Políticas públicas educacionais: prática musical na escola pública paulista

Pós-graduação em Música - IA

História da disciplina Geografia: contribuições da memória de uma educadora

Pós-graduação em Geografia - IGCE

Concepções e práticas de educadores acerca de disciplina e limites na educação infantil: um estudo de caso

Pós-graduação em Psicologia - FCLAS

Pátria e poder: o exército e a construção da nação (1930-1937)

Pós-graduação em História - FCLAS

História do ensino de Geografia como campo de investigação: contribuições de Livia de Oliveira

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

Repercussões do trágico e do social no teatro de Dias Gomes: leitura comparativa entre Antígona de Sófocles; O Pagador de Promessas, O Santo Inquérito e As Primícias de Dias Gomes

Pós-graduação em Letras - FCLAS

Ensino de história e cultura afro-brasileira: uma análise do caderno do professor de história do ensino médio público paulista

Pós-graduação em Educação - FFC

A história do ensino de física no Brasil n o século XIX: as academias militares e o colégio Pedro II

Pós-graduação em Educação para a Ciência - FC

Prefiro aprender do que decorar : a cultura audiovisual e a crítica dos alunos à realidade escolar

The present work aims to bring up a discussion around the viability of traditional teaching methods in a world predominantly technological and imagetic. A project conducted in the discipline of history, in a state school through the Núcleo de Ensino (Center for Teaching) UNESP Marília, we applied questionnaires that aimed to map aspects of the visual culture of the students, and their perception of everyday reality in school. Using the SPSS software, the issues of quantitative trait were analyzed, providing a critique of the teaching methods used by teachers, whereas the use of images has been revealed as a proposal capable of stimulating an education based on interaction and dialogue, approaching the socio-cultural reality of learners.

Teachers Formation in Higher Education: Some Aspects under the Light of Education-Work Relations

This text is mainly aimed to address essential aspects of teacher formation in the light of education-work relations in the higher education, from our systematic experience in higher education teaching, particularly teaching and research in the field of Didactics discipline. This formulation is justified considering our concern in seeking to situate this discussion in the context of bringing together knowledge areas and the field of teaching knowledge. Still, our choice to develop such an approach in the light of work-education relationship is due to the belief about the possibilities of seeking to overcome the requirements imposed by capitalism to our educational system, within the possible contradictions of these relationships. In this context the teachers’ formation in higher education gains social and strategic importance, taking on the task of forming individuals of “action-reflection-action” in a society established historically based on the social relations which settle in the light of capital’s multiple determinations. It appears that, in this sense, the major confrontations have been given within the discussions about what to prioritize or combine in the list of criteria and content for teacher’s formation. In Didactic, we seek to emphasize discussions that we consider with a philosophical background, referring to the orientation of teaching practice in knowledge of contemporary ideological struggle; socio-historical, referring to the possibility of formation of disciplines, among them Didactic, and curriculums and references to support its guidance in the process of teacher’s formation. This context of discussion is based on the concrete teaching practice with a view to transformation and to search for new syntheses in terms of knowledge and in terms of historical reality. Then therefore, our methodological approach grounded in the dimensions of the same unit: historical materialism as posture, method and as praxis.

O trabalho como estratégia de atenção em saúde mental: cartografias do conceito Trabalho nas políticas públicas de saúde

Pós-graduação em Psicologia - FCLAS

Foucault's heraclitism and the concept of history

Deleuze states that Foucault would have created a new relationship between men and history, a relationship other than that established by the philosophers of history. In order to specify the steps Foucault took to accomplish this invention, I shall support, according to Deleuze, Foucault s Heraclitism as the basis for a genuine Foucaultian concept of history. After outlining the risks taken by Foucault s concept of history, I observe this concept at work through the three periods that perform his thought: Archeology, Genealogy and Aesthetics of Existence. The main characters that embody his concept of history through these periods are: a) the discontinuous profile of history; b) the denaturalization of would-be unhistorical objects; c) the historical dimension of body; d) the eddies of subjectivation in history. We shall focus our inspection on the turn made along Foucault s work when he takes into a new account the theme of subjectivity, mostly in the last two volumes of the History of Sexuality. Thus, our attention turns to the subjectivity defined as a process, in order to investigate individual identity as the result of history.

Higher education in evening courses in Brazil: history, growth and public policies at the beginning of the XXI Century

There are three distinct and complementary objectives in this article in order to clarify the higher education outline in Brazil, specifically evening courses (classes are held on weekdays, generally from 7:00 pm to 10:30 pm) and thesecurrent sector policies. The first objective is to present a short historical overview on the establishment of evening courses in Brazil, including those in the higher education level, occurred on the middle of last century. The second objective is to demonstrate the growth of evening higher education in Brazil, considering that in 1998, of the 2.1 million college enrollments, 55.3% were enrolled in evening courses; in 2010, twelve years later, of the 5.4 million students enrolled, there were 63.5% enrolled in evening courses. This expansion is due to the growing need of many students who must work while attending college, to defray costs of the study as well as personal and family costs. The reality of the working student is hostile considering external factors, such as transport problems, public security and lack of legislation for flexible working hours. The third objective is to discuss current public policies to expand eveningopenings in public institutions which represent nowadays only 16.1% of the 3.4 million enrollments for evening classes, including federal (6.8%), state (7.0%) and municipal (2.3%) institutions. In the third objective it is included the discussion of programs for scholarships and tuition loans. The methodology applied was to rescue historical information on the establishment and the expansion of evening courses in Brazil, analyzing the current general Brazilian policies and the specific ones from the State of São Paulo. The research results pointed to the importance of federal programs for scholarships and tuition loans for students from private institutions such as the 1,382,484 scholarships since 2004 (PROUNI Program) and the 847,000 tuition loans since 1999 (FIES Program). Important steps have been made by the Brazilian government. Considering that there are 3,987,424 enrollments in private institutions, the effectiveness of the programs for scholarships and tuition loans is still insufficient to meet the universal benefits for the student’s needs. Evening courses became the real instrument of social inclusion for many Brazilian youths and must be expanded quantitatively and qualitatively, with aggressive public policies, including also, scholarships and tuition loans.

Potencialidades das narrativas para a formação inicial de professores que ensinam matemática

Pós-graduação em Educação Matemática - IGCE

O ensino de estrutura da matéria na disciplina de física: uma análise de estruturas conceituais para a modelagem do currículo

Pós-graduação em Educação para a Ciência - FC