Recomendações de usabilidade e de acessibilidade em projetos de ambientes informacionais digitais para idosos

The usability and accessibility, when applied to digital information environments, provide ease of use and access to information, respectively. Thus, we aim to discuss these concepts and apply them in specific digital environments to the elderly through the documentary and bibliographic study of specific recommendations on projects for elderly users. This study was conducted in conjunction with students at the Universidade Aberta à Terceira Idade (UNATI) - UNESP - Marilia, who assisted in the classification of recommendations for usability and accessibility are essential (Priority 1), important (Priority 2) and optional (Priority 3). The results indicate the importance of this type of study for the digital and social inclusion of older people by facilitating elements of access and use of information, providing the building more inclusive informational architectures. The resulting recommendations can be used as a starting point for the design of digital environments for the elderly in a specific heuristic evaluation, for example. However, it remains important to the application of usability testing with users, including the application to validate these recommendations, since different contexts may arise from the implementation of different elements, resources and information services.

A formação ética do educador: competência e juízo moral de graduandos de pedagogia

Traditionally, undergraduate education emphasizes theory and technique. The ethical education of the professional who will act in society is placed at most in a discipline related to professional´s deontology. Ethical discussions are developed in a bored way and the mission of educating students is considered fulfilled. Based on this analysis, the principal purpose of this study was to verify if the training provided by university has some influence on the development of students’ moral judgment and moral competence. The participants were 540 undergraduate students from the first and the last year of education from Pedagogy course from two universities of São Paulo state, one of them was public and the other private. The instruments were Defining Issues Test (DIT-2) and Moral Judgment Test (MJT-xt). The results indicated that the training received did not lead to significant improvement of their capacity to reflect about moral issues.

Formação de professores: as diretrizes nacionais e o poder local

Coming as a result from a comprehensive research based on Lima’s studies (2008), this article is intended for investigating the process of reorganization of the Pedagogy course offered by a state public university since 2006, when the new National Curricular Guides were instituted. The subject matter brings up as one of its purposes to identify the main difficulties and the possible answers given in order to cause the changes to happen, taking in consideration both the external and internal interests of the institution. To further these aims, actual instruments were applied to the research: documents related to the Pedagogy course that were kept in the Council of the university and interviews with the members who took part in the process of readjustment. Because it is a public university, at first there was a mistaken presumption of the primacy of an administration founded upon democratic principles, in which the divergent opinions do not turn out to be taken as mere pretexts, but as an opportunity of dialogue and to establish collective projects. However, the results of the analysis shook that basic assumption and proved the opposite: the process was led to a rational/bureaucratic pattern of administration, the goals of which intended to adjust the institution to the external precepts and to establish the consensus — understood here as an absolute lack of conflicts. Nevertheless, it was chosen to conciliate the Pedagogy course to the national guides, without causing any harm to the departmental interests. These are reasons that justify satisfactorily the fact of this article being supposed to raise and quicken new and revitalized debate whenever there is an engagement of those who are most concerned for the duty of student teachers’ instruction, but mainly that of being expected to participate in the effective discussion/decision — making process of creating ends which to strive and work for.

Atitudes sociais em relação à inclusão: o curso de Pedagogia da Faculdade de Ciências e Tecnologia da UNESP

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

Educação Profissional e Ideologia das Competências: Elementos para uma Crítica da Nova Pedagogia Empresarial sob a Mundialização do Capital

This article aims to address the relationship between work and professional education, specifically the ideology skills and the new pedagogy business under the globalization of capital. Is analyzed at first, the world-historical context, the restructuring of the productive and political capital from the 1970s, and the demand for a new organization of work based on model Toyota. Second, discuss such changes are productive within the Brazilian state and its influence on educational policies geared to work, permeated by the ideology skills as an instrument that seeks to obscure the relationshipcapital. It discusses the emergence of new education business connected to the ideals of human capital. It is the influence of international organizations in Brazil of the United Nations (UN) and the United Nations Organization for Education, Science and Culture (UNESCO), aimed at articulating the education according to the ideological aspect global, verified legislative apparatus in education. Ends up not only to reflect the content of the skills ideology, but it is suggested the redemption value of the denied promise of emancipation human-general.

