Didática para a Educação Infantil: implicações do materialismo histórico dialético e da Teoria Histórico-Cultural

In this article, we discuss the contributions of Didactics for intentional pedagogical action of teachers devoted to children education. In this sense, we initially say to be essential the reflections which aim to search for foundations focused on the mobilization of future teachers for the action-reflection-action about the educational phenomena, aiming at the unveiling, with rigor and objectivity, of its multiple determinations within the capitalist relations . We believe that such unveiling is only possible in the light of a world view, a method and a praxis constituted in unison with historical materialism and its dialectic. Afterwards, we reflect on some of the principles of the Historical-Cultural Theory to understand of the active and mediator role teachers have in the process of humanization of young children and contributions of dialectical materialism to this reflection. Finally are detailed some aspects of a Didactics focused on training teachers for Children and early elementary school years’ education, which have guided our actions as teachers of the Pedagogy Course and reiterated by teachers’ narratives about their experience both in life and teaching, in search of new systematization modes, targeting an educational praxis due to the redefinition (theorization) and on the teaching practice by its very subjects.

Gestão democrática na escola pública: Escola Construindo o Caminho

The purpose of this work is to discuss the pedagogy of Landless Worker’s Movement through the analysis of the main pedagogical elements present in the Municipal Elementary School Construindo o Caminho. The school which is ruled by the movement has different functioning and organization from those usually found in offi cial schools, highlighting educational categories as: union between teaching and work, and democratic administration shared by students, teachers, other workers and community.

Atitudes sociais de professoras de um município de médio porte do Paraná em relação à inclusão

The social attitudes of teachers are considered highly relevant variables in the process of construction of school inclusion. The aim of the study was to describe the elementary school teachers’ social attitudes towards the inclusion and to identify the variables related to them. The sample consisted of 172 female teachers with ages ranging from 18 to 57, mean age of 37 and standard deviation of 7,9 years of age. A questionnaire was used to describe the participants. A Likert Scale of social attitudes towards inclusion was used. The results show that the chronological age, the level of basic training, the area of specialization, and the time of teaching experience have no significant effect on the social attitudes. The teachers with experience in teaching disabled students were more favorable towards the inclusion than those without such experience. It was concluded that the social attitudes towards inclusion may be complexly determined by different variables, demanding further studies for its enlightenment.

A concepção de linguagem de professoras alfabetizadoras e sua influência no ensino do ato de ler

This article aims to analyze literacy teachers’ conception of language from the classroom scenes that demonstrate the teaching of the act of reading. For the realization of the objective was carried out research in education like ethnography with two teachers in the 2nd year of elementary school a school of the Municipal located in the city of Sao Luis in Maranhão State, whose main instrument for data generation was participant observation. Also, I was guided by microgenetic analysis in order to focus our gaze to the particular aspect of the situation with attention to the “clues” to extract meaningful data. Authors such as Mikhail Bakhtin (1995, 2003) and scholars in the fi eld of reading, Josette Jolibert (1994), Elie Bajard (2007), among others, were considered core to grasp the meaning assigned by the subjects to teaching the act of reading. The fi ndings reveal that the design language of the teacher infl uences the direction of your practice, determining how to teach reading.

Efeitos do ensino sistemático e informatizado sobre comportamentos externalizantes concorrentes à aprendizagem de leitura e escrita

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

Para além da leitura linear: uma contribuição ao processo de compreensão

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)

Rigidez dos triângulos

Pós-graduação em Matemática em Rede Nacional - IBILCE

A visão das professoras sobre o jogo nos anos iniciais do ensino fundamental

Pós-graduação em Educação Escolar - FCLAR

Educação ambiental na educação da criança: análise de uma prática docente

Pós-graduação em Educação Escolar - FCLAR

Percepções sobre trajetórias escolares de alunos do ensino fundamental: os contextos, os tempos e as relações

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

Ampliando comportamentos pró-éticos dos alunos: relato de pesquisa e intervenção com educadores do ensino fundamental

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

O ensino de matemática: uma proposta para a aprendizagem dos números

The objective of this study is an analysis of the actions of teacherand students when inserted in the teaching-learning in mathematics classes in a class of third year of elementary school. A didactic proposal construction, was developed taking into account the history of the number as a human, considering its evolution through its conceptual nexus, so that the teaching-learning process would enable the construction of theoretical thought. This paper presents a brief study of teacher education, specifically early carrer, basing themselves in difficulties and knowledge of teaching practice and curriculum framework that guided the didactic proposal. Thus, not only students but also teachers are undergoing training. From the study for the preparation of didactic proposal, the proposal development process in teaching and learning skills and analysis of actions, it was possible to follow the movement of formation of a teacher-researcher in early carrer

Autoeficácia de professores do ensino fundamental: um estudo a partir dos memoriais de formação

The practice of teaching is a complex, dynamic and challenging. Several obstacles are faced by educators, among them, excessive workload, classrooms with large numbers of students, reducing the support team manager etc. These experiences call into question the belief that such teachers have in their own ability to teach and motivate your students, including those with the greatest difficulties. Studies show that this belief, called self-efficacy, mediates the action of teachers and are related to the goals, persistence and motivation of teachers. The teacher self-efficacy is formed by direct experience, by observation, persuasion and psychophysiological states. The objective of the study is to identify aspects of the formation of self-efficacy teacher in-service teacher. This is a documentary study, after online search using the keywords memorials training and school as keywords, was found eight jobs at the State University of Campinas, two of which were dropped from the analysis due to not meeting the pre-established criteria. The data were organized into spreadsheets for analysis specifically designed for the study, considering the theoretical framework proposed by Bandura (1997) and Tschannen-Moran & Woolfolk Hoy (2001). The results indicate that family support throughout schooling, the role of teachers as models from basic education and teaching experiences are widely cited in memorials analyzed. These results offer from further reflections, indicating contribute to discussions on the formation and performance of teachers regarding the ability to teach, especially in the early years of elementary school

A seleção dos conteúdos cartográficos presentes na proposta curricular dos cadernos São Paulo faz escola de geografia do 6. ano do ensino fundamental II

Cartography is one of the languages that express the knowledge of the geographic space and, therefore, the official curriculum proposals have highlighted the importance of the geography teaching which articulates its contents with this language in primary education. So, we present an analysis of the content selected to the curriculum mapping specifications of the São Paulo faz escola material, specifically for the 6th year of Elementary School II, version 2009. From the perspective of qualitative research, with instruments and techniques of quantitative and qualitative research, we analyzed documents and observed little concern with the proposition works that present the physical and social characteristics of the state of São Paulo. Also, we noticed the lack of concern with representations in local and regional scales. The research brings many examples on the global scale. It explores few activities using graphics and charts. Despite bringing thematic maps in their entirety, it does not show an example of conical projection as well as cartograms and anamorphosis. Furthermore, the trend of a technicist education is announced in the document