Estratégias pedagógicas e inclusão escolar: um estudo sobre a formação continuada em serviço de professores a partir do trabalho colaborativo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) e suas implicações no contexto de uma escola estadual no município de Osvaldo Cruz/SP

Pós-graduação em Educação - FCT

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

Pós-graduação em Educação Escolar - FCLAR

As TIC nos cursos de pedagogia da UNESP: análise do currículo para formação de professores

Over the years, society changes, renews and creates conditions for the use of new technological devices. The Information and Communication Technologies (ICT) to expand in our society and are used also in teaching and learning, making it necessary that the teacher knows them. This study was first to analyze the curriculum of teacher training at the campus of UNESP, specifically in relation to courses Full Degree in Education in order to understand how these courses are structured in relation to the subjects they deal with ICT. For this, we searched the literature on the main issues involving technology and teacher education, curriculum and document analysis of Pedagogy of UNESP. It was noted that only the Faculty of Education offers the campus of Bauru disciplines working technology issues centrally. From this result, the second objective of this research was to understand, through a questionnaire, the views of students of Bauru, enrolled in these disciplines, on the Distance Education. With the results of the questionnaires it was concluded that students rated as important the knowledge of technological tools, made possible by specific disciplines during their training was noted the positive contribution of a comprehensive curriculum with respect to knowledge of ICT for reflection and formation of critical thinking in teachers training

Coordenador pedagógico: algumas concepções acerca de sua função na escola

This study aims to analise the relevance of the pedagogical coordinator as a mediator subject of the instructor formation within the school context. Thus, I seek to comprehend the functions that this coordinator may develop at school, affirming the contributions of dialogue and writing as instances of the resignification of the teaching practice. In this sense, the meetings of the HTPC(Collective Pedagogical Working Hours) are relevant spaces of the teaching practice. This qualitative investigation is the result of a bibliographic research, about the theoretical production, in the field of the education, that aims the thematic of the pedagogical coordinator and his functions at school. I've considered the articles located at the “Anais” of the ENDIPE(National Meeting of Didacticism and Teaching Practice) clipping the years of 2004,2006 and 2010, in the subject of teacher training, just like some bibliographic productions. I also introduce a teacher's report that helps to comprehend the HTPCs meetings as important spaces of experiences exchanges between the teachers, contributing to the quality of education offered

Dança na escola: um estudo sobre a formação do pedagogo para trabalhar a dança na educação infantil

The study focuses on the training of the pedagogue and working with dance in kindergarten. We conducted a brief study on corporal expression, Art Education and Dance History. We observed during this study the difficulties in working with the Dance School. So we conducted a search of the literature on teacher training, and a documentary research studying the Bachelor of Education, Faculty of Sciences, State University Julio de Mesquita Filho - FC/UNESP by analyzing its Educational Policy Project, its goals, its disciplines and whether any or some of them encouraged the study of dance as a method of teaching Art education. We seek the input of authors who study dance as well as others that investigate the training of teachers. We achieved some of the intended objectives and the analysis of the Educational Policy Project of the Education Course noting that two disciplines open space to work with movement, you can insert your content and practices related to dance. But we must emphasize that long for the lack of teacher training addressing the real needs of body language in kindergarten

Um olhar para o Programa Acessa Escola: condições dos laboratórios de informática das escolas públicas de Guaratinguetá

Considering the necessity of implementation of the Information Technologies and Communication (ICT) in the public Brazilian schools, the São Paulo State government hearing the call of the federal government and, with the objective to promote the digital inclusion, created the Programa Acessa Escola. The research that we realized and bring expressed on this text, is about such program and allowed us comprehend how it had been developed in the public state schools of the city of Guaratinguetá. By visiting the schools, we saw the manner that each school make use of his informatics laboratory; how they understand the government Project; how they develop actions of use of the laboratory and, particularly, how they use the informatics laboratory to the teaching and learning of mathematics helping the professor and the students. To make possible to understand this use, was realized interviews with the responsible intern of each one of the 14 (fourteen) schools of Guaratinguetá; with the pedagogical coordinator or director of the school and with the mathematics teacher. By the analysis, realized using a qualitative approach of phenomenological nature, we understand that the intern see himself as an auxiliary of the student and professor in the use of the laboratory. The director or pedagogical coordinator understand that the laboratory is an excellent resource to the school, but still exist the necessity of more resources that allow to attend properly the community; and the mathematics teacher consider important the program in the school as much for the students digital inclusion as for the teaching but they feel not safe to use into his classes, because they consider that there is a lack of capacitation and collaboration to make their activities relevant to the learning. That make possible to recognize what is the function of the intern and what is the way that the students and professor ... ( Complete abstract click eletroctronic access below)

Investigação orientada e formação inicial de professores de química: um estudo com base em uma proposta de elaboração de mini-cursos temáticos

