Estado e educação no Brasil

O presente estudo prende-se a uma an��lise em que o autor procura avaliar a influ��ncia que a legisla����o educacional brasileira, nos seus aspectos fundamentais, exerceu no processo de descentraliza����o do Sistema Escolar.

Blog educacional para o ensino das dan��as folcl��ricas a partir do curr��culo de educação f��sica do estado de S��o Paulo

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

Os jogos digitais como apoio pedag��gico nas aulas de educação f��sica escolar pautadas no curr��culo do Estado de S��o Paulo

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

Os conte��dos e a pr��tica pedag��gica dos professores de educação f��sica: an��lise do curr��culo do estado de S��o Paulo

P��s-gradua����o em Desenvolvimento Humano e Tecnologias - IBRC

Das orienta����es curriculares de l��ngua estrangeira da educação b��sica do Estado de S��o Paulo para as atividades nos cadernos de ingl��s: uma proposta de avalia����o

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Escolaridade de professores atuantes na educação infantil da cidade de Irati Estado do Paran��

The present study had as the main purpose to verify the teacher���s formation who update in the child education institutions of the Irati city (Parana State ��� Brazil), throughout the years of 2005, 2006 and 2007, and their implications for the pedagogical actions. Seven institutions they had participated of the study. The data collection was made by means of documents of the institutions. A predominance of secondary school in the formation of the teachers was verified, even so had still one high index of professionals with formation level below of this requirement to the legislation. We conclude that it has urgency to the implementation of public politics directed toward the child education, with focus for the formation���s teachers.

Proposta Curricular do Estado de S��o Paulo: retorno do discurso regulativo da tyleriza����o na educação p��blica

This paper analyses how innovations and educational reforms affect curricular construction at public schools. It aims at reflecting if the Curricular Proposal for the state of S��o Paulo preserves the autonomy and identity of schools, if it respects their pedagogical political project, without attempting to homogenize them; how it changes every���day school life, teacher���s practices, interpersonal relationships and power relations. We depart from the presupposition that this proposal adopts principles of the educational reforms started in the middle of the 90s, such as: adoption of national guidelines; introduction of market mechanisms, generating the fragility of teachers��� representation and their de��� professionalization; relativity of the State���s role; stimuli to partnerships between public and private institutions in the fields of administration, allocation of financial resources for teaching�� �� and implementation of external evaluating systems. At the same time, official discourse highlights decentralization, democratic administration, community participation. Some of these principles are recurrent in curriculum reforms: emphasis on the knowledge society, pedagogy of competencies and of learning to learn. In this way, we understand that the proposal aims at homogenizing school knowledge and curriculum practices, representing the notion of curriculum as product. We consider that the novelty and relevance of implemented measures demand further research, and that will be implemented by the author in 2010.

A hist��ria da educação em S��o Paulo: a instru����o p��blica dada a ler nos Annuarios do Ensino do Estado de S��o Paulo 1907-1927

In this article we aimed the identification and the analysis of the ���textual configuration aspects��� from the speeches of the ���high authorities��� of public instruction in S��o Paulo contained in Annuarios do ensino do estado de S��o Paulo, centrally those published between 1907 and 1927, on the direction of public instruction and its teachers statewide. This formulation resulted from the need to search the peculiar aspects of these discourses, that is, from a conductor thread through which and by vitue of which these discourses have been produced. It was concluded at the end, the common orientation mentioned to speeches was to bring the idea together, a sense of unity to the sphere of public education in the state, which would characterize the called school apparatus in S��o Paulo.

Estado, sociedade e pol��ticas p��blicas de educação: O PCN de hist��ria para o Ensino Fundamental I no contexto das pol��ticas neoliberais dos anos de 1990

P��s-gradua����o em Ci��ncias Sociais - FCLAR

A produ����o em sexualidade, g��nero e educação sexual na ANPED: estudo anal��tico-descritivo a partir do estado da arte como op����o metodol��gica

P��s-gradua����o em Educação Escolar - FCLAR

Estado da arte sobre sexualidade e educação sexual: estudo anal��tico-descritivo de teses e disserta����es produzidas na Universidade Estadual Paulista

