Estratégias para o ensino inclusivo de alunos com deficiência nas aulas de educação física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A formação dos estudantes de pedagogia para a educação inclusiva: estudo das atitudes sociais e do currículo

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

Avaliação sistematizada para professores de alunos com paralisia cerebral (ASPA-PC)

Pós-graduação em Educação - FFC

Estratégias de ensino e recursos pedagógicos para o ensino do aluno com deficiência visual na atividade física adaptada

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação continuada de professores em uma perspectiva da interação formador-formando

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação superior no período noturno: impacto do entorno educacional no cotidiano do estudante

Pós-graduação em Educação - FFC

Biocombustíveis: concepções de energia com enfoque para a educação ambiental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O que podem as oficinas de geometria?: cartografando uma sala de aula da EJA

Pós-graduação em Educação Matemática - IGCE

Concepções alternativas e ensino de biologia: como utilizar estratégias diferenciadas na formação inicial de licenciados

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

Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor

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

O contexto profissional do indexador no ensino de indexação

It is proposed the search of teaching methodology with socio-cognitive approach to present teaching strategies that simulate the experience of professional context that is propitious to work out the tasks of subject analysis for the indexing of documents. Taking into account the contact of the learner indexers with the actual professional context, the proposals of Fourie Portfolio (2002) and Hjørland (2002) principle of the information science social context were applied in the discipline “Indexing” at UNESP Librarianship course in Marília, SP, Brazil. The results taken from this research on teaching strategies in documentary reading show that the methodological and theoretical knowledge, in socio-cognitive perspective, provide a view of a professional context in which the learner indexer is conscious of his strategies of documentary reading and can develop his previous professional knowledge in order to accomplish the indexing tasks compatible to the user informational demand.

Adequação de demandas funcionais de atividades para a participação escolar de crianças com disfu'nções neuromotoras

The school participation is a prerequisite for the construction of knowledge, learning and development. Neurological deficits may affect child's ability to explore the environment and engage in typical activities. Considering the importance of encouraging professionals in the field of education to conduct simple adjustments in school activities of daily life, this study aimed to adapt, with low cost materials, resources of entertainment and educational for children with neuromotor disorders . It was objects of this study eight resources prescribed and designed for three children diagnosed with cerebral palsy: domino, puzzle, memory game, moving magnetized alphabet, crossword, doll body scheme, adaptation of pencils for writing and bracelet sinker.The analysis of these resources occurred in the parameters of conventional design and management skills, followed by identifying the limiting conditions of the motor skills of the cases observed, indicating the materials used in the adaptation and possible uses. This study provides subsidy for implementation of teaching strategies in the care of students with neuromotor disorders.

Avaliação das Habilidades Motoras de Alunos com Paralisia Cerebral: Uso do ASPA-PC

Due to motor limitations of students with cerebral palsy, in many cases, there is the need to adapt pedagogical resources or indicate among available materials which is more accessible according to their Motor Skills to plan teaching strategies. It is known, however, that for these procedures you must perform an assessment not only able to identify their difficulties in relation to the motor act, but their skills related to resource access and what is expected with the handling. However, it is not so easy to evaluate specific characteristics of each student, since the literature has considered that teachers, even those with training in special education, have had difficulty not only in assessing students with disabilities, but also to consider data assessment to plan an effective intervention in teaching these students. Thus, the aim of this study was to evaluate the motor skills of five students with cerebral palsy using the instrument called ASPA-PC. The results indicated that the use of ASPA-PC enabled the identification of motor skills in relation to access to the materials specifically to each student and therefore was possible : 1) adapting teaching resource; 2) contraindicate the use of a particular feature due to difficulties physical and the energy expenditure of the student performing the movement and 3) indicate more accessible materials to the student, taking into account its design. Furthermore, the evaluation result corroborated to develop teaching strategies for each student according to their characteristics.

Características da base de conhecimentos de professores no ensino de biologia celular a partir de um curso de formação continuada

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino de física nos primeiros anos da educação básica: possibilidades lúdicas e experimentais

We discuss in the work the importance of experiential activities for Physics Teaching in the first years at Elementary Education. For this we start from the experience provided by the Teaching Project Initiation under Pibid CAPES, linked to the Department of Education from the Institute of Biosciences and activities of the Graduate Diploma in Physics Supervised, at Rio Claro Campus, São Paulo State, in partnership with Basic Education schools of the city. Based on some patterns and studies on the Teaching of Science in Elementary Education and particularly in the Ferreira’s work with Instrumentation for Physics Teaching, Electrostatic was chosen as base theme. We opted for the use of didactic experiments that provided in its construction the utilization of low cost materials, easy access and portability. Teaching strategies were aimed at inserting experiential activities during Elementary School I (first and third years of elementary school), intending to rescue the trial of Physics Education and Science for Basic Education. These experimental teaching activities were analyzed in this paper from the perspective of playfulness. We argue that experimentation with recreational attributes when properly used provides the interaction of individuals with the knowledge of Physical Sciences