A temática ambiental no currículo do Ensino fundamental do Estado de São Paulo a partir de 2008

Pós-graduação em Educação - IBRC

Todo o conhecimento do munda na literatura: as disciplinas do currículo nacional dos anos iniciais do ensino fundamental em Cacoete, de Eva Furnari. -

Nous comprenons que la littérature, quelle que soit l'adjectif qui accompagne - enfant, adolescent ou adulte - est l'art. L'art de la parole qui crée des mondes possibles, pas réel, à travers un langage très élaboré et complexe qui permet la compréhension de toute la l'expérience humaine. D'autre part, la réalité de l'éducation brésilienne nous montre que nos étudiants ont de la difficulté à comprendre des textes écrits, ce que compromettre l'apprentissage de toutes les matières du programme. Dans ce sens, cette étude a eu l'óbjective à à souligner les possibilités que nous avons d'incorporer la literature brésilienne pour les enfants e les jeunes - appropriée aux étudiants de l'enseignement de base, les enfants et les jeunes - comme um élément transdisciplinaire, associant toutes les disciplines du programme scolaire de l'école élémentaire, notre découpure. Ainsi, nous le signalons dans Cacoete, d' Eva Furnari (2005), des éléments de toutes les matières du programme d'études de cette étape scolaire Brésilienne, afin de montrer aux les enseignants de tous les domaines qui le travail avec la littérature conduit nécessairement à la compréhension de toutes la connaissance. Notre étude a été réalisée sous une approche qualitative de caractère bibliographique. Pour l'embasement théorique nous utilisons de auteurs qui recherche le concept et les spécificités du texte littéraire, selon Rolland Barthes (2007) et Tzvetan Todorov (2009) aussi que des auteurs qui l'étudient spécifiquement de la littérature pour les enfants, selon Nelly Novaes Coelho (2006) et Fanny Abramovich (1983; 1999). Ils ont été également consultées des auteurs qui recherche sur la lecture, la littérature et l'école, selon John Wanderley Geraldi (2006), Marisa Lajolo (1997), Ana Maria Machado (2011), Iara Conceição Bitencourt Neves et al (2003), Roxane Rojo (2002), Ezequiel Theodoro da Silva (1988)...

Educação, psicanálise e literatura: distanciamento do texto literário no ensino fundamental

Pós-graduação em Educação - IBRC

O Programa Nacional Biblioteca da Escola e o seu impacto na sala de aula: a circulação e o acesso do livro de literatura no interior de uma escola municipal de ensino fundamental

Pós-graduação em Educação - FFC

Literatura infantil no ensino fundamental: análise da recepção na articulação de textos imagéticos e escritos por crianças de 4. série

Pós-graduação em Educação - FFC

Alfabetização e letramento literário no 2° ano do ensino fundamental de nove anos: funções e usos da literatura infantil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aproximações entre literatura infantil e ensino de ciências: um estudo de práticas pedagógicas de professoras dos anos inicais do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O patinho feio e O rouxinol e o imperador da China, de Hans Christian Andersen: a literatura infantil em uma 4ª série do ensino fundamental em Presidente Prudente

Pós-graduação em Educação - FCT

Inclusão escolar e gênero: o ambiente escolar como fator de influência no currículo social e acadêmico dos alunos das séries iniciais do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino de ciências no 5º ano do ensino fundamental: o currículo modelado e aspectos do currículo em ação

Pós-graduação em Educação Escolar - FCLAR

A lousa digital interativa no ensino fundamental: um estudo de caso de uma escola municipal brasileira

The main objective of this paper is to realize a review of literature about use of Interactive Digital Whiteboard, as a tool for improving the quality of education. We intend to show some results already reported in several studies in this area, and thus contribute to the systematization of knowledge about this resource. We found that the positive impacts of digital interactive whiteboards are specific and depend on the model followed in its implementation. Although the literature on this technology still emerging, there is evidences of good practice and positive results in all areas of the curriculum. The outcome of this research shows that to get potential benefits of digital whiteboard will be necessary, at first, to understand the process implementation and appropriation. If hardware and software of Interactive Digital Whiteboard not available and adequately used all their potential benefits not will take effect.

A escolarização da literatura infantil nos anos iniciais do ensino fundamental: um processo subsidiário aos fins pedagógicos

Literature is a treasure for humanity and for the school. It causes psychological function of the individual, inserts it in the context of various cultures and historic moments, and, by having formative nature, School and Literature are intrinsecally related institutions. But literature is not the end of the first teaching, while the school has the purpose of teaching literature. Literature is not a source of good leads standards; have to be educated without this process to misrepresent. Thus, it was estalished is to investigate the inadequacy of schooling of Children's Literature pointed out by Soares in 2006, is still reality that becomes present in school or if there was any change in that status. Specific objectives were established: 1)Scanning separately in each of the books education system, from first to fifth grade of elementary school, according to the following categories involving education of literary reading: selection of genres and authors; presentation of these genres and no change from one genre to another; 2)analyze the way children's literature is presented by note-books analyzed education system develop the sensitivity of the student for pluris-signification and expressiveness of literary language, while fulfilling its social function and knowledge; 3)review the comprehension activities of literary reading proposed by notebooks to seize their educational goals. Therefore, we carried out basic theoretical research, demonstrating the functions of literature and the teaching of literature in school, and documentary research. Were analyzed 20 documents (the system apostilled notebooks), paying attention to classwork it to him of genres, authors and works chosen to be worked out, observing the cases of texts fragmentation and transport the genre to the page of the notebook system apostilled, and investigating the goals of literary reading instruction through the analysis of comprehension activities. The data received quantitative...

Com que conteúdo eu vou ao currículo que você me convidou? Geografia e história no ensino fundamental

This paper intends to reflect on the search, in the process of teaching formation, of pre-defined contents for the teaching of Geography and History in the series of primary school. This desire for clarity about the appropriated contents for the various series often overshadows the real need to clarify what is the goal of teaching this or that content. It is necessary, in the teacher training, resume and historically contextualize this search for curriculum contents. The risk of prioritizing the discussion about contents is transforming the contents itself into the content goals of education. Reifying the contents contributes to the common process of disconnect teaching from learning. In this case, the educational process becomes a contest of teaching contents, not bothering if these contents were or not learned by the students, which makes education extremely conservative. This phenomenon has it origins in the 1970s, during the curriculum discussions of the various areas of school knowledge. Since then, the concept of didactic transposition has been questioned progressively, in which the curricula were designed as adapted teaching to lower levels of scientific knowledge produced in universities – the place for higher education. The school knowledge, since the 1970s, is considered as autonomous. In other words, knowledge in dialogue with university science, but with typical characteristics of education in school systems. If the curriculum of primary and secondary educations is not the result of the didactic transposition, what content it should be made of? The current paper touches this issue, but subordinates it to most relevant questions about the purposes of learning in inseparable connection with teaching.

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

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