A prática pedagógica e avaliativa de uma escola do interior paulista

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Homens Plenos, Sem Enigmas

Este texto tem o objetivo apresentar alguns resultados de nossa pesquisade pós-doutorado, onde abordamos os desafios e as possibilidades da relação educação e trabalho, através da sistematização das práticas pedagógicas originadas da experiência educacional dos países da América Latina. Esta pesquisa pretendeu aprofundar algumas questões desenvolvidas em nossa dissertação de mestrado, Villela (2003), e em nossa tese de doutorado, Villela (2007).

Possibilidades de atividades de comunicação emocional entre bebês: um estudo à luz da teoria histórico-cultural

Pós-graduação em Educação - FFC

Atividade de estudo como fundamento do desenvolvimento do pensamento teórico de crianças em idade escolar inicial

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Experiências inclusivas na educação de jovens e adultos em um município do interior paulista

Pós-graduação em Educação - FFC

Ensino de lutas e educação física escolar: o caso do currículo de educação física do estado de São Paulo

O atual cenário do ensino da Educação Física no Brasil caracteriza-se como um complexo campo de conflitos, no qual emergem e embrenham-se diferentes proposições teórico-metodológicas, originadas desde meados da década de 1980 no processo histórico de emancipação, superação e ressignificação da Educação Física. Tais concepções, em contraposição ao criticado e tradicional ensino técnico-esportivista, propõe que na escola os conteúdos abordados deveriam propiciar a apropriação crítica e autônoma das diversas manifestações da Cultura de Movimento. Sendo assim, cabe analisar como os professores, autores e não meros aplicadores, lidam com mudanças curriculares. É primordial analisar criticamente as práticas pedagógicas dos professores que vivenciam e implementam tais mudanças curriculares. O objetivo desta pesquisa foi investigar como se caracteriza a relação saberes docentes-ensino de lutas entre professores da rede pública estadual de São Paulo, no cenário de implementação do currículo oficial de Educação Física. Foi realizado um estudo de natureza qualitativa; os dados foram coletados por meio de entrevistas semi-estruturadas com professores e professoras atuantes na rede pública. Os resultados evidenciaram que o déficit na formação inicial dos professores, contribuiu para o trato pedagógico superficial do conteúdo lutas em suas aulas. Com isso, dificultando o desenvolvimento do conhecimento pedagógico do conteúdo dos docentes, que atribuem sua principal fonte de conhecimentos sobre o tema a recortes oriundos da influência midiática e da proposição de atividades a partir do Currículo de Educação Física do Estado de São Paulo. Percebemos aqui, a importância da construção do conhecimento pedagógico do conteúdo, para o desenvolvimento da base de conhecimentos do educador. Acreditamos, conforme Shulman, que é de suma importância que o professor/a domine uma base de...

Educação ambiental nos anos finais do ensino fundamental em uma escola do campo: uma análise a partir do projeto político pedagógico

Environmental education (EE), a critical component to face the environmental crisis, must be present in formal education in a continuous, permanent and transversal way. Studies show, however, that EE occurs, often, in a sporadic and discontinuous way, and that it is mainly linked to Sciences. The objective of this study was to investigate the inclusion of environmental subjects in the Political Pedagogical Project (PPP) of a rural school, in Araraquara, SP. Through documentary analysis of the PPP, proposals for the Environmental Education for the last years of elementary education were examined. The results allowed the understanding, in a complex and contextualized way, of aspects related to the presence of environmental subjects in the school curriculum. They reveal that the suggestion of working with Environment attend the recommendations of the conference of Tbilisi and of Brazilian National Curriculum (PCN).

Reformas educacionais e avaliação: mecanismos de regulação docente

Our main concern was to investigate the forms and rationalities implicit in the social regulation/autonomy of the management processes of learning, historically established in the 1971 through 2002 educational reforms, via assessment guidelines of school performance in the state of São Paulo. We used a socio-historical approach, relying on speeches and official documents as our primary source and on studies and research work about teacher assessment and performance as secondary sources. As central categories we considered continuity and rupture in the patterns and mechanisms of social regulation/autonomy of educational work. The results help to clarify how educational policies, instituted in contexts of social reproduction/transformation, influence the management of educational processes within the school.

Os professores e os projetos nas escolas públicas estaduais paulistas: um trabalho possível?

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

Concepções políticas e educacionais de Renato Jardim na década de 1930

This article aims to analyze the political and educational conceptions of Renato Jardim, intellectual who participated actively in Brazilian educational and political scenario in the early decades of XXth century. He was responsible for educational reform initiatives and had an active participation in major debates on education that occurred at that time. The methodology is the traditional analyses of bibliography. In addition to literature specialized in this theme, this work uses the author’s autobiography published in 1946 and four books of his own published between 1932 and 1936. In political area, it examines his arguments concerning the government stated by Getúlio Vargas in 1930 and the constitutionalist movement of 1932. In educational area, the work analyses his ideas regarding the introduction of psychoanalysis in pedagogical practices and his thoughts in search of a definition for the concept of New School.

