A temática da violência escolar na formação docente inicial: das lacunas existentes às discussões necessárias

This paper emerged from a reflection on the troubles afflicting and shocked teachers, especially early in his career, among which stands out both in studies and in reports propagated by the teachers themselves: the violence manifested in and out of classrooms. Given this finding and the obvious need for overcoming beyond ephemeral measures, this research outlines two equally important goals: a) incite the discussion of violence at the time of initial teacher training as well as the emergence of new studies concerning this subject in academic research and b) transgress the tradition of research that consists in recommending prescriptions to be applied about how banning school violence, disregarding the peculiarities of each context. These objectives are derived from following question: which strategies are developed in undergraduate courses that aim to preparing of future teachers to deal with the phenomenon of violence in elementary school? Intending to answer this question and, therefore, contemplate the objectives outlined we opted for specialized bibliographic material analysis, systematically selected as the method. As a main result, it was found that the discussion of the theme of school violence in the initial teacher training is something still scarce in practice and incipient in the sphere of research. Therefore, we emphasize the importance of strengthening of this discussion so that when they get into career teaching, future teachers feel adequately subsidized up to face the everyday challenges that may manifest over the profession.

Educação ambiental e formação de professores de biologia no município de piracicaba/speducação ambiental e formação de professores de biologia no município de Piracicaba/SP

Early this century, several crises are intertwined and the environmental crisis is the most global of them all. In this context, emerged as an environmental education learn to overcome the crisis. This article aims to discuss the ideas of biology teachers in the city of Piracicaba-SP on Environmental Education and from there to reflect on the theme of inclusion in the initial training of teachers. The methodology used a structured questionnaire-based instrument VOSTS (Views on Science-Technology-Society), produced by Aikenhead and Ryan (1992) and the data were analyzed qualitatively. The results indicate that the biology teachers surveyed still have a naive conception of environmental education and training courses need to commit to structural and curricular changes that make the effective insertion of the subject in teacher training in the region studied.

Curso de formação inicial em sexualidade: relato de uma proposta interventiva

The present study aimed to identify the conceptions of students of a Pedagogy course about infantile sexuality and gender relations, checking the needs that they appointed concerning studies about sexuality and sex education in their graduation. Using this information, the authors implemented an interventional course. The instruments used for data collection were two questionnaires. 342 students participated in the first phase of the study, corresponding to the completion of the questionnaire. 38 people participated on the second step – applying the course. The issues they indicated as necessary in their course were: sexuality, sex education, child sexuality, sexual abuse, adolescence and sexuality and disability. Finally, the results of the course were very satisfactory, however, reveals how much we still need to do for training professionals to implement the work of sex education in the school context.

Parceria entre universidade e escola pública: Pibid e Núcleo de Ensino e suas contribuições para a formação inicial dos licenciandos do curso de Pedagogia FC/Bauru

The initial teacher training can be enhanced with the participation of undergraduates in specific programs aimed at the relationship between the university and the primary education system, such as Pibid and Education Center, promising initiatives that aim to strengthen the transition from student paper the teacher. Given the importance of such programs, we analyzed in this study the impacts of the partnership between university and public school in initial teacher training of undergraduates and graduates of UNESP in Bauru, specifically in the Faculty of Education. The programs selected as objects of study of this research to draw together teaching, research and extension to enhance the link between licensing and school environment promoting the experience of concrete situations of teaching even during training, are seeking to consolidate a horizontal relationship between university and public school to both involved understand and contribute in some way to solve the dilemmas faced by the education system. In addition to identifying the similarities and singularities between programs and analyze the contributions of those in initial formation, we attempted to verify what challenges and solutions were experienced by students during the participation in the projects. In general, it can be said that participation in programs such as Pibid and Education Center are key to improving the quality of initial teacher training

Contradições no uso de tecnologias em contexto de estágio de um curso de Letras: o professor de inglês em formação inicial no ensino superior

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Saberes contruídos através da escrita na formação inicial

This paper focuses on the practice of writing in the initial training. The research was conducted from an autobiographical perspective. The instruments used for data collection were the writings produced by me during my participation in the Institutional Scholarship Project Introduction to Teaching (Pibid) and my participation in the extension project Training Group: Dialogue and Otherness, those writings that bring my formative experience as a future teacher. The objectives was to analyze the writings produced by me in these contexts and through this analysis, understand what the issues that I problematized and what knowledge I was building from the experiences lived in the school context and in the university context. In view of understand the writing practices promoted in initial training, I have developed a literature search in the Annals of ENDIPE (National Meeting of Teaching and Teaching Practice) 2008, 2010 and 2012. This research seeks to contribute to the recognition of the training capability of autobiographical teaching writing

O Estágio Supervisionado e sua Contribuição para a Formação Inicial do Professor

Pós-graduação em Educação - FCT

As tecnologias da informação e comunicação na formação continuada de professores: uma proposta para o uso do laboratório de informática

Pós-graduação em Docência para a Educação Básica - FC

Quais saberes são mobilizados para suprir as lacunas na formação inicial referentes à história da ciência?

