Professores e pesquisa: da formação ao trabalho docente, uma tessitura possível

This paper is the result of a research called Pedagogic Research in Education Schools: Aspects of the Work Conducted by Teachers developed at the post-doctorate training level at Fundação Carlos Chagas. It proposes a reflection on the concept of research that seeks to define and clarify their specific features, and brings about some of the differences that define the university, the school and the pedagogic researches, indicating the relevance of the last one in the teachers’ training process. The relationship between research and teachers’ training is highlighted as well as the need of a curricular restructuring in Education courses , in order to think research as a forming axis in teachers’ formation. Furthermore, the contributions of research in the teaching formation and practice is addressed, along with the study of school daily activities, focused on the necessary moment to put the assumptions underlying teachers’ practices into practice and also to experience socialization among students, teachers and other professionals in this field of knowledge.

Atitudes sociais em relação à inclusão: o curso de Pedagogia da Faculdade de Ciências e Tecnologia da UNESP

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

Prejuízos educacionais: a semiformação intensificada

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Reflexões e observações sobre as novas diretrizes curriculares e a sua influência na formação inicial do professor na universidade

With reference to curricular changes proposed by the CNE Resolution 1 /2002 and CNE 2/2002 on Teacher Education in Basic Education teaching degree - this study aims to analyze the new professional profile proposed in curriculum pedagogy , Physical Education , Science Biology , Mathematics , Physics and Geography . Within the curriculum guidelines was observed in a more normative articulated curriculum, focused on action-reflection- action. A guided design in practical rationality and the skills set without breaking the commitment of the public university with emancipation and quality education . Although there is this understanding we must also attend to the care that must be given to the new guidelines , based on the same reveal great concern with vocational training , with its instrumentation , with the pragmatic and utilitarian dimension of the training process . It is noteworthy that throughout the twentieth century in Brazil , where he fought for educational policies that were to solidify the construction of teacher identity , but the gains have largely remained restricted to the issue of educational reforms and a roster of disciplines , called pedagogical varnish . Therefore, this work is to deepen this thematic perspective , studying the identity of the teacher in the new curriculum design presented by undergraduate courses . Therefore , the central objective seeks to understand how the identity of teacher ( professional profile ) was presented in the proposals for teacher training , as well as the different elements that make up this identity process . Specifically if you want to ( a) identify the proposals of courses for Teachers of Primary Education , UNESP / RC - Institute of Biosciences and Geosciences and Exact Sciences - Biological Sciences , Physical Education , Physics , Geography , Mathematics and Pedagogy - the proposed profile and ( b ) analyze the fundamental knowledge that this professional listing the elements...

Saber docente e acadêmico: possibilidade para uma formação coerente

O presente trabalho apresenta a experiência vivenciada, no ambiente universitário, de um grupo de alunos da Pedagogia que se envolveram no projeto de extensão “Grupo de Formação: Diálogo e Alteridade” no ano de 2010, oferecido na UNESP de Rio Claro. O objetivo geral do trabalho é compreender, a partir de análise de documentos, os processos formativos desencadeados nesses alunos, no contexto desse projeto e entender as contribuições do mesmo para a formação inicial. Este trabalho discute, a partir de uma pesquisa bibliográfica, os conceitos de saberes docentes, diálogo e trabalho coletivo. Os dados serão obtidos a partir da leitura de uma série de documentos: caderno de registro do grupo, caderno de registro da pesquisadora e as avaliações elaboradas pelos participantes do primeiro e do segundo semestre do ano de 2010. A partir da discussão dos textos e das trocas das experiências desses alunos (ao participar de um projeto de pesquisa na escola e de um curso de extensão para professores da rede municipal de ensino), o projeto de extensão, promovia em nós, universitários, um processo formativo diferente dos moldes convencionais. Isto repercutiu e permitiu uma complementação da formação acadêmica justamente por estar vinculada às experiências advindas da prática docente, e, com isso, uma visão diferenciada e mais próxima da realidade escolar. Busco, nesse contexto, analisar os saberes construídos por esses estudantes ao longo do projeto. Enfatizo as mudanças e questionamentos que foram necessários para que escola e universidade deixassem de ser meros espaços físicos e que começassem a ser parte de uma relação que permitiu a modificação nos aspectos formativos desses estudantes

Formação continuada de professores de matemática com enfoque colaborativo: contribuições para o uso reflexivo dos recursos da Web 2.0 na prática pedagógica

Pós-graduação em Educação - FCT

A relação entre sujeito e objeto de conhecimento: a formação do professor de línguas

Dans ce texte, nous avons abordé l'enseignement des langues selon une approche constructiviste, où le sujet qui apprend et l'objet de connaissance ne se polarisent pas, mais s'articulent. Ceci signifie que personne ni rien ne sort indemne d'un processus de formation : il y a des transformations chez le sujet (apprenant) et l'objet (langues). Nous critiquons par conséquent la conception du langage et donc de la langue en tant qu'instrument de communication.