A autoconfrontação e seus usos no campo da linguística aplicada ao estudo do trabalho do professor

The objective of this study was to present the use of selfconfrontation in applied linguistics (AL) research on teachers’ activities. Selfconfrontation was developed by Faïta (1997), and improved by Clot (2006) within the context of Activity Clinics. It is a device that attempts to capture the multiple discourses around an activity and enable its transformation by workers. Thus, a qualitative research approach was employed and documental analysis of theses, dissertations and papers abstracts produced in Brazil (1987 to 2011), available in the electronic site of CAPES, was performed. The results demonstrated that selfconfrontation is used in a fragmented manner in AL studies that examine teachers’ activities, being primarily used for the collection of data, with little emphasis being placed on the transformation of the labor process.

O verdadeiro mundo da creche: educar ou prestar assistência?

O presente trabalho tem por objetivo mostrar por meio de um estudo teórico, alguns apontamentos a respeito da creche e de sua identidade, destacando características assistenciais, assistencialistas e educacionais presentes. A pesquisa buscou contextualizar o papel da creche no Brasil, e identificar se ela somente abriga crianças para que as famílias possam trabalhar ou se, alem do cuidar, ela tem o propósito de educar e desenvolver todas as suas habilidades do ser humano, contribuindo para a sua formação plena. Esse trabalho nos leva a uma grande reflexão sobre o dia a dia em creches, e ao final como é caracterizado sendo um ambiente onde somente se presta um assistencialismo ou também educa.

Formação continuada: dialogando com os professores que atuam no ensino infantil e fundamental (Ciclo I) da rede municipal de Bauru/SP

Currently, we can observe a significant increase in the disappointment of the world population about education, which raised doubts about the current school system and resulted in a forced increase of interest in an education reconstruction. The investigation process of this research based itself in the qualitative exploratory approach, since it allows the interpretation of the reality of the investigated environment, and it is concern about the process and not the quantification of data. Five professionals who work for the prefecture in the city of Bauru participated in this study and they graduated in the third module of the continuing education of the department of physical education from UNESP/Bauru, which occur in the second semester of 2010. The purpose of the present study was to identify the reasons why teachers who work for the prefecture in the city of Bauru look for the continuing education in physical education and explore their expectations and perception about the course. Considering the analysis presented in this study, we can observe that the search for continuing education based itself in issues such as: the confusion that exists between theory and practice, where the teachers exemplifies that, after their initial education, theory was not consistent with the real needs of their pedagogical practice; the entry of students younger and younger in the infant and fundamental education; the search for contents that answer the needs of psychomotor development of children between 2 and 5 years old and, at the same time, contents for the inclusion of children with special needs; as well as political pedagogical issues. Even though the reasons presented in this research for the teachers to justify the search for the continuing education in physical education were of distinct natures, at the end we observed that the teachers had their expectations fulfilled, demonstrating that the course of continuing education can be a space of dialog...

O mal-estar docente em gestores escolares

This research aimed to identify and analyze the impact of stressful events associated with the school administrators in teacher malaise. 29 managers participated in his capacity as directors or deputy directors of the municipal system, the interior of São Paulo, with responses to the Inventory IMPIL (Evaluación Psicológica Del Estrés por InestabilidadLaboral - FIGUEROA; SCHUFER, 2006). The results indicate the presence of stressors in all areas assessed at different rates. The highest ranking stressors were concerns with health, emotional Diseases and economic concerns. The degree of discomfort tends to increase with age, but since the entry into this function. The extensive powers of management, indicate the occurrence of different degrees of impact between the groups, demonstrating that subjectivity needs to be considered for proposing improvements in working conditions and health organizations. Social changes, the demands of educational reforms and lack of recognition of the profession were associated with teacher malaise.

O tratamento de questões sociocientíficas na formação de futuros professores de ciências: possibilidades e desafios nas vozes dos licenciandos

The perspective STSE (Science-Technology-Society-Environment) was recently implemented in the training courses for science teachers in Brazil, and proposes greater coordination of scientific knowledge with subjective questions that constitute the science, enables discussion of the nature of science and its implications for social and environmental issues. The present work aims to contribute to training of science teachers that approximates the current demands of contemporary society. Having as theoretical reasons the implications of STSE Movement in science teaching, we bring some considerations on pedagogical practices of undergraduates in Biological Sciences held within its Supervised. Through content analysis of the speeches of undergraduates, we can identify contributions and limitations that treatment of socio-scientific issues (SSI) revealed in the process, putting to discuss some aspects that are tangent training teachers committed to a contextualized view of science and scientific training. It discusses, among them, the relationship theory and practice in supervised training of future teachers’ conceptions about the implications of the STSE perspective in science teaching and science teacher positioning ahead controversial themes.