Fisiografia e uso da terra de uma bacia hidrográfica em área de afloramento do sistema aquífero Guarani (SAG): o caso do Ribeirão do Jacú, Tejupá/SP (UGRHI-14)SP

Pós-graduação em Agronomia (Irrigação e Drenagem) - FCA

Resolução de problemas e linguagem em EJA

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

Atividade de estudo como fundamento do desenvolvimento do pensamento teórico de crianças em idade escolar inicial

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Raia Divisória ou Raia Socioambiental?: uma redefinição baseada na análise da paisagem através do sistema GTP

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Modelos didáticos dos professores: conhecimentos implícitos e explícitos de professores de Química em exercício

Pós-graduação em Educação para a Ciência - FC

Ensino de lutas e educação física escolar: o caso do currículo de educação física do estado de São Paulo

O atual cenário do ensino da Educação Física no Brasil caracteriza-se como um complexo campo de conflitos, no qual emergem e embrenham-se diferentes proposições teórico-metodológicas, originadas desde meados da década de 1980 no processo histórico de emancipação, superação e ressignificação da Educação Física. Tais concepções, em contraposição ao criticado e tradicional ensino técnico-esportivista, propõe que na escola os conteúdos abordados deveriam propiciar a apropriação crítica e autônoma das diversas manifestações da Cultura de Movimento. Sendo assim, cabe analisar como os professores, autores e não meros aplicadores, lidam com mudanças curriculares. É primordial analisar criticamente as práticas pedagógicas dos professores que vivenciam e implementam tais mudanças curriculares. O objetivo desta pesquisa foi investigar como se caracteriza a relação saberes docentes-ensino de lutas entre professores da rede pública estadual de São Paulo, no cenário de implementação do currículo oficial de Educação Física. Foi realizado um estudo de natureza qualitativa; os dados foram coletados por meio de entrevistas semi-estruturadas com professores e professoras atuantes na rede pública. Os resultados evidenciaram que o déficit na formação inicial dos professores, contribuiu para o trato pedagógico superficial do conteúdo lutas em suas aulas. Com isso, dificultando o desenvolvimento do conhecimento pedagógico do conteúdo dos docentes, que atribuem sua principal fonte de conhecimentos sobre o tema a recortes oriundos da influência midiática e da proposição de atividades a partir do Currículo de Educação Física do Estado de São Paulo. Percebemos aqui, a importância da construção do conhecimento pedagógico do conteúdo, para o desenvolvimento da base de conhecimentos do educador. Acreditamos, conforme Shulman, que é de suma importância que o professor/a domine uma base de...

Procedimentos de Pesquisa em Geografia do Comércio e do Consumo e novas possibilidades de mapeamento. Análises a partir de Londrina (PR), Presidente Prudente (SP) e Ribeirão Preto (SP)

We aim to contribute to studies on the restructuring of the city with a focus on consumption. In the context where cities become the main place of action of man, a deep set of transformations has occurred. We are interested in understanding the redefinition of the logical production and appropriation of urban spaces for consumption of materials and services. For the analysis of delimitation of those commercial and service areas was made to compare the reality observed on the ground and indirectly through data acquisition and mapping obtained from the National Address List for Statistical Purposes, with the boundaries established by zoning and / or by municipal director plans of the cities studied, together with the classification of commercial establishments and in accordance with the standards of the National Classification of Economic Activities Services. We believe the importance of analyzing the process of concentration and dispersion of stores and / or services of Londrina (PR), Presidente Prudente (SP) and Ribeirão Preto (SP)...

Bioimperialismo e direito de propriedade intelectual: disputas pelo acesso ao cupuaçu e ao conhecimento tradicional

Pós-graduação em Ciências Sociais - FFC

A linguagem da administração pública: um estudo sobre a abordagem pós-moderna

Over the last decades, a growing number of scholars from humanities have explored ideas from the postmodern perspective. At the international level, few studies have been undertaken in the public administration field. In Brazil, few articles have been influenced by postmodern ideas. This article presents and discusses theoretical analysis influenced by postmodern ideas in the public administration field, concluding that this appropriation is difficult but worthwhile, especially regarding methodological and analytical issues which may strengthen public administration research.

