Práticas pedagógicas na história de escolarização: ouvindo alunos e repensando práticas

De forte caráter autobiográfico - já que foi, em boa parte, baseado nas próprias experiências da autora enquanto estudante e pesquisadora - este trabalho é uma tentativa de realizar uma abordagem qualitativa das práticas pedagógicas, levando-se em conta a importância dos dados autobiográficos e da história de vida para o entendimento da profissão docente. A autora também desenvolve no trabalho, através de pesquisa de campo com professores e alunos, uma série de questões concernentes à atividade didática que põem em foco a formação pessoal e profissional na atividade pedagógica. Uma dessas questões relaciona-se à forma como o professor concretiza suas ideias em sala de aula; outra ao modo como veicula os conceitos e conteúdos aos alunos, incluindo ações, atitudes, gestos, entre outros aspectos que mais afloram no professor. Ela também discute na pesquisa a percepção dos alunos sobre a prática pedagógica do professor, e os contextos de interação professor-aluno em que se dão as práticas específicas relativas à aprendizagem e ao ensino

A afetividade nas práticas pedagógicas: atitudes e expressões verbais nas interações professora- crianças, sob a perspectiva de Henri Wallon

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Práticas pedagógicas na educação infantil: a construção do sentido da escola para as crianças

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Narrativas de Práticas Pedagógicas de Professoras que Ensinam Matemática na Educação Infantil

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

Perfil, concepções e práticas pedagógicas de professores que atuam em turmas multisseriadas de escolas públicas de Sergipe

This article examines some aspects of the organization of multigrade schooling, taking as reference the state of Sergipe. It describes the profile, the conceptions and pedagogical practices of teachers working in multigrade classes in public schools. The data presented result from a statistical analysis of information collected by Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixiera (Inep) and from researches realized with public school teachers of Sergipe. The research has shown that the organization of multigrade schooling has different patterns and its central premise is the junction of years/grades, disregarding the age factor and inhibiting a possible pedagogical intervention, which considers the diversity of subjects and their lifetime. Therefore, it is necessary that teachers have a closer look at subjects of education in rural areas and build an educational intervention that goes beyond administrative aspects of formation of classes. The analysis of conceptions and practices of the teachers working in multigrade classes showed that the teaching work is obstructed by external determinations and by administrative barriers, inhibiting new reflections and practices that break up with the traditional logic of grades, permeated of excluding elements. The article aims to contribute to the dissemination of reflections and policies in the area of country education, especially for schools organized by multigrade schooling.

Escola e heterogeneidade: contribuições para pensar práticas pedagógicas diferenciadas

In 2011, I had the opportunity to be inserted in two elementary schools in the city of Rio Claro - SP: a) as a researcher student, participating in the research project “Pedagogical Practice and Collective work in School: The Rescue of the Narrative and the Teacher’s Knowledge”; b) as a intern, developing the Required Stage as established in the curriculum of the Full Degree Pedagogy Course (UNESP). These two experiences have made me think about the configuration of the school and its relationship with the homogenizing practices: What are the possibilities and conditions to be taken into consideration of the multiculturalism in school? The teacher’s graduation fits the plural characteristic in the classroom? Therefore, the goal of the research is to understand the concept of the multiculturalism within the school and in the processes of teacher graduation. I intend with that, to list in which grade the school organization favors or not the practices that fit the plural characteristics of the students. For the achievement of the goal, I intend to develop a bibliographic search, from the selected articles of the ANPEd (National Association of Graduate Studies and Research in Education) in the Working Groups (GT): GT04 – Didactic, GT12 – Curriculum e GT13 – Elementary School. I have dialogued with authors who have allowed me to broaden the understanding of school organization and authors who have allowed me to look at multiculturalism both within school and in teacher graduation. And yet, in the search to know practices that fit multiculturalism in school, I did the analysis of the dissertation prepared by an elementary school teacher who went to live with a group of teens, promoting the meeting of the school culture with street culture as a strategy to rescue the humanization of students. The students are singular subjects and, therefore, the interest in knowing different works that attemp to recognize the importance of diversity

Práticas pedagógicas: contribuições para pensar em uma educação emancipadora

This research is part of the work that I developed as a student researcher participating in the project Pedagogical practice of group work at school: rescue of narrative and teachers´ knowledge. The project was developed in a Rio Claro City Public school (2010-2011).I weekly attended that school for two years, following the pedagogical work of a teacher. During this period, her practices caught my attention, especially the way that she looked at the social context and the life stories of her students. For this reason, I propose to develop a qualitative research with the objective of examining the pedagogical practice of a elementary school teacher (initial series) and understand the extent to which her practices favor the emancipation of students. I intend to extend/apply the concept of emancipation from the theoretical perspective of Paulo Freire. The data will be obtained from the following documents: my records (notebook 1-2010 and notebook 2-2011); letters elaborated by me and sent to the teacher; letters written by the teacher and sent to me; articles produced by this teacher and her work plans. The research intends to contribute to the legitimacy of teacher knowledge in daily school

O uso social da leitura e as práticas pedagógicas em sala de aula: construção de conhecimentos e formação de leitores

