A empatia, a sensibilização e a formação de professores do ensino público para uma inclusão efetiva de alunos com necessidades educacionais especiais

Special education and inclusion of students with Special Educational Needs (SEN) in regular classrooms of public schools has being widely discussed in academic and political areas. From Salamanca Declaration signed in 1994, which established that the education of people with special needs should be guaranteed by public system, being offered within regular classrooms said. Along the inclusion process, has been observed an increasingly difficult for teachers to work with these special students. This difficulty comes from an incomplete or inadequate formation, resulting in an education that is not always inclusive. The present work aims to investigate what are the motivational factors that lead teachers, working in public schools, to seek continuing courses of formation in specialized educational services, and what are the possible impediments that eschew them from seeking such courses. Data were collected through questionnaires given to elementary school teachers, from public schools in the city of Rio Claro- SP. With their answer, it could be identified what are the motivational factors of the quest for continuing formation, as well as facts that obstruct this specialization. It could be observed that there is a need for constant training of the education professionals, for them to be able to appropriate of the inclusion as a pedagogical approach, not just a law and far from reality

Espaço geográfico e educação: um estudo sobre o lugar do Conselho de Escola

In this text, the results of our research on the geographic location and establishing relationships with the School Council. We consider some legal aspects added to the evidence gathered in our experience to check how much the School Council is constituted as a non-state public place. The possibility of setting up this feature to see a meaning whose strength lies precisely in a healthy tension between the state and established community. Here is the legislation of the School Council of Suzano (SP) and some aspects of our experience from the practice of teaching at a school in Rio das Pedras (SP). We see the nature of the legal meaning assigned to this place from the study of law, considering the municipal, regional and federal levels. In the sphere of Geography use the concepts of Space, Place and City, as issues that are dear to that science. We used the concept of Topofilia to see if this particular place is the development of an individual's sense of belonging, and how it unfolds in the dynamic implications of the operation of this instrument of popular participation in the formulation of public policy education. We discussed the elements observed in these experiments to think about the composition of living environments in urban daily life

As políticas de formação do arte educador no século XXI: o caso da UNESP no Estado de São Paulo

This paper deals with the training of art educators, focusing on the courses offered at public universities in the state of São Paulo, where, specifically the pedagogical approach of training curricula of grades offered at UNESP, campus of São Paulo and Bauru. In the current situation have been proposed, from training in undergraduate courses, new tasks and responsibilities to work teaching the teacher in order to develop this educational increasingly effective so as to ensure efficient productivity autonomous learner in the process cognitive development in basic education, the teacher being assigned the task of stimulating that process and manage situations of educational work as a way of systematizing knowledge. The research consisted of questioning whether that teacher training allowed contact with the educational resources necessary for teaching, under current conditions assigned by the neoliberal conjuncture educational work of art educator with a view to the formation of aesthetic sensibility of the students from the class working, privileged pupils of public schools, to contribute to establishing the apprehension about the pedagogical training of art educators to confront the reality school, considering the specificity of action of these teachers. Therefore we conducted a desk study of existing legislation and the National Curriculum Guidelines that guide teacher training, correlating them to Pedagogical Policy Projects and curricula of undergraduate courses in Arts Education and / or Visual Arts courses UNESP. The work of desk research, quantitative and analytical, refers strictly pedagogical part, amid restructuring curriculum established by the undergraduate courses in the periods 2003 to 2011, with the promulgation of the CNE/ CP nº. 9 / 2001 and the Resolution CNE/CP n.º 1/2002 and n.º 2/2002... (Complete abstract click electronic access below)

O experimento e o lúdico: reflexões sobre atividades didáticas experimentais para o ensino de Física e a ludicidade

In this work, is discussed the importance of experimental activities in Education of Physics in Basic Education from the experience of Supervised Stage and the work with the Initiation of Teaching in the Program PIBID CAPES, in this case linked to the Department of Education of the Institute of Biosciences, Campus Rio Claro, São Paulo State, in partnership with three schools of basic education in the city. At first, based on the work of Ferreira with Instrumentation for Teaching Physics, consider the electrostatic theme. The focus is the searching for equipments constructed with low cost materials and easy access. Were developed and promoted strategies of the use of such materials in Physics’ Teaching, with a view to reintroducing experimental teaching activities in Public Basic Education, in the form Workshop Learning and Teaching of Physics, as well as lessons of Laboratory with the help of script and also in the form of an Experiments Library. These experimental activities were critically analyzed with a focus on playfulness. The focus of work in experimental activities for the Physics’ Teaching allowed to redeem, critically, didactic materials. From the standpoint of playfulness, playful moments and interaction of individuals with the knowledge that provides the experimental material when used strategically, they seem to be of great relevance to the Physics’ Teaching in Basic Education. It is possible to use experiments in Physics’ Teaching in public schools

Os cadernos de física: algumas inquietações sobre o currículo oficial do Estado de São Paulo

The assumptions of Marxist philosophy helps us understand the inherent contradictions of the historical process. The category mode of production is understood as the means and the ends for which mankind produces and reproduces reality objectively and subjectively. The temporal evolution of the mode of production has spurred antagonistic social classes, which are the world capitalist bourgeoisie and proletariat. At the rise of the current mode of production each class produced a pedagogy according to your interests. The proposal of the workers is centered on unity between teaching and non-alienated labor, enabling the development of human potential and building a new social order. The last historical period was marked by the implementation of the neoliberal agenda to reduce social spending and market liberalization. The educational reforms of the state of São Paulo followed the same goals. From the program São Paulo Faz Escola, São Paulo School Curriculum was introduced in the State of São Paulo, which integrates several documents. The Student Notebook, separated by discipline and delivered bimonthly to students of public schools, is one of those publications. Specifically, the physics notebook brings a content with no depth, where theories are presented by minimizing the mathematical formalism for a broad education that meets the needs for dynamize the economy

