Infância e escola: desafios no ingresso da criança no ensino fundamental

In order to expand educational services in the country, were recently approved laws that changed the organization of schools and the population served by them, as was the case of Law No. 11.274/2006 elementary school that extended from eight to nine years, establishing the admission of children to this level of education to 6 years old. The research aimed to analyze the relationship between the legal text and the meanings of schooling and the specifics of childhood with the entry of children in elementary school. We proceeded to carry out theoretical research and documentation and with the main results we can state that: 1) referring to the childhood and school education, we can reflect on the period that includes the ages between 5 and 7 years, periods in which the child Brazil, according to new legislation can be met in kindergarten and compulsory from 6 years in elementary education, refers to the student at a time conducive to the psychological and cognitive investment in the development of imagination, thought through images, perception , logical reasoning, comparison and identification of elements of the property, creativity and playful and symbolic creations, 2) found that the formation of the 1st child. years of elementary school students is directed around the practices of literacy, with emphasis on the acquisition of reading and writing; Find out what this new educational context, schools are presenting great challenges due to the specifics of care for children six years in the first year Elementary School, showing gap between the law and the actual developments in the reorganization of schools.

A infância na escola: aprendizagem da leitura e escrita como determinante do desempenho escolar

Mastering reading and writing brings itself social, cultural political, economic, cognitive and linguistic consequences to the learner. Soon, those who do not acquire that knowledge are excluded from the sphere of literate society. Considering this, the objective of this study was to discuss the relation between learning to read and write and in this sense, think about academic performance of students/ children, and to discusses the conceptual advances in literacy area of the permanent necessity to transport them to the teaching practice starting with questions about knowledge, attitudes and pedagogical interventions necessary for literacy teachers and that can serve as a basis for directing the training processes of teachers and to a better understanding of school performance.

O ensino de informática para crianças: um estímulo à aprendizagem

The use of computers in childhood education makes it possible for them to acquire knowledge in a fun way through games. This paper describes the experience of implementing the course “Computers for Children”, which is part of a University Extension Program at the School of Dentistry at UNESP - Araraquara. This course is offered to children aged 5-7 years old and it aims, not only, to offer children, via computer, a direct contact with new teaching technologies, but also, to help them develop both their motor and logical thinking abilities through educational games. The children that participated in this course are from the Children’s Center “Casinha de Abelha” at the UNESP -Araraquara and also from the Municipal Recreation and Educational Centers also in Araraquara, SP, Brazil. The software resources used in this course to teach computer skills are the educational games “Coelho Sabido Maternal”, “A Estrela Cintilante” and “Festa dos Dentinhos”. The children’s learning and the level of difficulty in using the computer as a tool were evaluated. It was possible to conclude that the course has been contributing to the digital inclusion of children aged 5-7 years old, in addition to training their visual and audio perception, their motor coordination and memorization, hence developing skills that are essential to the children’s literacy process.

Hipersegmentações de palavra no ensino fundamental

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

Pró-letramento: experiências pedagógicas em matemática e linguagem

Pós-graduação em Educação para a Ciência - FC

As avaliações externas e suas implicações para a organização do trabalho numa escola da rede estadual paulista: um estudo de caso

This research analyses the positives and/or negatives of external reviews to work's organization developed at the/and by the school. It should be noted that it's a qualitative case of empirical research, and it takes the pattern of case's study, because we held the investigation just in one school, which in turn, belongs to the education's public network by the state, and is located at the São Paulo northwest. The tools employed at this research for the data's collect were the observation, restricted to times of Pedagogical Work Activities Collective from the school, and the semi structured interviews with educational coordinators and the teachers too. We choose educational coordinators and teachers because they are closer with the education and learning methods, as well as their activities have more responsibility in relation to the main function developed by school, that is to teach, in other words, educational processes. This research also concerns an investigation about the educational coordinators and teachers conceptions, in relation to system's implantation external reviews at the schools. The results indicate to incidence of significant interference of the external reviews to/in the organization school's work, as, a teaching practice reorientation from results arising these reviews, or, modifications in the internal rating, since they have followed a tendency towards becoming more similar with their own external reviews. In what concerns the subjects investigated, we can emphasize that mostly submitted alienation with respect to negative effects of the external reviews for school. They showed that are conformed with the reality that they are inserted and in your mostly they proved perceive the positive effects by the implantation of external reviews. We can also add that the data obtained in the research allow us declare that the work of the educational coordinators of this school in presence of external reviews don't...

