As contribuições da Pedagogia Waldorf no atendimento a diversidade e na valorização das diferenças

The ideal of Waldorf Education, since the opening of the first school in 1919, was based on innovative principles for a humanized society. Among those principles, there was the attendance of all children without distinction, which is exactly the main idea of the inclusive school. Waldorf pedagogy defends that under the right pedagogical action and care with the individual development, anyone can develop, regardless of their disability. This statem ent highlights the main objective of this methodology, that is the human development, aligned to another fundamental guideline of inclusive education. Accordingly, the hypothesis of this work is that Waldorf education promotes inclusive schooling contexts, attending diversity and valuing differences. The general objective of this study is: analyze Waldorf Education to verify if it promotes inclusive contexts. And the specific objetives were: identify elements in this practice that favors diversity attend; analyze the practice of a Waldorf school, considering documentation, structure, and conception of managers, teachers and parents. The study was based on quantitative and qualitative research approach, and the data was collected trough observation of teaching practices in a classroom where a disabled student was present, as well as through documentation and observation of the school environment. Furthermore, in order to verify the understanding of parents (71 individuals) and teachers (18 individuals) on inclusion, a specific questionnaire was developed for each of these two groups. For the records, a diary and an observation script were used. It was concluded that Waldorf methodology provides all the necessary conditions to inclusion, mainly due to it's enhancement of individuality, didactic organization and it's roots in social relations

A gestão democrática em uma escola de educação de jovens e adultos

This paper addresses the democratic school management within the school organizations. For this, initially made brief remarks on labor relations, the development of administrative and organizational theories. Later, we reflect on how the se labor relations are organized in the educational environment and what education theoretical contributions to the development of school management in Brazil. Therefore, we discuss the Brazilian educational policies that postulate and legitimate democratic school management. Studies of everyday guided the theoretical basis of this work, we wonder what school subject dealing with the discourse of democratic and participative management. Forward the hypothesis that participatory management should be a prominent space in schools, the aim of this study was to investigate the school management of a municipal school of Youth and Adult Education, which brings in your organization pedagogical foundation and educational principles espoused by Paul Freire. The specific objectives of the study are: a) to investigate and describe how is the organization's management of school youth and adults; b) understand the role of managers; c) check how teachers and administrators understand the process of managing this school. From a methodological point of view the daily life of the studies led this work to procedures and qualitative analysis of ethnographic referring to practices that have occurred in adult education school along with the theoretical foundation. Participated in this research members of the school management group and four teachers of Youth and Adult Education rooms. The results obtained showed that dialogue and democracy go together, that the school is an organization with different world views, which need to be primarily present in the identity of the schools. It was also possible to find different democratic practices in the management and organization of the Educational Center that make school subjects become...

O papel dos conflitos no desenvolvimento do juízo moral em crianças da educação infantil

This research sets up as a reflection on the development of moral judgment in children from 04, 05 years of the Early Childhood Education with the main theoretical reference the studies of Jean Piaget (1932/1994) on the subject. To this end, we conducted a case study in order to understand what types of conflicts that arise among children in the school of early childhood education and how the teacher seeks to solve them, or not assisting in promoting the moral autonomy of the small. Behaviors and conflicts observed were described and analyzed by correlating them to the practice of the teacher in the classroom that is the case study. We found that conflicts are avoided and unwanted by the teacher and, when they arise, are quickly resolved through attitudes centered educator without enable dialogue and reflection among the children involved. In this sense, we infer that the teaching practice focused on the development of moral judgment of children showed failure and ineffective. As a result of feedback from the first phase of this research we deem necessary to investigate about the training of teachers of early childhood education in relation to theories that deal with the development of moral judgment in children of this educational stage and identify the implications that such training reflects teacher practices in. We hope that by making such reflection can contribute to the debate on the need to educate morally in early childhood education, whose main objective is to promote the integral development of children

Altas habilidades ou superdotação: um estudo em uma Diretoria de Ensino da rede estadual paulista

Special Education includes gifted students. There is a lack of resources and information for identification and care of such students. They were research objectives map students with giftedness characteristic in Elementary and Middle School in Bauru/SP, as well as verify what teachers know about the issue and if they know how to work with such students in their classrooms. This qualitative, quantitative and descriptive research was structured in three stages. Step A: an observation guide of gifted children, Guia de observação de crianças dotadas e talentosas. Step B: True or False questions on the subject. Step C, field diary. Two hundred and thirty one classes from 24 schools were evaluated and 477 students were identified with giftedness characteristic in at least one of six possible areas. Three hundred and one students were in Elementary School and 176 were in Middle School. In Step B, 280 teachers from 26 schools were part of this study and it is confirmed that they have theoretical knowledge on the subject because the number of hits on the main concepts (based on the literature) was superior to the number of misses. A 4th grade classroom, with a gifted girl, was observed in step C. It was found that the teacher pedagogical practice and the resources used are not different from the ones used with other students. Thus, it appears that the student has not received the curricular adaptations to assist her developing skills

