Pesquisa em Educação Ambiental: compromisso com a vida

Different environmental disasters registered around the world and their consequences to nature and to the biodiversity, including the human beings, lead us to deal with nature’s mysteries and with our limits In controlling technological apparatus that make us proud enough to think that we can control nature’s processes. These kinds of experiences, considered as a real “being-event”, make us experiment processes of disillusion related to the possibilities of science and technology. Considering this frame and the historical human experiences, one fundamental question is related to our position, our professional and ethical commitments and our responsibilities facing this reality. How can we deal with these facts that are continuously announcing the limits of nature, of science, technologies and our self-limits? As researchers involved with environmental education, it seems plausible for us to ask about the ethical commitments related to our “acts” of investigation. So, considering different and stimulating possibilities opened by intellectual and philosophers who are adding significant contributions to these debates, my proposal for this essay is to invite environmental education researchers to carry on a dialog involving these questions with some perspectives proposed specially by Bakhtin (1895 – 1975) and some other authors affiliated or not to his approach. This seems to be an opportunity which allows us to realize that our commitments as environmental education researchers would be identified with our commitments with life

Políticas públicas em educação ambiental no contexto da Conferência Nacional de Educação - CONAE 2010

n this paper I pose some questions that I systematized after taking part in a colloquium proposed by the National Conference on Education (CONAE 2010) to discuss the theme “Environmental Education and Curriculum Contextualization”. Regarding public environmental education policies, I try to indicate some perspectives that are both coherent with what Brazilian educators and environmentalists have been proposing and considered necessary for the consolidation of an Articulated National Education System. I present a synthesis of the environmental education proposals systematized in the CONAE Reference Document, which was designed as a guide to state and local conferences. I make an effort to carry out a preliminary analysis of both the process and the content of the public environmental education proposals systematized in the Essential Documents (Volumes I and II), Thematic Plenary Meeting Documents, and Final Document. Furthermore, I try to present a short synthesis of the prevailing tendencies of educational policies in Brazil in the last decades, pointing out the meaning and need of social activism for the construction of public policies for education, in general, and for environmental education, specifically.

Iniciativa privada e educação pública: contribuições metodológicas para a análise de objetos de pesquisa difusos na área de política e gestão educacional

Provides elements for a reflection on methodological strategies in the face of objects of study that prove difficult to approach. Through a case study in education, seeks to show that difficulties in obtaining information and data have been overcome by using an analytical model developed. It is shown that its use allowed inferences broader and reveal hidden inconsistencies in discussions on public and private education. Intended to assist reflection on qualitative research methods for those who deal with such studies. Concludes that the current expectations of management efficiency and transfer of resources sufficient quantity and quality have not materialized with a private enterprise under public education, even if we have succeeded in building a positive image by the promoters of this action with the sectors of public opinion. Prevailing trade policy interests at the expense of the motivations declared the initiative of aid to education, and even can not be said that the initiative has resulted in a private redefined the public character of the systems affected, there is evidence that its implementation represents a unique chapter focused "education", compared to a scenario in which stand out historically mutual aid agreements of a politicaleconomic development between state and private enterprise.

Educação a distância: um estudo analítico das políticas 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.

Impactos da progressão continuada na educação do estado de São Paulo

The presented article discuss theoretical context and the practical impact reported in the bibliography about Continued Progression at São Paulo State schools. Such proceeding, oriented through Law of Basic Guidelines, LBG, from 1996, previses a restructuring in the Basic Education at the schools, primarily with respect to evaluations. Grades are replaced for cycles and reprobation only can happen if the student exceeds the limit of stated absences or for lowered acting at final of each cycle. The impact of educational public policy drafted through Continued Progression provoke transformations that need more attention, indicating a path of reflection turned to structural conditions in order that school offers the required reinforcement to students and assure quality education. It’s primordial understand, therefore, the endogenous and exogenous factors that leaded to adoption of such proceeding in the São Paulo State.

Reflexões sobre o desencaixe na educação brasileira e o eventual impasse entre o docentrismo e o discentrismo

Undocked institutions widely dilate the scope of time-space distancing, since the separation between these elements is crucial for the extreme dynamism of modernity. This separation is the prime condition of the process of disembedding, in which the displacement of social relations of local contexts of interaction and its redesign through indefinite extensions of time and space are favored. Therefore, there are two types of dislocated mechanisms intrinsically involved in the development of social modern institutions: symbolic tokens and expert systems. These mechanisms depend on reliability. Within this context, this present paper sees the professional life cycle of the teacher in the perspective of the expert system. It also sees the work stability of public servants in the symbolic token perspective, more specifically public teachers in Brazil. This paper also attempts to propose some reflections on what a disembedding in Brazilian education would mean and on how an eventual impasse between teachercentrism and studentcentrism would affect this process if necessary or desired, from one would understand by modernity.