Implementação da educação inclusiva: análise do projeto político pedagógico das escolas

The Policy Pedagogical Project can be understand like a guide element of education actions, that links itself to a history social project, bringing an specific way to understand the school and its function in society. The actual brazilian legislation is based on inclusive educational policy defended since 1990 by Ministry of Education. Faced this situation the present research intends verify if the schools are organized to act into this new paradigm, using analisis of the Policy Pedagogical Projects. That's why were analized the projects of 6 public schools of basic study that attend impaired students in regular classes. Those projects were analized based on a inclusive school indicators purposed by the Ministry of Education, that is based on a specific theorical reference and on determined actions that favor the impaired student learning. The data pointed that the majority of schools shows in theorical camp assumptions vinculated to Inclusive Education Policy. However, the presented actions are still shy and limited, so there is no differentiated purpose that attend the educational needs of impaired students. It concludes that the speech about inclusive education have already been assimilated by the school, however the actions are still begginers. The Pedagogical Project colectively built, could constitute an effective instrument to think about an make a quality school, an emancipatory school for all.

Desafios da formação docente no curso de Pedagogia: aligeiramento e pragmatismo

This paper analyzes recent policies of teacher eduation in Brazil related to the employment and professional dimmensions of the teaching career. It analyzes teacher education policies, and the guidelines established by the World Bank in the 1990s, to reform higher education in the so-called developing countries, focusing on th implementation of neolibera educational policies. These policies have produced a "new" value for educational insititutions: they are emptying schools of education; “defertilization” of schools; “deintellectualization” of the teacher profession; pauperization, fragmentation and emptying the contents teacher education programs and recontextualization of the nexus theory-practice. The reforms after the Directives and Bases of Education - Law No. 9394/1996, with respect to the education of teachers, are analyzed in relation to the process of productive restructuring. We analyze the relation between theory and practice, given the National Curriculum Guidelines for the Education Course (DCNCP, 2006), focusing on the Course of Pedagogy for the Faculty of Philosophy and Science, at the Paulista State University, Campus of Marilia. This course offers an extensive practical training, but restricted as to the academic content offered, limiting the possibilities of an in-depth training for the future teachers. Discussing these relations, this article presents the assessment of the students in the course and concludes offering perspectives for a humanizing and critical training.

Linguagens expressivas e a formação de professores para a educação infantil: um estudo de projeto pedagógico

Pós-graduação em Educação Escolar - FCLAR

A pedagogia histórico-crítica e o currículo: para além do multiculturalismo das políticas curriculares nacionais

Pós-graduação em Educação Escolar - FCLAR

A prática social na pedagogia histórico-crítica e as relações entre arte e vida em Lukács e Vigotski

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A criatividade na arte e na educação escolar: uma contribuição à pedagogia histórico-crítica à luz de Georg Lukács e Lev Vigotski

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As ações do PIBID Pedagogia e suas relações com o preparo prático para a docência nos anos iniciais do ensino fundamental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Uma análise nos livros de ocorrência de uma escola periférica

O objetivo geral desta pesquisa foi dar continuidade aos projetos de investigação sobre a temática: Jovens e Violência, e analisar uma parte do Projeto aprovado pela Fapesp “Violência de Jovens e violência escolar: estudo sob a ótica do imaginário escolar e da Inserção Social.” Tendo como objetivos específicos, identificar as principais ações registradas nos Livros de Ocorrência pelos professores e as principais providencias tomadas pela escola. Para tanto foram analisados os livros de ocorrência de uma escola situada em um bairro da periferia da cidade de Rio Claro. Esta pesquisa teve como Metodologia a Pesquisa Bibliográfica e Análise Documental, através de registros da escola