Sociedade, tecnologias e educação: as tecnologias da informação e comunicação e o pensar da sociedade concreta

The information society is increasingly incorporating the immense volume of content available on the net. Access by electronic devices and the resulting ease of mobility and portability feed discussions on actual capacity of appropriation of this knowledge that circulates through cyberspace. Address and discuss the possibilities of educating across the network, therefore, gains more and more importance. On models of educational quality well developed – as is the case in Finland, for example-, Brazilian education is, year after year, failing in international marathons to achieve below average indexes required. Creates a field of analysis, in which this article arises, in the quest to understand more deeply the opportunity of use of Information and communication technologies (ICT) for a quality education, plunging by cultural issues that fall in the construction of objective conditions offered to students. This is an effort in understanding the historical factors that limit efforts to offering a quality education in Brazil.

A lousa digital interativa no ensino fundamental: um estudo de caso de uma escola municipal brasileira

The main objective of this paper is to realize a review of literature about use of Interactive Digital Whiteboard, as a tool for improving the quality of education. We intend to show some results already reported in several studies in this area, and thus contribute to the systematization of knowledge about this resource. We found that the positive impacts of digital interactive whiteboards are specific and depend on the model followed in its implementation. Although the literature on this technology still emerging, there is evidences of good practice and positive results in all areas of the curriculum. The outcome of this research shows that to get potential benefits of digital whiteboard will be necessary, at first, to understand the process implementation and appropriation. If hardware and software of Interactive Digital Whiteboard not available and adequately used all their potential benefits not will take effect.

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.

A pedagogia histórico-crítica e a formação da individualidade para sí

Is there a place inside Marxism for the debate on individuality? Does the historical-critical pedagogy need a theory of individual’s education? The article answers affirmatively to both questions and analyses the pillars of a Marxist theory of human individuals’ education. The start point is the relation between the processes of objectification and appropriation that were originated by the work activity. The relation between objectification and appropriation is analysed from a dialectical materialistic historical perspective. This perspective implies the understanding of the contradiction generates by class struggle that gives to the sociocultural development both the meanings of humanization and alienation. In this sense, individual’s education is understood as part of historical self-building process of humankind. The direction of this movement is from humanity in itself to humanity for itself that means a process that promotes the development of free and universal individuality.

O ensino da recepção estético-lierária e a formação humana

In this article are defended the possibility and the necessity of the teaching of the reception of art works in school education. Firstly, some relations between art and the development of both the human species and the individual are analysed in Georg Lukács and Lev Vygotsky’s works. In order to put in question the old assumption that opposes education and instruction, the discussion made by Gramsci on the grammatical teaching of Latin and Greek in the traditional school education is explored. In the article is concluded its path analysing the intentional and systematic formation of the reception of art works provided by school education based on Aleksei N. Leontiev’s works on the appropriation process of culture by the individual.

Contribuições da psicologia histórico-cultural para a educação do campo

Este artículo tiene como objetivo presentar los supuestos básicos de la psicología histórico-cultural con el fin de aclarar sus contribuciones a la educación del campo. Esta teoría psicológica, cuya base filosófica es lo materialismo histórico-dialéctico, afirma el carácter social de la psique humana y la apropiación de signos como estera del desarrollo ilumina el papel indispensable de la educación escolar en la formación de los individuos. En este sentido, aborda los siguientes temas: historia y fundamentos filosóficos-metodológicos de la sicología histórico-cultural; diferenciación entre las propiedades psíquicas heredadas por la naturaleza (funciones síquicas básicas) y aquellas culturalmente formadas (funciones síquicas superiores); expresiones ontogenéticas de la producción y interiorización de la cultura; relaciones de intercondicionabilidad entre prácticas sociales y comportamientos complejos culturalmente formados. Como conclusión señala las alianzas entre la matriz psicológica resaltada y la pedagogía histórico-crítico, ya que para ambas teorías no son cualquiera modelo de educación escolar que apoyan la formación de las personas, sino más bien, una que les ofrece los contenidos culturales históricamente sistematizados y aprobados por la práctica social de todos los hombres.