Televisão digital interativa na educação: desenvolvimento de um conteúdo. complementar ao ensino

This work had as objective the development of a prototype of educational content, as an experimental process, making use of resources from Interactive Digital TV. The characteristics of interactive digital terrestrial television are presented, in the form of a media mode capable of performing as a complementary source to education. The methodology used is composed of four phases: deduction, analysis, induction and synthesis. Its conception takes as issue the expressed need stated by UNESCO to use ICT (Information and Communications Technology) towards education, as well as the possibility of applying digital television in an educational process. The content is structured in the form of a quiz, a type of question-answer game as an informal way of education for high school students. The prototype developed in this work is presented as a structural script and map, taking into account the necessary activities and routines to put it into operation in the tested environments, eclipse, virtual set-top-box and Developer Box. The practice of prototyping was carried out in NCLua, based on middleware Ginga. As a result, we concluded that Ginga offers enough support to carry out the task, providing characteristics of interaction to publish the proposed content, at the moment of the actual practice.

Análise da educação escolar sob a ótica bourdieusiana

There are several possibilities to understand the importance of school education, so this literature review article is to show through the sociological theory of Pierre Bourdieu that the school is not defined as a social concept of equalization, but a collaboration for the reproduction of structural society. And to be consistent with this action, the school tends to emphasize the hegemonic concepts, so that acts consciously or unconsciously on the aggregation of cultural heritage, imposed by the ruling class, ie, the layers of the corporate elite.

A educação e a sustentabilidade: o desafio de um paradigma e a década da educação para o desenvolvimento sustentável da UNESCO (2005-2014)

This paper aims at proposing a discussion on the role of education in a pragmatic plot. It intends to offer some contributions to the consolidation in the essence of sustainable development and of a contextualized sustainability as well as its respective dimensions. Therefore, some conceptual evolutions of such expressions and the implications for when they are being used, especially parallel to the UN Decade of Education for Sustainable Development, UNESCO (2005-2014) are presented. This paper also intends to promote some reflection on how much environmental and general education are important with regard to the challenge of multidimensional balance proposed, as seen from the perspective of a paradigm that has been constantly shaped since the Stockholm Conference of 1972, going through the given contributions in 1992 by The Earth Summit in Rio de Janeiro – Eco 92 / Rio 92; and from there to the United Nations Conference on Sustainable Development, of Rio+20, in 2012.

A educação no contexto diacrônico de antigos núcleos coloniais

This paper provides an overview of the reality of Colonial Corps created in the early twentieth century, in São Paulo, based on a cut of the genesis of the municipality of Peixoto Hawk when he was one of the centers for the accommodation of European immigrants; well as in parallel to the phase coronelismo intensified in the area. From this historical assumption, following a brief contemporary approach, already in the XXI century, in order to provoke a debate that can aggregate relevant contribution to the strategic purposes of the locality, including inserting the new reality imposed by the deployment of the Aerospace Hub in the town, represented by installation of Empresa Brasileira de Aeronautica S / A - Embraer. It takes into account, thus the set of their social and cultural phenomena occurred and developed over time (diachronic); based on an analysis for educational planning, particularly in developing and implementing public policies and projects to new propositions for improvement Local education at different levels.

A gestão democrática da educação: expectativas da escola sobre a participação da família

The objective of this study was to verify the importance of family involvement as an element of democratic school management challenging legislation, intellectual discourse and the perspective of school staff. For this purpose, we analyzed the information obtained by means of instrument PDESchool applied in the public schools of a medium-sized city in the state of São Paulo. We found that the school teams identify school / family interaction as an important factor in the work to be developed, although families show little involvement in the management of school units.

Considerações 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 São Paulo (Brazil). About the participants, three were attended the Term I: (1ª and 2ª series), three the Term II (3ª e 4ª series) and three the Term III: (5ª 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.

Curso de pedagogia da Faculdade de Educação da Universidade de Salamanca/Espanha (2010): uma chave para reflexões

This was part of the post-doctorate study developed at the Faculty of Eucation in the University of Salamanca - Spain in 2010 with the Professor José Maria Hernández Díaz, who teaches the subject “History of Education” at the Pedagogy course provided by the institution. The objective of this reflection is to present some characteristics of that course, in order to highlight some of its peculiarities, and also indicate some similar issues when compared to Brazilian courses, thus producing a research useful for comparison and deepening of teacher’s training. The method was based on quali-quantitative nature (WOODS, 1996; BESSON, 1995): participant observation (EZPELETA; ROCKWELL, 1986; KETELE; ROEGIERS, 1993) and a questionnaire application (HEGENBERG, 1976; BOOTH; COLOMB; WILLIAMS, 1995) to the first and third classes in 2010, which resulted in a total of 99 students: 17 male and 82 female. This comparative information evinces the feminisation in that course, establishing direct relationship with Brazilian research. Another data, which has not yet been duly checked in Brazil, concerns the intellectual/social role of women in the classroom. Although this data is especific from that school environment, it is an important key-point for teachers’ training and teaching. The potentiality of this reflexition is exactly on this point.