Vivências acadêmicas: interferências na adaptação, permanência e desempenho de graduandos de cursos de engenharia de uma instituição pública federal

Pós-graduação em Educação - FFC

Formação inicial de professores de ciências: reflexões a partir das abordagens das estratégias de ensino e aprendizagem em um curso de licenciatura

We developed a case study aimed to identify and to analyze how the approach to teaching and learning strategies occurs in a science teaching degree course and what are the possible influences of this formation on the pedagogical practice of these educators. The analysis focused on documents, questionnaires and interviews with lecturers and students. There is reduced diversity of strategies in the disciplines of the specific area, with prevalence of expository classes and of laboratory, and the lecturers seem to believe that a good knowledge of specific content is enough for teaching. Despite that pedagogical disciplines do explore diverse practices, many students incorporate the academic view prevailing in the course, repeating the model of their lecturers. We stress the need for initial teacher training to take into account both aspects, the domain of the specific contents and the best ways to mediate them, forming intellectuals able to discuss and to redraw their educative actions in a perspective of transformation of the reality.

Formação inicial de professores e educação de jovens e adultos: possibilidades da extensão universitária

The present work aimed at investigating the possibilities and limits of academic extension programs as an environment for initial teacher learning and training. It also focused on investigating the main difficulties identified by Pedagogy and Social Science students about this initial training regarding its use in actual teaching activities. It focused on undergraduate students’ perceptions concerning their involvement in an academic extension project which enabled them to interact with students as teachers in a Youth and Adult Education program, during a whole academic year. Semi-structured interviews were done with nine participants. The content of these interviews was analyzed and divided into four thematic categories. The results show that, for these students, what makes this kind of project unique is the possibility of acting in real situations, under supervision, which provided a moment for reflection. Focusing on supervision, the students point out that this resource is not usually there in traditional internship situations – and that they consider it an important and necessary aspect. It was also indicated the relevance of practice, self-awareness and teaching activity experiences. In conclusion, it was perceived that academic extension programs must be more intensively appreciated, given the coordinating role it can play between investigative and didactic activities, both key to initial training.

La enseñanza de la lengua española en cursos de profesorado a estudiantes brasileños:el foco en la gramática

Esta comunicación se enfoca en la enseñanza de la Lengua Española como Lengua Extranjera; en especial, en la enseñanza de la Gramática en cursos de Profesorado en Lengua Española en Brasil, los cuales suelen otorgar una doble titulación lingüística: los estudiantes se reciben de profesores de Lengua Portuguesa y de una Lengua Extranjera (LE), por ejemplo, Lengua Española. En estos cursos –y específicamente en la Faculdade de Ciências e Letras de Araraquara FCLAr y UNESP-, en la enseñanza de la Lengua Española, la gramática es trabajada de un modo lineal y secuencial, desde el primer año hasta el cuarto y último año de la carrera. En general, lo que se observa en el cuarto año, momento de la focalización en las estructuras morfosintácticas más avanzadas, es que todavía persisten dificultades lingüísticas de las estructuras básicas de uso y funcionamiento de la Lengua Española, lo cual implica un desplazamiento teórico-metodológico del quehacer didáctico del profesor, el cual tiene que adaptarse a las necesidades de cada grupo, una vez que el aprendizaje de la gramática es imprescindible en la formación de estos estudiantes en su formación académico-profesional. Utilizando el desarrollo de la reflexión crítica sobre el proceso de aprendizaje de la gramática de la Lengua Española/LE, articulado al trabajo futuro del estudiante como profesor, se pasa a trabajar con diversificadas estrategias didáctico-metodológicas, las cuales han resultado en un notable aprendizaje de la gramática, así como también en el rol de los actores en este proceso de enseñanza-aprendizaje.

Vozes de professores: indícios de/para cursos de formação

In this article we analyze discourses of teachers on the linguistic practices of their students and discourses of future teachers. We consider studies of Bakhtin on dialogism and ideology in the production of meanings. Results indicate the following conclusions: the student in the analyzed discourses is a bad speaker, a bad writer, a bad reader, the great villain of language and reading in school is the advent of new technologies and languages which introduce new practices that have not been accepted by the interviewees. In this discourses, we can notice ways that can be taken into consideration in new teacher’s formation courses.

Didática da física

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O ensino da Saúde Pública Veterinária nos cursos de graduação em Medicina Veterinária da região Sudeste do Brasil

Pós-graduação em Medicina Veterinária - FCAV

Formação e sexualidade: um estudo a partir dos relatos dos estudantes de difererentes cursos de Psicologia

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

A educação ambiental na formação de pedagogos de uma universidade publicado Estado de São Paulo

