Forma����o continuada do professor de educação f��sica em tecnologia assistiva visando a inclusão

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

Gritos do poder e ecos da resist��ncia: a condicionalidade da educação nos processos de subjetiva����o do Plano Brasil Sem Mis��ria

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

Uma contribui����o �� historiografia da educação sexual no Brasil: an��lise de tr��s obras de Antonio Austreg��silo (1923, 1928 e 1939)

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

A forma����o continuada de professores (as) no Brasil e em Portugal: reflex��es acerca da educação sexual nas institui����es escolares

Este texto tem por objetivo refletir acerca da forma����o inicial e continuada de professores (as) em sexualidade, educação sexual e rela����es de g��neros no Brasil e em Portugal. Pontua a import��ncia de maiores investimentos no sentido de incluir estas tem��ticas nos curr��culos oficiais de cursos que forma����o inicial de professores (as), evitando-se assim, formar professores (as) mal preparados (as), cheios (as) de tabus e de equ��vocos que acabam claramente sendo repassados atrav��s dos curr��culos ocultos, contribuindo para aumentar o desrespeito e a viol��ncia na comunidade. Reflete ainda sobre a import��ncia de investimentos dos governos dos dois pa��ses em a����es de forma����o continuadas, como forma de minimizar a lacuna deixa na forma����o inicial. Conclui ser este, em curto prazo, o caminho poss��vel e vi��vel de dar subs��dios te��ricos e pr��ticos aos professores (as), para que a legisla����o vigente em Portugal e os par��metros curriculares propostos no Brasil sejam cumpridos de forma eficaz e com possibilidade de responder ��s necessidades emergentes e urgentes destes dois pa��ses.

Educação a dist��ncia: um estudo anal��tico das pol��ticas governamentais com foco no projeto da Universidade Aberta do Brasil

The present study at the doctoral level, is in the initial phase of the Program Graduate School of Education UNESP, SP-Araraquara campus. That makes an analysis of government policies in distance education system through the Open University of Brazil (UAB). We present in this moment, the historical background of the creation and expansion of the system of the Open University of Brazil with emphasis on policies of expansion of higher education and also the degree in pedagogy courses offered by the partner universities of the University System in Brazil Open southeast. Among the main objectives of the study is to compare the Brazilian government policies of expansion of higher education with the management and characteristics of undergraduate courses in pedagogy. Partial results indicate a total 51 universities that offer degree courses in pedagogy at UAB system in Brazil, including 12 institutions in the Southeast.

Meio ambiente e educação ambiental no Brasil: considera����es a partir de diretrizes institucionais e de orienta����es pedag��gicas

Considerando n��mero expressivo de alunos matriculados nas diferentes etapas e modalidades de ensino no Brasil e o que estabelece a Constitui����o Federal de 1988, sobre a incumb��ncia do Poder P��blico de promover a Educação Ambiental em todos os n��veis de escolariza����o, pretendemos analisar, neste artigo, aspectos referentes aos marcos legais e ��s orienta����es pedag��gicas da Educação Ambiental em nosso pa��s. Tomamos como refer��ncia a perspectiva de alguns autores brasileiros que estudam o tema e analisamos as principais diretrizes legais da Educação Ambiental no Brasil e as recomenda����es dos Par��metros Curriculares Nacionais referentes a Meio Ambiente. Diante dos s��rios problemas ambientais que enfrentamos, acreditamos que a Educação Ambiental pode contribuir para transforma����es nos indiv��duos e na sociedade. Defendemos, tamb��m, a import��ncia da pesquisa em Educação Ambiental e consideramos que o conhecimento gerado pela pesquisa pode oferecer subs��dios para a����es que promovam mudan��as capazes de garantir um planeta ambientalmente seguro e saud��vel.