Desenvolvimento da linguagem oral em crianças afastadas da família de origem

For a complete development of oral language it's necessary the development of genetic roots of thought and utterance postulates by Vygotsky, yet the meditation of adult and the influence social and cultural that is around the child. In cases of children moved away from their birth family by judicial ways because of neglect there, is a new modality of refuge in Brazil, that is the home refuge, which is the object of our research. The present study shows an investigation about the development of speech in a child that was moved away from his birth family and forwarded to Foster Family to comprehend the contributions and activities that help in child development. The research was performed through an approach of qualitative interpretation of bibliographic type and area type. The data analysis allowed us conclude the new social and cultural way that the watched child was inserted helps in his development in a significant way enabling a qualitative jump in speech and psychic functions phase

Procedimentos do ensino da leitura no primeiro ano do ensino fundamental: concepções, estratégias e resultados

The theme of the reading in the first year of the literacy cycle has become recurrent in academic papers, research groups, discussion forums, conferences etc. and raised different positions depending on the theoretical framework with which it is studied. While it is granted that reading instruction this school year is to ensure the ability to encode and decode and learn and understand the meanings and the meanings of what we read. In this work, it formed a general objective to investigate how reading skills are being developed in the classroom and the strategies used to develop decoding and understanding of meanings. The question that formed the north to the survey was as follows: The strategies and procedures being used in the teaching of reading in the early literacy process develop the coding and decoding skills beyond the grasp and understanding of the meanings of ideas? The specific objectives were established: a) investigate how is the teaching of reading in the first grade of elementary school; b) identify the teaching strategies and the design of reading and reader that the teacher of the class has observed and relate it to the way he teaches; c) verify that the teaching of reading in the first year of the literacy process, develop the early reading skills, decoding, and favors the development of the apprehension and understanding of the meanings of what we read. The methodology included field research, from a qualitative interpretation approach and had as direct data source the natural environment in which the teaching of reading has been developed. The work then displays data results analyzed in the light of literacy concepts distinguished by Soares (2011), and reading by Silva (1983), Foucambert (1994), Solé (1998), among others. The results were extracted inferences and interpretations. It is hoped that this work raises in literacy teachers, reflections on the teaching of reading in the literacy cicle, in order to establish the...

O uso da atividade guia (brincar) como catalisadora do desenvolvimento do pensamento e da linguagem

To select pedagogical practices that allow the development of psychic function thinking and psychic function language. It's necessary understanding the whole psyche human, postulated by Vygotsky. The action of playing, the main activity of the children in the childhood education, can enhance the resilience of the psychic functions, once it provides stimulus and may include teacher's intervention during its deployment. For a better intervention, this planning in light of a theory is primordial, as well as the reflection on this practice. This research aimed to find the moment of the activities that took place the development of these functions, language and thought, in children who are in the early years of the childhood education. The survey was conducted through a qualitative interpretation approach, as action research. Data analysis allowed us to observe planned teaching practices in which enabled the development of language and thought and consequently a qualitative leap in the other psychic functions

A questão do voto para o adulto analfabeto ou pouco letrado

The Youth and Adult Education is a reality that still stands on the school benches of Brazil. Elderly people historically get more integration in the world when appropriate to the written code. One of the issues that touch this insertion is the right to vote and, more than that, the awareness of the vote of young and adult illiterate or poorly literate. Thus, this project aims to raise throug the point of view of this student how he see himself as voter and what is their role in the democratic consolidation of this act, even if he is in the condition of illiterate or poorly literate. Therefore, a qualitative approach to research will be conducted, in which individual audio recorded interviews will be held, later transcribed and the data will be analyzed in the light of the studied literature, based on the writings of Paulo Freire. Will participate as subjects Teachers of EJA and of study the students enrolled in the Education of Young Adults rooms on the city of Bauru. The results shown in interviews with the teachers confirmed the investigation of expectations in the study of Paulo Freire which has literacy training as part of the citizenship, the results allowed the construction of the profile of a group of students. We also concluded that it was possible to deconstruct the myth of non-political consciousness of the illiterate and the presence of dialogue in pedagogical practice enabling awareness of Educating

