O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos did��ticos

PASSEGGI,Luis ��lvaro Sgadari. O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos did��ticos. Revista do GELNE, Fortaleza, v.4, n.1, p. 122-124, 2002.

Pol��tica p��blica e educa����o digital no ensino fundamental em Natal/RN: an��lise de efic��cia da atua����o dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r��rum�� by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

Pr��ticas s��cio-ambientais no espa��o escolar: uma reflex��o sobre a percep����o dos usu��rios de duas escolas do ensino fundamental em Jo��o Pessoa, Para��ba

In the social-historical moment we live in, it is each time more evident the necessity of the people to learn to deal with the environment in conscientious way, taking care of themselves properly through it. In this direction, considering the school as a place where children, young and adolescents spend great part of their time, this work had as objective to examine the perception of school environment for students, professors and employees of two schools in Jo��o Pessoa city - Centro Estadual Experimental de Ensino-Aprendizagem Sesquicenten��rio and Escola Estadual de Ensino Fundamental e M��dio Presidente Em��lio Garrastazu M��dici (Experimental State Center of Learning-teaching Sesquicenten��rio and Basic and High State School Education Emilio Garrastazu M��dici President). From the presupposed that the environments in which and with which people live reflect their daily practices, the field work searched to identify the social-environmental practices that characterize the relation of these users with the school and, from this understanding, to infer some of their concerns regarding the environment as a whole. To analyze the use of the available physical space in the two institutions it was opted the use of the After-Occupation Evaluation, one of the approaches that feed the process of building production or built set, rescuing aspects related to its use, operation and maintenance. Besides analyzing diverse school environments (such as classroom circulations/accesses, library, pedagogical and sportive spaces) in relation to the environmental comfort and the perceptions of the main users of the schools (pupils, professors and employees), the dissertation tried to inquire the care (ambient education) of these users with the school space. In general, it was verified that the two schools have evaluations and perceptions really different for four reasons: (i) management of the schools; (ii) the users perception; (III) localization of schools and (IV) feeling of place, territoriality and appropriation

Concep����es de licenciandas em pedagogia sobre o ensino de ci��ncias nos ciclos I e II da educa����o b��sica

O conte��do de ci��ncias no Ensino Fundamental dos ciclos I e II �� ministrado por um professor polivalente com forma����o em Pedagogia. Sua forma����o deve possibilitar uma vis��o global do fen��meno educativo, o que implica a constru����o de conhecimentos m��ltiplos e contextualizados, por��m com pouco aprofundamento. Este trabalho objetiva identificar as opini��es e dificuldades de licenciandos de Pedagogia a respeito dos conte��dos de Ci��ncias nos dois primeiros ciclos do Ensino Fundamental, mediado por dois questionamentos: Com rela����o aos conte��dos de ci��ncias ministrados no I e II ciclos, voc�� os considera f��cil ou dif��cil? Sendo solicitado que justificasse sua resposta; De acordo com seus conhecimentos sobre ci��ncias, cite as principais dificuldades que voc�� teria (tem/teve) em ensinar ci��ncias nos ciclos I e II. Participaram do estudo 29 licenciandas da turma de Ensino das Ci��ncias Naturais II do Curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Com rela����o ao questionamento referente �� considera����o dos conte��dos de ci��ncias, 52% das licenciandas consideraram f��cil, 31% dif��cil e 17% n��o responderam a quest��o. Foram identificadas tr��s categorias de respostas: processo de elabora����o do planejamento (20,5% f��cil e 20,5% dif��cil), n��vel de conhecimento dos alunos (7% f��cil e 0% dif��cil) e natureza dos conte��dos abordados (14% f��cil e 10,5% dif��cil). Foram classificadas tr��s categorias distintas em rela����o ��s dificuldades em ensinar ci��ncias: natureza dos conte��dos abordados (50%), aspectos metodol��gicos (25%), e conhecimento b��sico (25%). A an��lise dos resultados revelou que a principal dificuldade das licenciandas em Pedagogia quanto �� aplicabilidade do ensino de ci��ncias nos primeiros ciclos do Ensino Fundamental esta diretamente relacionada �� falta de conhecimento b��sico destes conte��dos, que somente foram estudados por elas no Ensino B��sico, indicando a necessidade de incorpora����o de abordagens de conte��dos de ci��ncias no currículo do curso de Pedagogia.