Considera����es sobre a inclusão escolar de alunos com necessidades educacionais especiais na educação de jovens e adultos

This work carried through an exploratory study with nine students with Special Educational Needs (SEN) that had passed for the scholarship in last the ten years and who were registered in the modality of Education for Young people and Adults (EYA). The objective was to identify the effect of the inclusive education, with regard to access and equity in education, in relation to the acquisition of reading, writing and calculation, having as reference the initial cycle of literacy. The research was developed with students aged between 16 and 46 years, in a city in interior of S��o Paulo (Brazil). About the participants, three were attended the Term I: (1�� and 2�� series), three the Term II (3�� e 4�� series) and three the Term III: (5�� series). An Instrument of Evaluation was elaborated, with specific questions of Portuguese language and mathematics. The study found that in the last ten years, of the investigated group, few students had frequented regular school and those who attended were for a short period of time. The great majority studied, in recent years, only in special school, against the current legislation of inclusive education policy in the Brazilian educational system. Although the students receive the classification of students with SEN, the scholar system demonstrate difficulties in taking care of these students in theirs specific demands of learning and remain, still, the necessity of adequate training of teachers to work in the inclusive schools and to attend the diversity present in the classroom.

Cen��rio e perspectivas para a melhoria do ensino p��blico no Brasil: m��dia, cultura e educação

Thinking about improving public education in Brazil means thinking not only on what we wish to develop, skills and abilities in individuals, but understand and clearly identify the type of citizens we are devoloping and what kind of society we want for the future. In this context it is important to note that the practice in the classroom today can not be considered without regard to education steeped in culture and, therefore, in the forms of modern communication. So if there is a crisis in education, it can not be solved only within the classroom. The challenge for school education is to show students within the classroom how they will be out of school. Quality education is a blueprint for the future, to the unknown, to a world we do not know now. In this sense, to direct the education only for the labor market is a mistake, because the market is so today, but may be another in ten or fifteen years. Precisely because we do not know what are the requirements for citizens of the future, we must focus on what is essential in the formation of our youth. Is essential then to understand the ideas, learn to discuss them, argue and learn to recognize the role of technology in social and cultural evolution of mankind.

A educação rural no M��xico como refer��ncia para o Brasil

In the 1940���s and 1950���s the Brazilian government implemented various policies towards the development of rural education adopting innovative orientations experienced in other iberoamerican countries. This article covers a study on the circulation and appropriation of education models seeking to apprehend the implications of the comparative operations by questioning the national processes in their interrelationship with much more ample phenomena of internationalization and globalization. The article uses as source of analysis the document entitled ���Rural Education in Mexico��� elaborated by Manoel Bergstrom Louren��o Filho, in 1951, and later published in a Brazilian Magazine of Pedagogical Studies, in 1952. The article discusses the narrative construction of this report and the comparing operations which Louren��o Filho has undertook presenting the Mexican education as a model.

Inform��tica na Educação de jovens e adultos: An��lise de um Programa de Interven����o a favor da inclusão social e digital

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

Valoriza����o dos percursos negros no Brasil: perspectivas de educação nos territ��rios afro-rioclarenses

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

Educação em sa��de para aten����o �� gestante: paralelo de experi��ncias entre Brasil e Portugal

Care practices have raised some questions concerning the attention given to women, specifically when it comes to issues of extreme importance in Public Health's approach of pre-natal care. The present study intends to discuss the scope and challenges of the integral care in maternal health, taking into consideration the experiences of one of the authors in the health scenarios from both Brazil and Portugal. A comparative analysis was conducted on the format of the pre-natal classes offered to groups of pregnant women, a frequent practice of Primary Care in both countries. The method of participant observation of two groups of pregnant women, one in each country was used. The organization of each group is presented and evaluated regarding its methodological and practical settings. The analysis of the experiences indicates that both groups can be considered as informative or educative, since the chosen methodology and structure was formed by lectures with predefined themes; there was reduced reflection and empowerment possibilities, due to the fragmented presentation form, and this could also mean diminished reflection on the changes of the feminine role. It is thus concluded that the need for offering care for women in different periods of their lives should include a continuous fight for an amplified and integral approach, with emphasis in the care network and in health promotion.