Implicações de um programa de formação continuada na formação e atuação de professores de educação física atuantes no ciclo I

This work focused on research a course of continuing education for teachers of Physical Education, offered in a city of São Paulo in 2013. Adopting as a benchmark analysis of models of continuing education in teaching, investigative question that guided this study was: what are the implications of this formative process in the formation and performance of the participating teachers?. With this guiding question, four were the objectives we seek to respond to this analysis: first identify the profile of teachers as well as the participation and involvement of the same course developed; 2 map and analyze the manifestations of teachers throughout the course; 3 reflect on the role of teachers in relation to approaches and/or distances with the common physical education curriculum proposed by the municipality; 4 identify and analyze the reflections on the course conducted. The methodological approach was qualitative and eighteen participants were teachers of a school system in a city of São Paulo, active in cycle I (1 to 5 years) of primary school. Data collection was carried out in two phases, with the participants in the first stage seventeen teachers and three teachers in the second stage that in addition to acting in the cycle I also actively participated in the course. Data were obtained in phase one using a diagnostic interview recorded on voice recorder and transcripts of observations and recorded in video and voice recorder from sixteen meetings of the continuing education course conducted in 2013 and phase two included the observation of classes teachers in the 2nd half of 2013, ending with a final interview. Demonstrations of physical education teachers in the course, as well as the situations observed and interviews indicated that on the profile of teachers are in the age range 30-58 years to serve at least five years in schools and most (10) does not work elsewhere. Another observation is that most of the participating teachers when thes...

Estudo avaliativo do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) na formação de professores de química na UNESP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uma abordagem didático-pedagógica do cálculo diferencial e integral I na formação de professores de matemática

Pós-graduação em Educação Matemática - IGCE

Cursos de formação em educação sexual que empregam as tecnologias digitais

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

Brincando de gangorra: uma discussão sobre formação de professores e uso de tecnologias

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A avaliação na voz dos profissionais da educação: a experiência do município de Paulínia/SP

Pós-graduação em Educação - IBRC

Os sentidos sobre o professor e sua formação em 15 anos de Zetetiké: 1993 - 2007

This research presents a study on mathematics teacher education, examining the bibliographic production in 15 years of the journal Zetetiké (1993-2007), totalizing 140 papers. From these, 49 were classified as ‘teacher formation’, thus constituting the corpus of the investigation. The research focused on three units of recording and analysis: (i) problems of research; (ii) the meanings of ‘being a teacher’ and their ‘duties’; and (iii) the meanings of ‘teacher’s education’. For the processes of categorization we use Textual Analysis, which allowed us to observe some trends. Regarding the problems of research we found that the research actions involve a range from: to report, disclose, describe, identify up to study, discuss, understand, evaluate. With reference to ‘being teacher’ and its ‘duties’ in the whole period of this study it were pointed problems related to the mathematical content and to the pedagogical project of the school unit, with 30 papers giving prescriptions for the teachers actions in its educational context. With regard to the meanings on teacher education, the most frequent references concern: the functions of teacher formation; what is expected of the teacher during and after the education processes; and the emphasis on the importance of initial formation for mathematics teacher’s education.

A ornamentação contemporânea em arte e design: função estética, anagógica, terapêutica

Taking as a starting point the reflection on the ornament, is delineated an interpretative analysis of delimitation between art and design in the extent of the aesthetics. Presupposing the ornament as an elementary and universal form of the all aesthetics’ manifestations, trying to work, through recent contributions and in an unified way, concepts regarding the aesthetics in parallel with the phenomenon of the perception. The ornament as element previously “ordered” front to the organization need that the interpretation demands, it constitutes fertile philosophical instrument, for all the art forms and of design, which seeks to provide an aesthetic sensation. Returned to the thoughtful function, the ornament has as essential purpose to stimulate the aesthetic experimentation, capable to induce the perception to subtler states of conscience similar of to the ecstasy, where the spirit from whom contemplates, can live experiences of extreme freedom and intense pleasure. . Establishing semiotics foundations capable of evidencing a function anagogic-therapeutics in the action of conceiving and to meditating, alternately, an object with function strictly ornamental (aesthetics), also intending the reflection of moral stamp on the ornamental concept of the decency as conciliatory solution in the intersection between art and design, concerning the creativity of the formative process.