Nowadays it is increasingly required insertion History of Science on content to be worked in education, which raises many doubts and difficulties on the teachers did not have that content in their initial training. This work results from a qualitative empirical study aimed to investigate how a teacher of Biology and Science in a public school in the city of Bauru - SP was not in their initial training courses relating to the History of Science, mobilizes their knowledge to enter such an approach in their teaching practice. In the research methodology used as its theme the history of DNA present in the materials and also conduct open interviews and field notes to identify the knowledge involved in teaching practice and was adopted as the theoretical framework of Maurice Tardif’s Docent Knowledge. The results showed that even with difficulties arising from gaps in initial training, the teacher resorted to their experiential knowledge to meet these needs in addition to appropriate knowledge from the programs and textbooks, but its shortcomings make it difficult to analyze more critically. Thus, these data lead us to a reflection on the role of textbooks for these teachers is the process by which the consolidation of the knowledge they constructed.

Grupo de estudo/discussão como estratégia formadora de autonomia docente em professores de física

This work is intended to promote a reflection about the forms of work in groups for continuous training of teachers. Based on the hypothesis that the groups of study / discussion of specific topics in physics can have very effects significant and recommended by the literature, we based on the propositions of the educator José Contreras Domingo about autonomy of teachers and we does a report of an experience with group of continuing education in which they succeeded in developing the characteristics of autonomy of teachers in a job with physics teachers who participate in a group of study / discussion of topics of Modern and Contemporary Physics. In this way presents arguments relating the autonomy of teachers with the teacher continuing education and presents the report of a group of training teachers of physics who works along these lines.

A formação continuada de professores: entre o real e o 'ideal'

The objective this study was to highlight the prospects of a group of teachers of Physical Education, highlighting the factors identified as critical to a continuing education "ideal" for a teacher professional development and for the practice pedagogical. Qualitative research, inspired by the method of approaching the history of the present time, in order to register as memory the time when these teachers live. The data source used was oral sources collected by the technique of semistructured interviews and official documents. The data generated were discussed with the production of literature and the highlights are three axes in the reports of teachers: the relationship between theory and practice, the importance of listening to students and the continuity of training activities.

A reestruturação do projeto pedagógico de um curso de licenciatura em física de uma universidade pública: contribuições de licenciandos ao processo

Conselho Nacional de Desenvolvimento Cientifico e Tecnológico (CNPq)

Trajetórias Formativas Docentes: buscando aproximações na bibliografia sobre formação de professores

This paper is a theoretical review where we present teachers’ formative trajectories, according to concepts and significations from teachers' education literature, bibliography references to the UNESP Science Education Research Group. We summarize, in an overview table, different typologies associated to teachers' formative and professional development, trying to establish relationships among them. This study is aimed at to rethink these trajectories, in order to provide subsidies for future investigation in this research line.

O grupo de estudos e discussão como subsídio ao desenvolvimento de interações discursivas entre professores de física sobre a temática teoria da relatividade

Based on the assumption that the exchange of knowledge can support a process of self-organized interactions of the involved in the process, we present the results of a study about how happen the dialogue between physics teachers involved in a group of study of Modern and Contemporary Physics. With the support of the propositions of Bakhtin about the potential of the discourse and discursive interactions studies, we identified interesting regularities in how organize discussions among teachers, identifying a scheme that allows us to infer the effectiveness of the enforcement of this form of lead and mediate the discussions in groups of continuous formation of physics teachers to other topics, as well as adding arguments in defense of the groups of discussion as a strategy for continuing formation of teachers.

Da formação acadêmica à atuação em educação física adaptada: a preparação do profissional de educação física para o contexto inclusivo escolar

This study examines the knowledge of the physical education teacher’s relation with inclusion of handicapped people in their classes. Thus, data were collected through a semi-structured questionnaire administered in 23 teachers of Physical Education. The main difficulties to the implementation of inclusion concerned basically to the lack of applied knowledge. As suggestions, were highlighted: the need for guidance by a multidisciplinary team; continuing education; upgrades in infrastructure and appropriate teaching resources; previous experience of teaching students with disabilities were also related. The data allowed the identification of elements needed to accomplish the inclusive educational physical education purpose and the need of professional prepare to attend the inclusive quests.