A importância da mediação: a situação do professor mediador escolar e comunitário na Rede Estadual Paulista de Ensino

This study aims to analyze the implementation of mediation in the school environment of São Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of São Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonafé-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment

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

Reflexões a respeito da educação a distância: a visão de professores em formação continuada

The study aimed to analyze the vision of teachers in conducting a continuing education course in level of expertise in the field of special education, focusing on Global Development Disorders, through the modality of distance education. The current study was provided by the Network Program São Paulo Teacher Training - REDEFOR in partnership with Universidade Estadual Paulista-UNESP, for teachers of the state of São Paulo. The survey went through some steps, namely: a) literature review a brief history of Distance Education in Brazil and in the world thus seeking to understand their development to the present day, including legislation that regulates; b) study and survey of potential and limiting factors for distance education in teacher training. Was observed of initial and continuing teacher education in the distance mode, focusing on education and training policies implemented by the state of São Paulo, in recent years; c) data collection with 33 teachers in the continuing education process, e-mail and performed with the use of Google Drive tool that enabled the creation of online search form; d) organization, analysis and interpretation of data and its consequences. Through the results it observed that distance education is considered a favorable mode of education for the continuing education of teachers. The course was offered via Moodle and tools were considered easy to assimilate and elaborate activities in general, favored the construction of knowledge, and some questioned for its effectiveness. It follows therefore, that distance education provides continuing education for teachers, but it is necessary in the preparation of these courses is taken into consideration the tools and resources available in their construction, contributing to a dynamic and interactive model between all participants in which the exchange of experiences, questions, doubts, can effectively contribute to the construction of knowledge and possible developments in..

Alfabetização e letramento: as nuances desses fenômenos por meio dos gêneros do discurso

Literature sample that the basic literacy with literacy differentiates the development of the citizens forming them to act in critical way in society. This research had as objective to analyze nuances of the basic literacy process and literacy of a pupil who little if express verbally, in the classroom, having the discursivos sorts as entered. Case study is about a research of qualitative interpretativa boarding of the type. The data had been collected by the following instruments: systematic comment, interviews with three professors of the citizen, daily of field and written production of the citizen. The results of the research point, on the other hand, with respect to the education of the writing and initial reading that if restricts to the basic literacy concept as technique of the writing, codification and decoding, without advancing for the basic literacy as apprehension and understanding of meanings. On the other hand, they point that the initial writing is organized to reach only the independent literacy, while the ideological literacy is distant of the pertaining to school universe, in the initial years of Basic Education

Validação de imagens de material didático para a educação de jovens adultos e idosos

This work originated as a tool for validation of an illustrated alphabet designed for youth, adults and seniors, developed by Profª Maria Aparecida Couto em seu Mestrado Profissionalizante da UNESP de Bauru - Faculdade de Ciências, Pedagogical mediation with didactic material support for education of youth and adults. With this guiding goal first we chose a brief theoretical introduction in order to identify and differentiate the students of the EJA and then the selected images were taken to the field for validation and adaptation through the contribution of the students of the EJA

Biblioteca escolar: espaço de formação inicial do leitor na educação infantil

The books are part of the school routine in the course of our lives, currently, we are the gateway to the processes of social literacy that begins with the presentation of these objects for babies and children in early childhood education (EI). This research has the main question: to know how are the libraries or reading rooms in Early Childhood Education Centres (CEI) of Botucatu. Thus, the overall goal is to understand, characterize and analyze the CEIs libraries Botucatu. What implies: investigate and analyze the existing legislation on school libraries, their approach to the reality of the CEIs and the official documents of early childhood education; To investigate the relationship between the child and the playful objects (books, toys etc.) and finally discover and describe the reality of School Libraries in CEIs studied. The research is qualitative orientation, more precisely a Case Study. The space, proper equipment and support provide a rich learning that will serve as the basis for school achievements. However, the offering of School Libraries and Reading Rooms in many cases it is not a reality. The survey took into account which of the schools have assets, how is the organization of space, the playful activities with learners users and which functions, training and professional responsibilities designated as responsible for School Library/Reading Room. It is noteworthy to say the official documents as a basis and motive of this research as well as the fulfillment of established targets and carried out by the municipal, state and national governments on the implementation of School Libraries in schools, with the help of programs like National Fund Development of Education (ENDF), National School Library program (PNBE) and the National Book and Reading Plan (PNLL)