A contação de histórias no ensino de ciências: um recurso didático

The present study aims to analyze the contribution of storytelling as a didactic resource in science education. The stories represents effective indicators to challenging situations as well as strengthen social, educational and emotional bonds. The research reported here allowed to present new ways to work the contents of Science Education, using the stories as interaction capabilities between content and affection. Keeping this in view, this work objectives was to observe the story telling as a resource for Science Education as well as identifying, analyze and to ponder which meanings assigned by teachers to this technique, their frequency of use and difficulties encountered in carrying out the activity. By the means of qualitative research, this study collected through interviews and by observations of practice in the classroom by their teachers from a municipal school in Pederneiras-SP. We concluded that the activities in the classroom, with the children propitiated them an interaction with the scientific content in a playful and pleasurable way, playing an important role in the formation of a critical and creative individual

Educação e políticas públicas para o idoso

The ‘Estatuto do Idoso’ (senior citizen statute), Brazilian federal law promulgated in 2003, defines senior citizen as the person with 60 years old, or more. Revered as a landmark recognition of the senior´s rights, it guarantees, among others, the right of education. According to the statutory provisions, the education is personal right of the elderly person and must be assured with absolute priority by the State, the family, the society, as well by entities. However, in practice, just few senior citizens enjoy the right of education, since this policy has not been developed with focus in the old age, since educational practices are aimed, in most cases, to the younger age groups. Nevertheless, some initiatives seek to invest in the education for the elderly, like happens with the University of the Third Age (U3A). Although this kind of initiatives have been reason of celebration such projects should be enforced and consolidated as an object of better political investment to enlarge the access to the education right to the senior citizens in general. Due to the visibility achieved by the senior population, a possible way to the establishment of services in the area of education, would be the formation of partnerships between educational institutions that understand old age as a potential expansion of cultural goods and production of knowledge.

História oral, memória e representações sociais: diálogos com a educação de pessoas adultas

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

Medidas de controle da circulação do livro didático para o ensino de leitura e escrita em São Paulo: atuação da commissão revisora de 1918

In order to contribute to the understanding of the history of the teaching of reading and writing and the history of political movement of textbooks in Sao Paulo, Brazil, we present the results of the analysis of the documents produced by the Review Commission Textbook, established in 1918 by the General Board of Education of São Paulo State. This commission aimed to review which books among the already approved by previous committees, should continue as recommended for use in elementary schools in São Paulo. For this, the commission has prepared various reports, which are representative of the actions of the state government to control the circulation and use of textbooks in elementary schools in the early twentieth century.

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

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

Uma análise sobre dislexia na escola

O presente trabalho abordará o tema dislexia, que consiste em um distúrbio específico de leitura, caracterizado por dificuldades de reconhecimento de letras, decodificação e soletração de palavras, o que compromete a aprendizagem e o desempenho de alunos que possuem tal distúrbio. Através do levantamento bibliográfico será feito uma introdução histórica da dislexia, quando esta começou a ser discutida e abordada. Também será apresentando suas causas e características e as possíveis formas de reconhecê-lo. O estudo tem como objetivo apontar a importância do diagnóstico no inicio da alfabetização e quais possíveis estratégias de ensino para trabalhar com este aluno, destacando a importância do apoio dos pais e acompanhamento junto ao psicólogo e fonoaudiólogo, para o desenvolvimento desta criança

Dificuldades de aprendizagem no contexto escolar: perspectivas para sua compreensão e superação

Inside my participation in the Teacher Education for the Educational Service of Students with Learning Disabilities extension project, which serves elementary school students which are presented by the school as students with learning desabilities in reading and writing, and in view of the large amount of material already published in relation of this issue it is necessary theoretical depth to better understand these entitled desabilities. Considering as how they are perceived and diagnosed by the school team, worked in the context of the classroom, understood by the parents and how these difficulties intefere in the lives of these students. It is known that due to these difficulties many students end up producing a feeling of school failure, a fact that leads, in many cases, to the dropout of these students. Given the need to discuss such pressing issues I present as the goal of this paper: characterize what learning to write and reading difficulties really are and speculate what are the possibilities of educational interventions within the school context to motivate and assist in overcoming the students‟ learning difficulties. Using resources such as a record notebook, activities already implemented, and leaning on the concept of school failure and learning difficulties, the metodology of this study is defined as documentary literature

New readers, new reading skills and meaning: challenges for media and information literacy

Recognizing the importance of developing the information and media literacy in contemporary society, this article discusses the scenario of hybrid languages born on cyberspace, hypertext and the new types of readers who interact with information, now disseminated by digital media. As theoretical references authors such as Lucia Santaella, we develop arguments that present the headquarters of language and thought within a semiotic support. Matrices help to understand the phenomenon of hybrid language in hypertext. Therefore, we emphasize that the development of skills associated with the new reading environments propitiated by the virtual environment requires the understanding of language, which is one of the concepts used within the media and information literacy (MIL) proposal of Unesco, which combines the two concepts and skills of information and media literacy. It is hoped that this article motivate scholars and practitioners of education and information to take responsibility to educate for information environments that arise with new media and technologies, emphasizing the issue of reading and language.

O desenvolvimento da memória na educação infantil: contribuições da Psicologia histórico-cultural para o ensino de crianças de 4 e 5 anos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)