This research aimed at studying the social role of reading, its importance in building knowledge and training of readers, as well as reflect on the teaching of reading in schools, with children in the literacy process. For their achievement, were used as theoretical support authors who are dedicated to the study of language, thematic reading, and phenomena that occur through it in the school environment, especially those of Bakhtin, Kleiman, Chartier, Foucambert, among others . The research was carried out using the approach of qualitative research, using participatory action research, through which the researcher could have direct contact with the observed phenomena, to participate and collect the participants' actions in its natural context, the from their perspective and their views. As for collecting and analyzing data, we used the tools of questionnaire, interview and participant observation. Its subjects a literacy class and their respective teacher, in 2009. By analyzing this information, one can draw a picture of reading in the school environment and teaching practices that surround this object. The results of the literature survey and data analysis suggest that reading is a social practice, and as such has indispensable social function in society today. And the school, one of the greatest instruments of contact with the world of letters, therefore, of reading for children means not literate, have key role in developing and training of readers who are aware of the importance of reading and perpetuate this practice in their daily lives. Similarly, subjects of research, have achieved an advanced level of literacy and understand the social role of reading and its importance to live in society, in which they belong

Educação ambiental e valores em um programa de formação docente: sentidos construídos a partir das práticas pedagógicas

Diante do processo de degradação do meio ambiente e da crise social que permeia a relação sociedade-natureza fragmentada, hierarquizada, consideramos a Educação Ambiental (EA) como potente instrumento de contraposição e intervenção aos atuais paradigmas de nossa sociedade. Frente a este contexto acreditamos que o processo educativo deve trazer articulado para as práticas educativas as dimensões dos conhecimentos relacionados à sociedade e natureza, aos valores éticos, estéticos e participação política. Reconhecendo a ligação entre essas três dimensões, focalizaremos para esse estudo, entretanto, a dimensão valorativa, necessária ao se propor a construção e reconstrução de novos valores desejáveis no âmbito socioambiental. Dessa forma, percorremos em nossa investigação espaços compartilhados por dezesseis professores das séries finais do ensino fundamental da rede pública do estado de São Paulo, que se envolveram em um programa de formação docente junto ao projeto de extensão Educação Ambiental e o Trabalho com Valores realizado em 2010. Nesse caminho, procuramos investigar a partir dos diálogos empreendidos entre esses professores, o processo da construção da prática docente junto à dimensão valorativa da temática ambiental. Buscamos apontar as possibilidades e os possíveis desafios que se estabeleceram no momento da elaboração do plano de ensino que deveria ser posteriormente desenvolvido na rede básica do estado de São Paulo. Os possíveis espaços de contestação que implicaram na contraposição do modelo dominante e que puderam se fortalecer mediante essa experiência formativa durante o projeto de extensão, bem como as possibilidades e limites oferecidos pela escola para sua realização foram alvo de nossa pesquisa. Para tanto, a investigação se desenvolveu com base na abordagem de pesquisa qualitativa, sob uma perspectiva bakhtiniana

Educação ambiental e práticas pedagógicas em escolas do ensino básico: o que dizem as teses e dissertações produzidas no estado de São Paulo?

Não disponível

Educação ambiental e o trabalho com valores: limites e possibilidades para a elaboração e desenvolvimento de práticas pedagógicas

Não disponível

Ciclo alfabetização: as propostas e as práticas pedagógicas

Pós-graduação em Educação - IBRC

As interfaces entre linguagens audiovisuais e práticas pedagógicas em História e Geografia: experiências, possibilidades e limites no curta metragem como uma outra compreensão do local e do vivido

Specifically in the teaching practices of History and Geography notes a concern with the construction of school knowledge based on observance of categories such as 'everyday' and 'place', which emphasize a look intensively focused on the local context of the students - element (res) significance, situated in time and space, the representations and actions of individuals, the (re) defining their identities (individual and / or collective) and rights to citizenship. However, both educators in history, as in geography, should be alert to some limits of a strictly pedagogical 'localist'. When it comes to use of language technology audiovisual in line with the pedagogical existing in “PCN's” history and geography, one must keep in mind that not just resize the movie to local level (whether in the classroom or outside), or elect the 'localism' as the new panacea of a certain 'pedagogy' of audiovisual language. With the desire to promote the development of new methods of teaching history and geography is that we designed a research project. This is creating opportunity with the possibility of graduating videos reflect on the teaching of history and geography, according to the use of a new technological language and art (cinema), the association with the reality of the students (hence the site survey and urban) as well as the promotion of an active and critical dialogue with the PCNs’s recommendations.

A dimensão afetiva nas práticas pedagógicas de professoras alfabetizadoras dos anos iniciais do ensino fundamental

Pós-graduação em Educação Escolar - FCLAR

Alfabetização no ensino fundamental de nove anos: avaliação discente e suas implicações para as práticas pedagógicas

This paper focuses data from discussions done with teachers who work with the three early years of nine-years elementary chool, in two Municipal schools of São Paulo inland, in order to investigate the students’ literacy degree. Considering a test applied to students of three early years of those schools, this study deals with the literacy performance results of 153 children of third school year. It also relates data of this test with some aspects that have characterized the literacy teachers’ practices. Initially, it presents considerations about the literacy process in extent of nine-years elementary school and some implications for the teachers’ practices. Then, it emphasizes the test results of third year students, pointing out what skills were already developed by them in literacy process and what skills must be improved. Results show that those children are not literated. They demonstrate difficulties in the appropriation of reading and writing skills, even in the third school year. It suggests the teachers’ need to reorganize their practices in classroom and to revise students’ literacy process, allowing to every student the full appropriation of reading and writing.