Hist��rias em quadrinhos e o ensino de ci��ncias nas s��ries iniciais: estabelecendo rela����es para o ensino de conte��dos curriculares procedimentais

P��s-gradua����o em Educa����o para a Ci��ncia - FC

Materiais audiovisuais para a educa����o a dist��ncia: a contribui����o dos estilos de aprendizagem

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

O uso de experimentos did��ticos como ferramenta para o ensino de f��sica nos anos iniciais da educa����o b��sica

When it comes to teaching physics in the early years of elementary school, the first question is: but there are opportunities to teach concepts to children of such complexity? This study sought to examine approaches and strategies to enter the Basic Education in Physics. To this end, we used low cost materials testing, taking as its starting point the work of Ferreira (1978) instrumentation for Teaching Physics, particularly with the theme electrostatics. The present study was made from the use of prototypes developed with the materials cited. Observations were made in the classroom looking for, from the records of teaching, analyzing the behavior of children and their arguments, possibilities for Physics Teaching this age group as well as some evidence of their cognitive development. In teaching discussions were held with students of the early years of elementary school involving conceptual and phenomenological aspects, adapting such knowledge at the level of logical and mathematical thinking that was still under development. The work shows that it is possible to work on electrostatic physical concepts with children belonging to the age group of nine to ten years. With the support of the group Pibid Physics city of Rio Claro, I realize my observations and practices at the Municipal School Marcelo Schmidt, which proved to be available and open for acceptance of this proposal

Saber docente e acad��mico: possibilidade para uma forma����o coerente

O presente trabalho apresenta a experi��ncia vivenciada, no ambiente universit��rio, de um grupo de alunos da Pedagogia que se envolveram no projeto de extens��o ���Grupo de Forma����o: Di��logo e Alteridade��� no ano de 2010, oferecido na UNESP de Rio Claro. O objetivo geral do trabalho �� compreender, a partir de an��lise de documentos, os processos formativos desencadeados nesses alunos, no contexto desse projeto e entender as contribui����es do mesmo para a forma����o inicial. Este trabalho discute, a partir de uma pesquisa bibliogr��fica, os conceitos de saberes docentes, di��logo e trabalho coletivo. Os dados ser��o obtidos a partir da leitura de uma s��rie de documentos: caderno de registro do grupo, caderno de registro da pesquisadora e as avalia����es elaboradas pelos participantes do primeiro e do segundo semestre do ano de 2010. A partir da discuss��o dos textos e das trocas das experi��ncias desses alunos (ao participar de um projeto de pesquisa na escola e de um curso de extens��o para professores da rede municipal de ensino), o projeto de extens��o, promovia em n��s, universit��rios, um processo formativo diferente dos moldes convencionais. Isto repercutiu e permitiu uma complementa����o da forma����o acad��mica justamente por estar vinculada ��s experi��ncias advindas da pr��tica docente, e, com isso, uma vis��o diferenciada e mais pr��xima da realidade escolar. Busco, nesse contexto, analisar os saberes constru��dos por esses estudantes ao longo do projeto. Enfatizo as mudan��as e questionamentos que foram necess��rios para que escola e universidade deixassem de ser meros espa��os f��sicos e que come��assem a ser parte de uma rela����o que permitiu a modifica����o nos aspectos formativos desses estudantes

A motiva����o para aprender Biologia: o que revelam alunos do ensino m��dio

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

An��lise das atividades gramaticais propostas para o 6�� ano do ensino fundamental no material did��tico da Secretaria de Educa����o do Estado de S��o Paulo

P��s-gradua����o em Letras - FCLAR

A import��ncia da ludicidade na escola na perspectiva de professores atuantes nos anos iniciais do Ensino Fundamental

The play and playfulness as well as school subjects are ways that the teacher has in the classroom to mediate the relationship between knowledge and the students, providing an easier and more enjoyable learning. This paper aims to analyze how teachers in the early years of primary education, the areas of Physical Education, Education, Art and English, assesses the importance of playfulness at school, define concepts such as the playful, playing, their importance for the learning and social life. Field research through interviews with nine teachers was conducted, six Educationalists teachers, an art professor, an English and physical education teacher. The results indicated that most of these teachers mediates learning through playfulness that children have better learning when the pedagogical work occurs through play, and feel more motivated to attend school. Participants have the idea that playfulness is the play and the play and say the school should value the playful, and need support from the school staff and the community. In conclusion, the playful should be part of everyday school life and more than a teaching strategy, should be valued in the integral formation of the individual

Desempenho de escolares em consci��ncia fonol��gica, nomea����o r��pida, leitura e escrita

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

Movimento das pesquisas que relacionam as tecnologias de informa����o e de comunica����o e a forma����o, a pr��tica e os modos de pensar de professores que ensinam matem��tica

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Desempenho ortogr��fico de escolares do 2�� ao 5�� ano: proposta de elabora����o de um protocolo de avalia����o da ortografia

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

Alfabetiza����o em escolas p��blicas: fatores de sucesso

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

Um retrato de uma licenciatura em matem��tica a dist��ncia sob a ��tica de seus alunos iniciantes

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

Aplica����o da modelagem no estudo da teoria cin��tica dos gases

In this term paper is studied the use of models and analogies and it's influences in the study of chemistry, for learning and understanding of concepts related to the kinetic theory of gases. It was developed an activity with students of high school second year, enrolled in a State school, in the city of Bauru-SP. It was built and developed a model using the mechanical vertical model scheme, based on the proposal of Professor Luiz Ferraz Netto, for the teaching of the kinetic theory of gases. It was applied a questionary to evaluate the effect of the model in the classroom, and the analysis of data was done in descriptive qualitative way. It was verified that the methodology favored the development of conceptual understanding, demonstrating significant results on the theme of learning

Produ����o de biodigestor e horta org��nica como elemento integrador entre escola e comunidade

P��s-gradua����o em Doc��ncia para a Educa����o B��sica - FC

Projeto trilha de letras: uma an��lise do software como recurso did��tico no processo ensino-aprendizagem da leitura e da escrita

P��s-gradua����o em Educa����o - FCT