Facco, M.A. (2006) Impedimentos Subjetivos na Atividade do professor em aulas de Orientação Sexual. In: IV Mostra de Pesquisa em Educação. (pp. 87). São Paulo: Artcolor Ltda.
- Brando, M. F; Facco, M.A. (2006) Educação Inclusiva: um estudo sobre atividade docente. In: IV Mostra de Pesquisa em Educação. (pp. 88). São Paulo: Artcolor Ltda.
Lindabel Delgado Cardoso “Senses and meanings attributed by parents and educators”