Paralisia cerebral: efeitos da escrita sobre a escrita

The aim of this research was to apprehend the effects of text reading in S.'s writing productions, a child in literacy process. S. is a child who can't speak or write by her own due to a dystonic quadriplegic CP. S. communicates with Blissymbols which were introduced in a school-clinic in São Paulo city when she was six years old. At the same time the literacy process took place and she indicated symbols, letters and numbers in a board by scanning. The teacher related S.'s difficulties concerning reading activities, so a weekly activity was proposed by the speech therapist in the classroom. The teacher and her assistant participated in the activity. A cutout of the activity involving a book reading when S. was between eight years and seven months old and nine years and one month old was analysed. The research was based in Borges (2006) grounded in The Brazilian Interactionism according to De Lemos (1992; 1995 and others) and proposes a literacy process among students from the first series in a regular school by the reading of different texts. The activity guided by the speech therapist took place side by side with the literacy program guided by the teacher and resulted in various S's text productions. The data was collected through film transcriptions from the activities in the classroom and from materials produced by S. through the reading of the chosen book. These data integrates NALíngua-CNPq databases coordinated by Dr. Alessandra Del Ré whose aim is to investigate the language acquisition process. S.'s reading and writing acquisition occurred in a singular way, affected by the using of Blissymbols that became S.'s speech modality: a written-speech with symbols and alphabetic writing

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

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

O ensino de geografia e a educação ambiental: um estudo de caso com resíduos sólidos urbanos em Bauru (SP)

Pós-graduação em Geografia - IGCE