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

O curr��culo do estado de S��o Paulo nas aulas de Educação F��sica escolar: vantagens e desvantagens

O objetivo do presente estudo foi avaliar os discursos presentes na literatura a respeito do Curr��culo do Estado de S��o Paulo, especificamente a proposta de Educação F��sica. Para isso, foi realizada uma an��lise das produ����es da ��rea nas tem��ticas: propostas curriculares, Educação F��sica escolar e sistematiza����o de conte��dos. Foram encontrados referenciais te��ricos que apresentavam diversas vantagens e desvantagens a respeito do Curr��culo do Estado de S��o Paulo. Entre as principais vantagens encontradas pode-se perceber que h�� uma sequ��ncia did��tica significativa desenvolvida no atual Curr��culo do Estado de S��o Paulo; os materiais did��ticos foram considerados fundamentais para os professores e para os alunos e percebeu-se ainda a necessidade de sistematiza����o dos conte��dos na ��rea de Educação F��sica. J�� entre as principais, verificou-se que o documento �� considerado autorit��rio, pois o professor recebe a proposta pronta e acabada; faltam recursos materiais para trabalhar os temas propostos; falta de forma����o profissional para os professores efetivamente terem condi����es de implementarem o curr��culo e o mesmo n��o considera o contexto do professor e do aluno

Quais rela����es estabelecidas entre ensino de qu��mica, educação ambiental e o enfoque CTS?: um estado da arte de alguns peri��dicos nacionais

This work presents results of art state that searched articles to bring in its wake the relationship between Teaching of Chemistry (TC), Environmental Education (EE) and the Teaching of Chemistry directed from the Science Technology and Society (STS) standpoint. The research was carried by articles surveying in major magazines Brazilian Environmental Education and a reference in the research magazine of Science Education, being performed a qualitative analysis of those items that were identified. It was noted that little is produced on the subject of interest within this field, in mid-1998 to June 2012. In the articles analyzed did not find a perspective that allied relationship STS and EE, or EE, STS and TC. Nine articles were found in relation EE and TC, and TC and three articles STS, constituting two thematic axes: Relationship between Environmental Education and the Teaching of Chemistry and Relationship between Science and Technology Society and Chemistry Teaching, The discussion was given from the contents that comprised the categories created. The first axis involved: a) Teacher of Chemistry and EA b) Contents of Chemistry and EE, and c) Concepts and practices of EE Chemistry teachers. The second axis of the categories are: a) formative processes and conceptions of chemistry teachers in STS: b) Analysis of TC practice focusing STS. There were works produced by the same authors, who mostly used the same theme in different magazines for publication only changing the perspective of analyzing the results. Finally, a scenario indicates that restricted thematic research and the need to advance with future work

Avalia����o do impacto do material did��tico proposto pela Secretaria de Ensino do estado de S��o Paulo para a disciplina de Educação F��sica

No ano de 2008, a Secretaria do Estado de S��o Paulo prop��s para todas as escolas estaduais o uso do material did��tico para todas as disciplinas, inclusive para a educação f��sica, com proposta de atividade para o Ensino Fundamental e o Ensino M��dio. Nas aulas de educação f��sica encontram-se professores rola bola, que oferecem a bola aos alunos e n��o se preocupam com qualquer tipo de interven����o. Tamb��m, encontrams-se professores que procuram ampliar os conhecimentos dos alunos, aprofundando os conte��dos de educação f��sica. Com base nisso, o objetivo deste trabalho foi avaliar o impacto do material did��tico na opini��o dos professores do 8�� ano do Ensino Fundamental. Para tanto, foram realizadas entrevistas com cinco professores, que utilizam o material did��tico proposto pela Secretaria do Estado de S��o Paulo. Ap��s a an��lise dos dados, verificou-se que os professores apresentam a mesma opini��o no que diz respeito ao que se deve mudar no material did��tico; dois professores acreditam que �� poss��vel aplicar o material na ��ntegra. Alguns professores afirmaram que ��s vezes �� necess��ria a ajuda dos alunos na realiza����o de algumas atividades. Outros concordam que o material chega quase sempre atrasado e isso prejudica o planejamento, atrasando o desenvolvimento dos conte��dos.