This study aimed to understand environmental education in the training of teachers of one pedagogy course at a public university in the state of São Paulo. To answer this question, an exploratory research was conducted, in which a study field, by the techniques of semistructured interviews and documentary analysis, provided the data for analysis. Important to highlight theoretical and methodological foundations of Historical-Dialectical Materialism and Historical-Critical Pedagogy that guided the study. With the results analyzed, we say that environmental education in the studied pedagogy course is minimal and, when it appears, enhances conservation and care with the environment perspectives, without considering the causes of environmental degradation: the way to produce life in capitalist society. In this sense, it is necessary for a consistent formation of the teacher in environmental education to advance the knowledge of this field directly related to education. For the inclusion of environmental education in school education, it is necessary that their knowledge to be considered in education, especially in the training of teachers. Therefore, the data collected and analyzed in this study may contribute to the formation of teachers to understand that environmental education in their training has not been established with the importance and the quality that the social and environmental problems require, with no place along the undergraduation, a condition that needs to be changed to teacher develop a transformative environmental educational practice at school

Marcos legais para os cursos de graduação em pedagogia no Brasil: análise das atribuições do pedagogo

The current National Curricular Guidelines sets as parameters for Education’s programs the teaching and professional training in order to allow the realization of activities of school tutoring (management) and educational research. Our objective was to analyze educators’ attributions since 1930. For that, we made an analysis of the main laws that guided the activities of these professionals. We tried to demonstrate how the educator became from an “old” school teacher (1854-1880) to a primary education professor (end of XIX and XX centuries) and, nowadays, in a “make it all” in schools and in the administrative tasks into the schools. We hope, with this analysis, to contribute to the definition of attributions of the educator in current days and to offer subsidies for a better thinking of the process to students of Education in Brasil, helping in the tutoring of those future professionals.

O perfil do aluno de cursos técnicos ou Parem as máquinas: o aluno envelheceu

The enrollments in technical courses outgrew beyond 70% between 2002 and 2010. It has made fundamental to look after this educational segment because of the changes in the job market, associated with the promulgation of the Law #11.741, witch disentails the High Scholl from the Professional Education, points out to some better understanding of this population. This study intended to trace the profile of this student. The socioeconomic criteria by Abipeme (Brazilian Association of Market Research Institutes) was used, and the most important item was age, with a result higher than expected to this educational phase, about 24 years old. The respondents characterized themselves as pertaining to B and C economical classes.

Um estudo sobre licenciatura de matemática oferecida na modalidade à distância

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

Formação acadêmica e produção científica docente em descrição arquivística: um estudo a partir dos cursos de graduação em arquivologia do Brasil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação acadêmica inicial em educação física: perfis profissionais, objetivos e fluxos curriculares de uma instituição privada de ensino superior do interior do Estado de São Paulo

The present study represents a qualitative thesis, characterized as a case study, which uses the method of the present approach. In addressing the academic home in physical education, there is the constancy of the discussions regarding the curriculum and professional formatting. In view of the curriculum modifications to fit the new legislation, and the fact they are few studies related to private institutions that offer such courses, which offer even greater number of courses when compared to public institutions aimed to investigate and analyze the professional profiles, curricular goals and flows contained in the pedagogical projects of courses bachelor degree in physical education and a private institution of higher education of the State of São Paulo, as well as verifying the existence and adequacy of articulation to the institutional educational project and the institutional development plan. Compounding the literature review discussed the key historical facts relating to courses in physical education in our country, and its path to the current model. Also presented was the law of physical education courses in force in Brazil and some concepts about teaching course projects and their relationship to other institutional documents. Techniques were used to review and document analysis, with primary source documents of their own and other government institution. It found a lack of interest of some private institutions of higher education in official documents available for this type of research, which is bad since there are more courses offered by them compared to public institutions. As for the degree course for training teachers of physical education, found lack of specificity regarding the differentiation between content and the bachelor, which ends up deviating from the expectations contained in the course to the one presented in the curriculum. Thus, it becomes a need for greater collaboration of private institutions of higher education...

Os formadores de professores no curso de magistério e seu lugar no campo da formação docente

O estudo objetivou identificar e caracterizar o lugar que os professores da Educação Básica, enquanto formadores nos cursos de magistério oferecidos em nível médio, ocupavam nos discursos que circulavam no campo da formação docente no período anterior ao movimento de universitarização dessa formação. Especificamente, a pesquisa centrou-se em caracterizar o espaço que os professores da educação básica ocupavam nos cursos de formação para o magistério (Habilitação Especifica para o Magistério - HEM e Centro Especifico de Formação e Aprimoramento para o Magistério - CEFAM), isto por meio da identificação dos discursos que circulavam no campo da formação docente (1971-2001) sobre esses professores, docentes desses cursos. Essa investigação é de carácter exploratório, sendo desenvolvida sob uma perspectiva qualitativa, por meio de estudos bibliográficos. Primeiramente houve uma seleção e reunião de materiais diversos a partir da revisão da literatura acadêmica brasileira. Depois da organização desses dados, utilizou-se como referência os procedimentos de análise de conteúdo e os dados reunidos foram então analisados a partir das seguintes categorias: práticas de ensino, condições de trabalho, formação, relação professor/aluno e representações dos alunos sobre os professores do curso magistério. Os estudos considerados na pesquisa ressaltavam alguns pontos considerados positivos no trabalho daqueles formadores de professores, como a dimensão crítica da formação proposta por muitos deles. Mas evidenciavam, sobretudo, os limites de seu trabalho, especialmente no que se refere a aspectos epistemológicos (relação com as teorias) e profissionais (precárias condições de trabalho)