O ensino da lógica na educação básica

This work has as its aims to offer a general view on the teaching of logics in the basic education by means of different materials on the theme. There are highlighted considerations on academic works in the area of math education that claims the teaching of logics on basic education as a means of developing the reason and promote the learning. It is done a bibliographic review on works that approach the theory of formal logics that presents different ways of working the teaching of logics. The curricular proposition of São Paulo State for the Math area is analyzed and its characteristics are discussed. The learning evaluation in a large federal scale for the teaching of middle and basic education are detailed in its matrix of references and content approached in its editions searching the evidences of a logical reasoning worth. A portal M3 Multimedia math is presented in activities in video format for the teaching of logics. After an analyze of the references where the focus was related to the learning of Math by means of an approaching where logics acts as a tool. It is possible to consider that there is a relevant number of researches and publishing in the area of Math education that approaches the concepts of formal logics. There is also evidences of a changing in National and State orientations for a basic education that reflects in its didactics resources and evaluations in a large scale. Even though, we can face difficulties on implementation of these proposes that is pointed out by constant critics by teachers concerning the changes in the resources and cited evaluations by the resistance of a considerable percentage of teachers to adopt the didactics materials distributed by the State and by the low performance of students in Public Schools in tests of learning

A democratização do ensino fundamental de 06 a 14 anos: que concepção de democracia tem sido adotada nas leis federais?

Pós-graduação em Educação - IBRC

A relação entre as avaliações em larga escala e a organização do trabalho escolar em duas escolas públicas estaduais do interior de São Paulo

Pós-graduação em Educação - IBRC

Supervisores de ensino da Rede Estadual de São Paulo: entre práticas e representações

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

A formação inicial de professores de inglês como espaço para a (re)construção de identidades

Pós-graduação em Estudos Linguísticos - IBILCE

Diferentes maneiras de definir a função logarítmica natural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A dimensão político-pedagógica da “comunicação sem equívocos” frente aos desafios da escola para todos: novos lugares interpretativos para a prática docente

The aim of this paper is to present some considerations on discursive positions that challenge the textual production of a student from Cycle II Elementary School. We intend to show how a biased reading of the student’s text might not observe significant textual features and disregard the student’s level of literacy, thus ignoring the insertion of this writing in a socio-historical context. Such an approach, while defined by ideology, is determined by the pedagogical discourse that focuses on formal patterns of language, which prevents the teacher from identifying rich and interesting linguistic and textual procedures in the text in question, indicative of the student's literacy and his/her potential for authorship. This reading mostly denies the efforts that have been made to reverse the exclusion of public schools students, weakening the idealist discourse that claims for a “school for everybody”.

Democracia e participação nas escolas públicas brasileiras: as possibilidades da eleição direta para gestores escolares

After a long period of military dictatorship, the Brazilian people, following the redemocratization in the late 1980s, experimented the possibility of electing their political representatives. This experience of democracy and citizenship included in the electoral process, now, appear as one of the main challenges to make the Brazilian public schools more democratic and participative, through the election of school managers. The purpose of this paper is to discuss the historical aspects of the process of electing representatives in Brazil and the possibilities of direct elections for school managers. At first recovering the struggle of the Brazilian society in search of an effective political participation and, subsequently, pointing out the limits and possibilities of the introduction of direct elections for school managers as a mechanism to consolidate a more democratic school.

Estágio extracurricular como um possível espaço de formação do professor para uso de tecnologias

We present herein an experience report, followed by the analysis of some of its aspects. We discuss teacher’s education for the integration of Digital Technologies for Information and Communication (DTIC) in the teaching-learning process in public schools, based on actual practices experienced in extension projects developed at the Sao Paulo State University (UNESP). We aimed at providing a reflection on possible means for training of initial teachers in Basic Education for the use of technology, by assuming that it represents unique opportunity to investigate the process of learning the teaching process. The relevance of this discussion is not only to consider that teachers are essential for any novelty expected in education, but also as a reflection on the knowledge that teachers and initial teachers should have and need to overcome an old technology-mediated education.

Escolas públicas no campo: retrospectiva e perspectivas em um contexto de projetos políticos em disputa

In present article, we present reflections on the process of closing public schools in the countryside in Brazil. Through bibliographical survey, as well as documental research, we carried out a retrospective analysis of the historical moment in which the implementation of policies of mass education directed to people living in rural areas occurs. We have also sought to raise socio-political-economic aspects of the moment in which the process of closing these schools is intensified. The results obtained suggest possible implications of this closure policy, in addition to indicating some of the challenges posed to the public policy of education in the country; for example, the Brazilian federal context and the budget limitations imposed to subnational governments with regard to the funding of school education, particularly in relation to small municipalities and/or municipalities with low tax revenues. This situation quite often occurs because these municipalities present reduced budgets, depending largely on transfers of financial resources from other spheres of the Government, either federal or state, the so-called intergovernmental budgetary transfers; namely, the Municipalities Participation Fund. Such issues demand the resumption of debates about the federative pact, in particular with regard to fiscal federalism, given that the financial capacity of each subnational government is crucial to the implementation of educational policies.