Educa����o ambiental e formação de professores de biologia no munic��pio de piracicaba/speduca����o ambiental e formação de professores de biologia no munic��pio 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.

Sexualidade e orienta����o sexual na escola em foco: algumas reflex��es sobre a formação de professores

This article discusses the training of teachers to work with sexuality issues in regular school environment after the creation of the National Curriculum (PCNs) in 1997. The authors note that over a decade there have been no official regular and systematic initiatives or incentives to provide teachers with sex education disciplines at undergraduate level in Pedagogy, Teachers��� Training, Continuing Education or Initial Training courses, with rare exceptions. Generally the work with sexuality and sex education carry with it some coadjutors such as ignorance, prejudice, taboo and discrimination. In this way, if teachers are prepared to approach the field, they will experience a significant gain in performance and in the psycho-social development of their students, as well as work in a process of citizenship education.

A formação do professor de espanhol no Centro de L��nguas da FCL UNESP/Assis: hist��rias compartilhadas

This paper presents some reflections regarding Spanish/FL teachers professional development process, considering their experiences in the context of the project ���Center for Languages and Teachers Development���, UNESP ��� Assis. The study aimed to develop a space for reflection and to identify the main concerns that the teachers-students have in their initial education trajectory. To do so, we use the qualitative approach principles and the narrative research method.

O Camisa 10 em campo: elementos do processo de formação de um futebolista brasileiro

P��s-gradua����o em Ci��ncias da Motricidade - IBRC

A abordagem CCS na formação de professores para uma escola inclusiva

P��s-gradua����o em Educa����o - FCT

Formação docente e pr��ticas de leitura: experi��ncias iniciais e na atua����o profissional

The objective of this work is to present an analysis of the results of a study about the reading practices of a group of teachers from the public school, discussing how these practices constitute themselves since the initial formation until the teaching period. The selected teachers had their formation between the end of the 60���s and the beginning of the 80���s, remaining as teachers of the public school for the next twenty years. Using as methodology the narrative research, we are going to discuss how the reading appears in the lives of these professionals, what their representations about it are and how the reading permeates their lives and their actuations in the school, passing through the first contacts with the books until the collision between theory and practice, observed in the speech of the teachers who were interviewed, always taking into account the teaching formation.

A lexicografia pedag��gica na formação de professores de espanhol como l��ngua estrangeira: um olhar sobre o uso do dicion��rio na sala de aula

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A contribui����o do PIBID no processo de formação do pedag��gico

This paper seeks to understand the importance of Pibid (Institutional Scholarship Program for Teacher Initiation) in initial formation, more specifically in the pedagogue's formation. The interest for research was motivated by my inclusion in this program, through the interdisciplinary subproject called University and school thinking of interdisciplinary teacher formation: research, reflection and action in which I participated from August 2011 to December 2013. I developed a qualitative survey of bibliographic character, which aims to analyze the theoretical productions in the field of education and that has the focus the Pibid's contribution as well as its potential. For this purpose, I considered the articles located in the Annals of the XVI ENDIPE (National Meeting of Didactic and Teaching Practice) in 2012, in all its themes (Educational policies and impacts at school and in the classroom, Policies of initial formation and continuing formation of teachers and Didactics and teaching practices in contemporary school reality: findings, analysis and propositions). I believe that the research can contribute to rethink the initial formation practices by providing subsidies to the graduated on the teaching career, raising the quality of basic education

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...

A formação do professor-pesquisador no curso de licenciatura em educa����o f��sica

A formação inicial do professor-pesquisador tem como pressuposto formar um docente mais aut��nomo e observador de sua pr��tica pedag��gica, relacionando ensino com investiga����o. A formação de um novo professor requer sua inicia����o em valores, representa����es, saberes e fazeres (SARTI, 2009) e o professor-pesquisador busca investigar sua pr��tica e resolver seus desafios, sem distanciar-se da teoria. Para abranger esta formação, o presente estudo prop��e como objetivo geral compreender como os estudantes do curso de licenciatura em Educa����o F��sica da UNESP de Rio Claro interpretam a sua pr��tica profissional em situa����o de est��gio supervisionado na perspectiva do professor-pesquisador. Como objetivos espec��ficos buscou-se: (1)Observar se os estagi��rios s��o estimulados a refletir sobre sua a����o pedag��gica; (2)Verificar se a disciplina de Pr��tica de Ensino se aproxima de uma proposta de formação do professor que investiga a sua pr��tica; (3)Identificar os elementos constitutivos de uma a����o reflexiva e; (4)Averiguar se os estudantes de educa����o f��sica se reconhecem como professores que investigam a sua pr��tica. Optou-se pela pesquisa qualitativa, tendo como t��cnicas a entrevista semiestruturada com os licenciandos, a fonte documental, a observa����o das aulas da disciplina de est��gio na universidade e a an��lise de conte��do. Na busca desses dados o trabalho de campo relacionado �� observa����o foi realizado com 15 estudantes de Licenciatura em educa����o f��sica do quarto ano - turma 1 da disciplina de Est��gio Curricular Supervisionado . Para a entrevista foram selecionados 6 estudantes deste grupo. Ap��s an��lise de dados encontramos tr��s eixos importantes na discuss��o do trabalho: 1) A import��ncia da postura reflexiva e investigativa, 2) Est��gio Curricular Supervisionado: A escola como local formativo 3) Profissionaliza����o docente. Como considera����es finais, encontramos a import��ncia da reflex��o,...

Cursos de formação em educa����o sexual que empregam as tecnologias digitais

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Os sentidos sobre o professor e sua formação em 15 anos de Zetetik��: 1993 - 2007

This research presents a study on mathematics teacher education, examining the bibliographic production in 15 years of the journal Zetetik�� (1993-2007), totalizing 140 papers. From these, 49 were classified as ���teacher formation���, thus constituting the corpus of the investigation. The research focused on three units of recording and analysis: (i) problems of research; (ii) the meanings of ���being a teacher��� and their ���duties���; and (iii) the meanings of ���teacher���s education���. For the processes of categorization we use Textual Analysis, which allowed us to observe some trends. Regarding the problems of research we found that the research actions involve a range from: to report, disclose, describe, identify up to study, discuss, understand, evaluate. With reference to ���being teacher��� and its ���duties��� in the whole period of this study it were pointed problems related to the mathematical content and to the pedagogical project of the school unit, with 30 papers giving prescriptions for the teachers actions in its educational context. With regard to the meanings on teacher education, the most frequent references concern: the functions of teacher formation; what is expected of the teacher during and after the education processes; and the emphasis on the importance of initial formation for mathematics teacher���s education.

Trajet��rias Formativas Docentes: buscando aproxima����es 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.

Formação de professores das s��ries iniciais: o pedagogo em quest��o

P��s-gradua����o em Educa����o para a Ci��ncia - FC

Constru����o, aplica����o e an��lise de proposta de formação continuada de professores para o ensino de hist��ria a alunos com defici��ncia intelectual

P��s-gradua����o em Educa����o - FFC