Sequência didática e o interacionismo sociodiscursivo na geografia escolar: propostas teórico-metdologógicas

Pós-graduação em Geografia - IGCE

Titia vem cá ver a pedra alumiante que o papai trouxe'. História da Ciência, Radioatividade e o Césio-137 em Goiânia: propostas para uma unidade didática

This study aimed to discuss the recent contributions of History of Science to theteaching of chemistry. The theme of the teaching unit was on the accident of cesium-137 in Goiânia ? Goiás, Brazil (1987). This was a qualitative study in which researcherand professor use the methodology of teaching on research. Thus, students should seekinformation, organize the data collected and establish relationships. Students producedposters in an exhibition at the school on the twentieth anniversary of the accident.Results demonstrated the importance of this resource. It was possible to exploit theabundance of detail and illustrations utilized what themes they students considerimportant and which they exploited. A poster exhibition on the theme indicated thestrong interest of students to participate in all activities proposed. The study alsorevealed the importance of using elements of the History of Science in ChemicalEducation and its relationship to the daily life of students.Key words: history of science; radioactivity; cesium-137

A história da disciplina de didática no Curso Normal do Instituto Superior de Educação da cidade de Garça-SP (2003-2006)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Lirismo, tradição e autorreflexividade crítica na poesia de Paulo Henriques Britto

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A “didática” nas peças didáticas de Bertolt Brecht: ensino em cena

Pós-graduação em Educação Escolar - FCLAR

De poeta a editor de poesia: a trajetória de Machado de Assis para a formação de suas Poesias completas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ou isto ou aquilo: a poesia (não tão) infantil de Cecília Meireles

In this paper, we propose a brief analysis of Ou Isto ou Aquilo, a 1964 children's poetry book by Cecilia Meireles. Based on the perception that the poems in this book possess a distinctive character, both aesthetically and thematically, the analysis focuses precisely on the work's unique aspects, regarding the approach to certain issues which are not customarily associated with the child's universe - such as solitude, death, longing, sorrow, angst and nostalgia. Our work aims to shun a common - and sometimes reductionist - vision of children's poetry, by seeing the ludic primarily as a tool that allows the poet to address denser themes in a way that is accessible to children, but without underestimating them. Likewise, based on the assumptions presented, we intend to demonstrate how the author allows not only children, but also to the adult readers, to get in contact with poetic profundity that is not restricted to the target audience. Thus, we expect that the presentation and the analysis of children's poems might, in a way, redeem the importance of Cecilia Meireles's children's poetic production