A Vivência da experiência da mudança da prática de ensino de matemática

Pós-graduação em Educação Matemática - IGCE

Esporte orientação e formação de professores de Geografia: uma experiência como cartografia escolar

Pós-graduação em Geografia - IGCE

A atuação profissional do professor nos anos iniciais do ensino fundamental e o sistema de avaliação da educação básica

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

o ensino de leitura na escola: um olhar sobre as concepções de professores do 1º ciclo do ensino fundamental de uma escola municipal de Bauru - SP

This research is being read, thus rendering text on the pole of understanding, as a practice effective dialogue and therefore responsive through which the reader, author, text and context interact. To this end, the reader must turn their knowledge systems and relate them to the linguistic materiality. Thus, aimed to investigate whether the teaching of reading in the early years of elementary school literacy builds skills related to this cultural practice and its relationship to the conceptions of classroom teachers of reading, as well as the teaching and learning methodologies practiced in class classroom. Therefore, I base this research on the theoretical basis of linguistic studies and expository sociointeractionist redefine that, among other things, the concepts of language, genre and text. As for the methodological framework, this study followed the methodology of literature research and fieldwork. The fieldwork took place from the perspective of observing the pedagogical practice of teaching reading, in order to investigate how the educational activities are conducted in a reading room for the third year of elementary school, part of the municipal education Bauru- SP. Were used as instruments of data collection the questionnaire given to school teachers and the school studied the direct observation of teaching practice of one of these professionals. The results of data analysis indicate that the teachers surveyed know key content for teaching reading, as well as renovations of the theoretical and methodological studies of reading, with the consequence that the practices of reading done in the classroom limit the role of student as a reader and does not guarantee the formation of the reader

As atividades experimentais no ensino de física

This work was developed from a literature search in order to provide teachers of physics theoretical and methodological requirements for the use of experimentation in physics teaching, with the aim of contributing to the teaching practice of these teachers and, consequently, for improving teaching this discipline. Therefore, to deal in the course of this research, the goals and types of practical activities, new information and communication technologies that fit the experimental approaches and the role of the teacher in this context, specifying the variables that influence and relate with experimental activities. Studies are presented on the methodology and planning of experimental activities to draw attention to the teacher and the important issues relevant to the preparation of these activities as, for example, the proposed objectives and types of discourse and existing approaches for the conduct of practical activities. In this sense, the trend is highlighted for walks where the approach of practical activities, within the context of practices interactionist and are pointed out strengths and weaknesses of different types of activities presented. We also highlight aspects of the learning process associated with some theoretical reference that are on that subject, as Piaget, Vigotski and Ausubel, so that the teacher can apply the concepts in their theories worked in the practical lessons of physics

As influências da especialização formativa na prática docente dos egresos do curso de graduação em Geografia da UNESP - Rio Claro

The present paper is a reflection of studies and analyzes on issues involving the training of Geography Teachers. By realizing this projetc, we aim to analyze the influences of specialization training in the teaching practice of the subjects who graduated in Geography at the Universidade Estadual Paulista Júlio de Mesquita Filho, Rio Claro Campus. This is primarily a discussion of the university curriculum, the professionals it forms and the current politics of training teachers of Geography. Thus, we conducted a literature review, and will be used questionnaires and interviews with the subjects, graduated in degree course and a BA in Geography in the last four years

A profanação como possibilidade para a educação em filosofia no ensino médio: análise dos programas de filosofia entre 1940 e 1961

Pós-graduação em Educação - FFC

Luz, câmera, flashes: uma compreensão sobre a disciplina de prática de ensino de matemática a distância

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

La interculturalidad en la enseñanza del español como lengua extranjera en la pasantía de la práctica profesional

In the contemporary literature on Foreign Language Teaching (LE/L2), is evidence of a trend in education given priority from the sub-focus on socio-cultural competence (HYMES, 1972), mainly with the aim of developing the intercultural competence, that is, the power to know the differences between the culture of the new language and the language in concrete situations and to develop strategies to deal comprehensively with the customs of another culture (Rozenfeld & Vianna, 2011). This process seeks to bring people to a critical analysis of their own language and culture, the concept of otherness and the similarities and differences between nations (MOTTA ROTH, 2003). Under the didactic-pedagogical approach multiculturalism, there is the need to develop new educational proposals and to include studies and researches about this subject in the curricula of teacher education courses. Politically, the proposals of the "Parâmetros Curriculares Nacionais (PCNs)" in Brazil emphasize as targets to be established for the teaching of Spanish as a foreign language (ELE), on average, target content and teaching strategies to develop, in addition to communicative competence, competition also "inter (multi) culture" (BRASIL, 2000). Thus, this paper analyzes the reports of pre-service teachers in the course of Teaching Practice of Spanish Language, the presence of cultural and intercultural approach, verifying didactic-pedagogical treatment that is being expressed in projects and materialized in practices of ELE classroom, in the interior of São Paulo / Brazil.

La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía

In the contemporary literature on Foreign Language Teaching (LE/L2), is evidence of a trend in education given priority from the sub-focus on socio-cultural competence (HYMES, 1972), mainly with the aim of developing the intercultural competence, that is, the power to know the differences between the culture of the new language and the language in concrete situations and to develop strategies to deal comprehensively with the customs of another culture (Rozenfeld & Vianna, 2011). This process seeks to bring people to a critical analysis of their own language and culture, the concept of otherness and the similarities and differences between nations (MOTTA ROTH, 2003). Under the didactic-pedagogical approach multiculturalism, there is the need to develop new educational proposals and to include studies and researches about this subject in the curricula of teacher education courses. Politically, the proposals of the "Parâmetros Curriculares Nacionais (PCNs)" in Brazil emphasize as targets to be established for the teaching of Spanish as a foreign language (ELE), on average, target content and teaching strategies to develop, in addition to communicative competence, competition also "inter (multi) culture" (BRASIL, 2000). Thus, this paper analyzes the reports of pre-service teachers in the course of Teaching Practice of Spanish Language, the presence of cultural and intercultural approach, verifying didactic-pedagogical treatment that is being expressed in projects and materialized in practices of ELE classroom, in the interior of São Paulo / Brazil.

Contando uma história: ficcionando uma dissertação sobre a relação entre professor e aluno

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Currículo, Infância e Educação Corporal: Fundamentos na perspectiva histórico-cultural e orientações no campo da interdisciplinaridade

Pós-graduação em Docência para a Educação Básica - FC

Parents' support in the sports career of young gymnasts

From the very first moment of entrance in sports up to the time of their successful achievements, parents have a pronounced influence on the sport's career of their children. This influence is readily seen when the parent's dedicated involvement and investment, both emotional and financial, put into the support they give to their children in sports is taken into account. This is all done with the objective that their young athlete may stay involved and reach their full potential. To describe the parental support in the context of Brazilian Artistic Gymnastics in formative categories, this study addressed the perceptions that young gymnasts have toward the behavior and attitude of their parents through a field research conducted among 29 sport institutions involving a total of 163 athletes. We have found that parental support enabled and greatly influenced the child's entering into sports, their access to the practice of a sport, their level of participation, their degree of involvement, and their physical and emotional wellbeing. Moreover, the parental support is crucial to the commitment and dedication of the young gymnast. However, when this support is perceived in a negative way it can result in stress, conflicts between parents and children, burnout and may provoke dropout.

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.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].