Uma proposta para o 6ºano do EF: primeiras formas de geometria espacial-construindo conceitos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O professor que ensina matemática formado em ambientes virtuais de aprendizagem à distância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Critérios de Divisibilidade e Aplicação em Sala de Aula

Pós-graduação em Matemática - IBILCE

Formação docente e o ensino da educação física junto às crianças com 6 anos de idade no 1º ano do ensino fundamental: a perspectiva dos professores de educação física

Since there are few physical education teachers working in kindergarten, now, due to the elementary school for nine years - getting children 6 years of age, this seems to be a challenge for teachers. Therefore, interested in mobilizing efforts to understand how your training is on this new context, and how is this entry of students from 6 years old in elementary school. From the perspective of the physical education teacher who is acting in this context. In this sense, the objective of this study was to analyze teacher training and teaching of physical education among children 6 years of age entering the first grade of elementary school from the perspective of physical education teachers who work in this field. This study was guided by the principles of qualitative research, making the collection through semi-structured interview, 11 participated in the investigation of physical education teachers working in the first grade of elementary school. The categories of analysis that have emerged from our study were: 1 Teacher training; 2 The 9-year elementary school for children 6 years of age; 3 Teaching physical education in early childhood education: Reflections on its limits and its possibilities. We can point out that physical education in school is still recognized as unimportant, although the LDB 9394/96 art. 26 § 3, have given your requirement, this is not enough to change the scenario that presents itself. School is still considered by many as a space in which the body is separated from the cognitive. Therefore, for many, the play of children is worthless and physical education is worthless. Teachers interviewed here reveal that has focused efforts on making a better quality of physical education, especially among children 1 year, trying to meet their expectations and need characteristics of the universe of childhood

A pedagogia do jogo no contexto escolar

As the ludic taking the second place at school environment, on account of logical and rational activities and the excessive charge of a professional achievement of children by society and, also, the own family, the school doesn't become a pleasant ambient of frequenting. This study wants to understand, in a better way, the utilization of ludic activities as a pedagogic support into the learning and the development of the cognitive, emotional and creative potentiality of children in different education system (public and private) of Ibitinga-SP. It also investigates the docent attitude and practice during the ludic activities and its repercussion in the students' performances when introduced. The bibliographic researches present that the utilization of games, as a pedagogic resource, contributes to the learning process and to the human development of the students from the first cycle of the Elementary School. The School has to rescue the desire of learning, which is playing, the most natural way. The research's target audience are teachers from the Ciclo I of the elementary school and the focus is the utilization of the ludic into the different areas of teaching, considering the context that the schools are embedded. The reality observation, which enables a straight contact with the researcher and the study object, helped out with the issue comprehension. It was possible to identify that the utilization of ludic activities as a pedagogic strategy does not happen just because of knowledge absent, but also because of the submission to many goals imposed by the education system and/or by the didactic materials used, which don't have any worry to valorize the period of develop that the students are living, filtering out some characteristics from the phase that contributed to the learning. The responsibility to create a new signification to their social function is from the education system and the school that works with it. To the...

A visão dos professores quanto ao processo de ensino e de aprendizagem do basquetebol nas aulas de educação física: a realidade de Volta Redonda/RJ

The present study has as its main purpose the investigation of teachers'view concerning the teaching and learning of basketball in Physical Education classes in a school setting. The selected teachers who participated in this survey come from public and private institutions in the city of Volta Redonda, RJ, Brazil, teaching 6th-9th grade classes of elementary school. This was a quantitative and qualitative study with content analysis. Data collection included interviewing 60 teachers who provided their opinions on the issue investigated. Development of basketball was investigated not only as a content for the Physical Education classes, but also as a dimension that goes beyond school boundaries, where that sport plays an important role in society. Joint actions to provide the opportunity for basketball to grow as a content for Physical Education classes may represent a way to describe its implementation in all contexts, although the importance of this discipline in the school setting should not be disregarded in favor of obtaining results in sports competitions.

Formação ética para a cidadania: reorganizando contingências na interação professor-aluno

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

A temática afro brasileira no contexto da Educação Física escolar

The choice Brazilian african study theme in the general education, and particularly in physical education has not advanced as to be themed with the subject matter. Even open to this issue, in 2003 a law was passed introducing an obligation of racial ethnic correlations in Brazil. Law 10.639, changed the LDB (Guidelines and Framework Act, 1996) and establishing the obligation both in elementary school as high school, public and private, the teaching of history and African Culture and African Brazilian. As the main objective of disseminating the importance of valuing the African culture and its legacy, expanding the looks and the knowledge about the culture and history of a people who often are discriminated against and excluded by society. The questions that arise are the following: The physical education teacher know that prerogative? Incorporates the Brazilian african discussion in their classes? Discusses with students these subjects related to corporal practices? Have difficulty in dealing with this issue? What? Thus the aim of this study was to detect whether and how a group of physical education teachers is the Brazilian african theme in their classes, for the fulfillment of the Law 10.639 / 03. The methodology of this study was qualitative descriptive type. Were used for data collection semi-structured interviews and non-participant observation. The data obtained through interviews with teachers were transcribed, reviewed and classified according to the content analysis. It is concluded that the racial ethnic theme is not systematically addressed in physical education classes when they are treated, is superficially when proposed by the curriculum of

Escrita e Liberdade: as relações de causa e consequência na expressão discente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O Estágio Supervisionado e sua Contribuição para a Formação Inicial do Professor

Pós-graduação em Educação - FCT

As tecnologias da informação e comunicação na formação continuada de professores: uma proposta para o uso do laboratório de informática

Pós-graduação em Docência para a Educação Básica - FC

As atividades práticas como situações deflagradoras de discussões sobre fatos e modelos na formação continuada de professores de ciências

Pós-graduação em Educação para a Ciência - FC

Contos de fadas no ensino fundamental I: analisando os recursos empregados e as estratégias que podem ser adotadas pelas/os docentes na desconstrução de estereótipos sexistas

Pós-graduação em Educação Sexual - FCLAR

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)

As Tecnologias da Informação e Comunicação (TIC) e a formação de professores: um estudo qualitativo com professores da educação básica no município de Araraquara, SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)