The educational institutions need to rethink issues related to teacher training in order to seek personal construction of teaching. Oriented research has been identified as useful in the process of teacher training. Through research builds knowledge about the problems faced in teaching, producing the most effective methods. The aim of this paper is to verify the validity of the application of research activities in the form of short courses and themed play during the formation of licensees and the use and construction of knowledge of high school students who attended these short courses. This work is linked to training of undergraduates and implementation of different activities of teaching and learning for high school students. The oriented investigation was the methodology chosen for the development of activities in which, through the construction and implementation of the mini-courses Students are encouraged to participate in the construction of knowledge itself in activities that suggest the development and testing of hypotheses. The mini-courses are designed and implemented by teachers of the ninth and tenth terms of the degree in chemistry. Students of public schools were the privileged. Data were collected through observation and interview. In applying these mini-courses, associated with the daily, prospective teachers connected theory to practice, arousing the curiosity of students and leading them to raise issues related to the content of chemistry. Students showed interest in the construction of the content addressed. The student teachers sought to study different concepts and how to make them more attractive, causing the chemistry was associated with the phenomena of everyday life, including the problems faced when teaching and trying different possible solutions. Thus, there was an increase in interest in teaching and learning

Marcas da formação escolar, acadêmica e docente: uma análise dos memoriais de formação de alunos(as) do PROESF

This work describes and contextualizes the PROESF - Special Program for Teacher Training Exercise in the early grades of elementary school and children education in municipal schools of metropolitan region of Campinas. The PROESF was organized by University of Campinas (UNICAMP) and remained from 2002 to 2005 graduated about 1600 teachers. The objetives of this course was provide pedagogy formation to teachers in activity in elementary schools and children schools from municipalities of this region. The course also intended to improve the quality of the education and teachers formation. At the final part of course, the teachers had to elaborating a memorial of formation. These materials can be accessed on the website of UNICAMP. The contribution of these memorial of formations can help to think about the teachers formation. This study was a qualitative research from these materials for 2008, and the objective is to identify the marks the formation perceived by these teachers and contributions for them formation. It is understood by marks the formation school memories significant for this group of teachers, stressing the points of what the academic formation contributes for the teacher in day-to-day in the school and what life in the classroom as a teacher marked the teaching practice. After reading the memorials I saw the marks, socialize my memorial, in which one perceives the same brands, presenting a reflection from the living

As políticas de formação do arte educador no século XXI: o caso da UNESP no Estado de São Paulo

This paper deals with the training of art educators, focusing on the courses offered at public universities in the state of São Paulo, where, specifically the pedagogical approach of training curricula of grades offered at UNESP, campus of São Paulo and Bauru. In the current situation have been proposed, from training in undergraduate courses, new tasks and responsibilities to work teaching the teacher in order to develop this educational increasingly effective so as to ensure efficient productivity autonomous learner in the process cognitive development in basic education, the teacher being assigned the task of stimulating that process and manage situations of educational work as a way of systematizing knowledge. The research consisted of questioning whether that teacher training allowed contact with the educational resources necessary for teaching, under current conditions assigned by the neoliberal conjuncture educational work of art educator with a view to the formation of aesthetic sensibility of the students from the class working, privileged pupils of public schools, to contribute to establishing the apprehension about the pedagogical training of art educators to confront the reality school, considering the specificity of action of these teachers. Therefore we conducted a desk study of existing legislation and the National Curriculum Guidelines that guide teacher training, correlating them to Pedagogical Policy Projects and curricula of undergraduate courses in Arts Education and / or Visual Arts courses UNESP. The work of desk research, quantitative and analytical, refers strictly pedagogical part, amid restructuring curriculum established by the undergraduate courses in the periods 2003 to 2011, with the promulgation of the CNE/ CP nº. 9 / 2001 and the Resolution CNE/CP n.º 1/2002 and n.º 2/2002... (Complete abstract click electronic access below)

O uso do computador no processo de ensino e aprendizagem: questões de representação social

This paper presents the results of a study aimed at identifying and analyzing the theoretical and methodological principles that guide the practice of teachers in the early years of computer use in the teaching and learning. Specific objectives we seek to identify and analyze the social representations of teachers on the use of computers in teaching and learning. The research took a qualitative approach with a descriptive-explanatory and owned two phases of data collection: a) a questionnaire b) monitoring the daily practice of teachers in a selected school and semi-structured interview. The analysis of data was done through content analysis. Through the interrelationship of the data in the questionnaire, observation and interview, we found that the teachers surveyed have an address that does not match the teaching practice in the use of computers in the educational process. The theoretical expressed by teachers participating in the research meets constructivist beliefs and / or sociointeractionists but teaching practice thins primarily to behavioral assumptions. Observe social issues of representation when the speeches of the participating teachers did not correspond to their practices. Associated with this or as a cause of these conditions have failure, inadequacy or absence of teacher training for the use of computers in the educational process leading to under-utilization of this resource.

A Formação do professor: um estudo a partir da concepção de ética em Paul Ricoeur

Pós-graduação em Educação Escolar - FCLAR

A história da didática no Instituto de Educação Leônidas do Amaral Vieira - Santa Cruz do Rio Pardo (1953-1975)

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

O ensino de didática no programa especial de formação pedagógica da UTFPR - Medianeira, PR, de 2005 a 2012

Pós-graduação em Educação - FFC

Análise do binômio saúde: adoecimento de professores e alunos

Pós-graduação em Educação Escolar - FCLAR