Educação sexual nos anos iniciais do ensino fundamental: currículo e práticas de uma escola pública da cidade de Marília-SP

Pós-graduação em Educação - FFC

Concordância espaço-temporal e intensidade de competição em grupos de baleia jubarte: evidências de uma série temporal de 10 anos

The theory of sexual selection states that individuals more capable of attracting, selecting and competing for partners are more successful on reproduction than the less fit individuals. Competition for sexual partners can be observed in different populations of humpback whales (Megaptera novaeangliae). These large cetaceans migrate seasonally from feeding areas, in high latitudes, to breeding areas, in low latitudes, where they spend the winter. During the breeding season females with and without calves are escorted by transient competitive groups of males. Seeking reproductive success in the same group, various males exhibit aggressive behaviors searching for proximity to the disputed female. Breeding areas are usually located in warm and shallow waters that provide greater security to newborn calves. The Abrolhos Bank, in the Bahia State, is the main breeding area of the species in Brazil. In this study, we used data collected in this region between 2003 and 2012. We tested the hypothesis that there is temporal fluctuation in the abundance of competitive groups and, thus, there is variation in the levels of competition among males during the breeding season. We expected to find higher competition at the beginning of the season since there are a large number of males competing for a small number of females available for mating, because some of them would still be pregnant with calves conceived on the previous year. As the pregnant females give birth to their calves and can again get into heat, the competition among males would be softened, represented by a smaller number of individuals in competitive groups and a larger number of groups sighted. To test this hypothesis we compared the number of individuals per group and number of groups sighted (response variables) between the beginning and the end of the reproductive season (explanatory variable) by using generalized linear models. We used the Living Planet Index (LPI),...

A importância da ludicidade na escola na perspectiva de professores atuantes nos anos iniciais do Ensino Fundamental

The play and playfulness as well as school subjects are ways that the teacher has in the classroom to mediate the relationship between knowledge and the students, providing an easier and more enjoyable learning. This paper aims to analyze how teachers in the early years of primary education, the areas of Physical Education, Education, Art and English, assesses the importance of playfulness at school, define concepts such as the playful, playing, their importance for the learning and social life. Field research through interviews with nine teachers was conducted, six Educationalists teachers, an art professor, an English and physical education teacher. The results indicated that most of these teachers mediates learning through playfulness that children have better learning when the pedagogical work occurs through play, and feel more motivated to attend school. Participants have the idea that playfulness is the play and the play and say the school should value the playful, and need support from the school staff and the community. In conclusion, the playful should be part of everyday school life and more than a teaching strategy, should be valued in the integral formation of the individual

Desenvolvimento da oralidade em crianças de três a quatro anos: descrevendo jogos e brincadeiras que produzem novas formas de comportamento

The goal for this communication is the speech development in children three to four years, and how games and child's plays can help them in the process. For this, we have set three specific goals. They are: select games and activities that serve as a means of furthering the development of speech; elect three activities, making sure at what point is the extra step to the outbreak of the sign/symbol and identify at what time of play the child uses more talk and no change in psychological structure. These games have been applied to children from three to four years in order to identify and record their actions and speeches during activities. Acquiring the ability to speak, the kids will be able to communicate socially and develop new forms of behavior. From young children already expresses themselves through babbling and even crying, because do not have a conventional language yet. From the social relationship, the child tends to become familiar with the language, and gradually learn how to use it, expressing her feelings and desires. When the development of language and thought intersect, transform the course of action of the child who begins to have control of your action. Such its importance in society, the language became the basis of childhood education and is the duty of teachers and educators to appropriate the necessary encouragement to the child to develop or improve her language

A literatura no Ensino Fundamental - anos iniciais: entre o prazer emancipatório e o escolar pragmático

The Children's Literature is an invaluable tool for human formation, ethics, aesthetics and politics, as well as serves as an instrument for the formation of interdiscourse and transforms teaching procedures of text written production. Then, the investigation of how the literature is being worked in school. Therefore, in this work, constitutes the general objective, to investigate how the teaching of Children's Literature is organized in the early years of elementary school and if that organization promotes the development of literary literacy of the student, and language skills written and the reader behavior, making it critical on several topics. The question that served as a north to the research was the following one: is Teaching Children's Literature, in the early years of elementary school, organized to develop the literary literacy while acting as a catalyst tool for learning to read and write? Have been established the following objectives: a) describe how the teaching of children's literature is organized (teaching routine) in the 1st, 2nd, 3rd, 4th and 5th years of elementary school ; b) identify the literary genres that have worked in each school year, describe how they are worked out, analyze whether this work is related to the teaching of writing and the nature of that relation ship; c) verify if the Children's Literature teaching procedure seeks ways to articulate literary activities with the establishment of the interdiscourse as content for writing the textual production. The methodology that was included was the field research, from a qualitative interpretation approach and it had as direct data source the natural environment in which it was developed the teaching of Children's Literature. The work presents data results analyzed according to the concepts of Aesthetics of Reception (Iser, 1977; Jauss, 1977), and the functions of Literature, according to Candido (2000), Yasuda (2004), among others. From the results were extracted