Blog educacional para o ensino das dan��as folcl��ricas a partir do curr��culo de educa����o f��sica do estado de S��o Paulo

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Comunica����o e transtornos do espectro do autismo: an��lise do conhecimento de professores em fases pr�� e p��s-interven����o

Objetivo analisar o conhecimento de professores de ensino fundamental sobre a comunica����o de pessoas com transtornos do espectro do autismo, em dois momentos distintos, pr�� e p��s-interven����o. M��todos trata-se de um estudo descritivo comparativo, em que participaram 160 professores de escolas municipais de ensino fundamental, de ambos os g��neros, com idades entre 23 e 65 anos. Para verificar o conhecimento dos professores sobre a comunica����o nos transtornos do espectro do autismo, foi elaborado e aplicado um question��rio especificamente para este estudo. O instrumento, oferecido aos professores, foi aplicado em dois momentos distintos, pr�� e p��s-interven����o. O procedimento de interven����o constou de dois encontros, de quatro horas cada, conduzidos por fonoaudi��logos e entrega de manual de orienta����o sobre os transtornos do espectro do autismo, com ��nfase em aspectos da comunica����o e linguagem. Foram analisadas e comparadas as respostas pr�� e p��s-interven����o. Os resultados foram tratados estatisticamente (p<0,05 e em alguns casos p<0,01; foi utilizado o teste de Qui-quadrado para Propor����es). Resultados foi poss��vel observar que os professores apresentavam conhecimento restrito sobre a comunica����o nos transtornos do espectro do autismo e sobre esses quadros cl��nicos de modo geral. Al��m disso, verificou-se aumento significante de respostas corretas por parte dos professores ap��s a interven����o. Conclus��o constatou-se um restrito conhecimento dos professores sobre a comunica����o nos transtornos do espectro do autismo e efeitos positivos do procedimento de interven����o, por meio da an��lise comparativa entre as fases pr�� e p��s-interven����o, que evidenciou aumento significante de respostas adequadas sobre os transtornos do espectro do autismo.

Professores iniciantes de educa����o f��sica: discuss��es a partir das fontes de autoefic��cia docente

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

A educa����o matem��tica nos anos iniciais: an��lise de necessidades de forma����o profissional de docentes no contexto do SARESP

P��s-gradua����o em Educa����o para a Ci��ncia - FC

O ensino da dan��a na escola na ��tica dos professores de Educa����o F��sica e de Arte

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

A constru����o dos saberes docentes: um olhar sobre as experi��ncias de professores da disciplina de Hist��ria acerca da tem��tica de diversidade sexual

P��s-gradua����o em Educa����o Escolar - FCLAR

Escola e heterogeneidade: contribui����es para pensar pr��ticas pedag��gicas 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

Pr��ticas pedag��gicas: contribui����es para pensar em uma educa����o 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

Concep����es de professores dos anos iniciais do ensino fundamental sobre o trabalho com mapas conceituais

This study aims to investigate the design of elementary school teachers on the use of concept maps as way to organize, assess and facilitate student learning and see how many use them in their practice. For the study, literature search were made, seeking theoretical and methodological and descriptive field research with a questionnaire to teachers from six public schools of the early years of elementary school in the city of Bauru, closed questions with multiple choice to gather information about teacher���s knowledge about the subject.

Conhecimento sobre sa��de bucal e pr��ticas desenvolvidas por professores do ensino fundamental e m��dio

Introduction: The oral health education is a process that aims to transform attitudes and behaviors and to form habits for the benefit of individual health. For this to occur, it is necessary to strengthen and continuous repetition, as possible in the school environment. Objective: To analyze teachers��� knowledge about oral health, practices developed in the school environment, as well as the participation of dentists in guiding teachers of primary and secondary schools. Subjects and method: We used a semi-structured questionnaire with open and closed questions about teacher training, received guidance on oral health during their training, development of oral health issues in the classroom and knowledge on the subject . Results: Of the total respondents (n = 221), only 77 (34.8%) said they had guidance on oral health in their training to be a teacher. 70 (31.7%) said they did not develop oral health issues in the classroom and 91 (41.2%) stated no interaction between dentist and professor. We observed deficiency in teachers��� knowledge about certain issues related to dental health. There was statistically significant association between the dentist���s guidance to teachers and the development of oral health actions and the teacher���s knowledge about the location of the first permanent molar eruption (p <0.01). Conclusion: This study conclude that although most educators develop educational practices on oral health in the school environment, there is a deficiency in understanding by teachers of certain subjects, making it necessary a greater participation of the dentist in the transmission of technical and scientific knowledge to them.

O pesquisador enquanto mediador na constru����o do conhecimento do professor

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Saberes docentes mobilizados por futuros professores de F��sica em processos interativos discursivos

This research deals with teachers��� education, discussing elements related to the teachers��� knowledge and discursive interaction. Teaching knowledge can be mobilized in different situations and spaces; however, here, we considered them in the classroom environment and the interactive context among teacher-students and students-students. We analyzed the discursive interactions in a 23 future high school physics teachers sample, observed during the development of activities of supervised teaching, in an undergraduate teachers��� initial education program, in one of the S��o Paulo State universities, in Brazil. The main research question was: which teachers��� knowledge is mobilized by future high physics teachers during the interactive discursive context aiming the construction of scientific knowledge by students? Data showed that in the communicative interaction process in the classroom the student-teachers mobilized teaching knowledge related to the content and to its pedagogy.

Entre os muros da escola: o saber experiencial emergente nas aulas de educa����o f��sica da periferia

This study aimed to analyze the teachers�� knowledge of a physical education teacher network state of S��o Paulo. The interviewed reported having problems regarding the use of the court, especially because there is invasion of the community to smoking marijuana and/ou playing football, revealing the predominance of experiential knowledge to work in a new school, whose location and local culture do not seem to prioritize this social space as learning, dissemination and preservation of other bodily manifestations of the process of human civilization. It was found in such a setting an imbalance of the relative strengths of power between teacher and students, from schools, football and drugs in relation to body movement culture, it being understood that the relationships between these individuals are interdependent and dynamic. Finally, it urges an integrated process in educational, family, social and political fields from the perspective of balancing forces in relation to the use of that space, providing conditions for teaching and propagation of content (games, sports, gymnastics, dances and fights) of the body movement culture.

Adapted Physical Education teachers and teaching knowledge

In the 1980's, there was a suggestion of including the Adapted Physical Education discipline in the Physical Education Graduation Course. In this perspective, starting from the Adapted Physical Education teacher's routine, the aim of this research was to verify what these teachers know and how they manage to plan, elaborate and apply their knowledge with their students with educational special needs. It's an exploring study that had in its interview and silabus analisis technics the source of its data. Among its most important results, it showed teaching, experimental and pedagogical knowledge as part of Physical Education and Adapted Physical Education, in the arrangement, building and knowledge apliance.

The initial formation of teachers in scholastic cartography: a report on a research experience

This paper is derived from the PhD research entitled "The initial training of Geography teacher in school cartography: a reflective analysis", developed by the program of Post-graduation in Geography of UNESP, campus of Rio Claro. The research is in the final phase, focused on data analysis and final writing of thesis. In this context, it may be stated that the research orientates in the problematic focused at the understanding of how the recent knowledge produced by the school cartography unfolds in the practices of Geography licentiate students. However, at this time, we will discuss about issues related to the research by the theoretical and practical point of view.