Alunos com baixo desempenho escolar no Ensino Fundamental I: an��lise das condi����es de enfrentamento de adversidades

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

Aprendizagens profissionais da doc��ncia nos anos iniciais do ensino fundamental no contexto das avalia����es em larga escala de matem��tica

P��s-gradua����o em Psicologia do Desenvolvimento e Aprendizagem - FC

A dimens��o afetiva nas pr��ticas pedag��gicas de professoras alfabetizadoras dos anos iniciais do ensino fundamental

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

Representa����es sociais de g��nero pela linguagem de moda em um grupo de estudantes do Ensino Fundamental II

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

Meio ambiente no ensino de Ci��ncias: an��lise de livros did��ticos para os anos finais do ensino fundamental

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Um mesmo professor da 1�� �� 4�� s��rie do ensino fundamental: uma chance para o sucesso

This article discuses the ramifications of the restructuring of educational institutions of the state basic education in the state of S��o Paulo in 1996. The changes promoted by the Education Department included the distinction between physical space including students from lower grades of elementary school students and the second cycle of this level of education. More that issues relating to changes in itself, is important here to check the influence that managers exercise, especially school principals in the perception of the community (parents, students etc.) relative to the changes implemented in the field of education. v

Alfabetiza����o no ensino fundamental de nove anos: avalia����o discente e suas implica����es para as pr��ticas pedag��gicas

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 S��o 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.

Inf��ncia e escola: desafios no ingresso da crian��a no ensino fundamental

In order to expand educational services in the country, were recently approved laws that changed the organization of schools and the population served by them, as was the case of Law No. 11.274/2006 elementary school that extended from eight to nine years, establishing the admission of children to this level of education to 6 years old. The research aimed to analyze the relationship between the legal text and the meanings of schooling and the specifics of childhood with the entry of children in elementary school. We proceeded to carry out theoretical research and documentation and with the main results we can state that: 1) referring to the childhood and school education, we can reflect on the period that includes the ages between 5 and 7 years, periods in which the child Brazil, according to new legislation can be met in kindergarten and compulsory from 6 years in elementary education, refers to the student at a time conducive to the psychological and cognitive investment in the development of imagination, thought through images, perception , logical reasoning, comparison and identification of elements of the property, creativity and playful and symbolic creations, 2) found that the formation of the 1st child. years of elementary school students is directed around the practices of literacy, with emphasis on the acquisition of reading and writing; Find out what this new educational context, schools are presenting great challenges due to the specifics of care for children six years in the first year Elementary School, showing gap between the law and the actual developments in the reorganization of schools.

A educa����o ambiental nos projetos pol��tico-pedag��gicos das escolas municipais de ensino fundamental da cidade de Araraquara/SP

In this paper, we aim at describing and assessing Environmental Education in Pedagogical Policy Projects (PPP) drawn by eight elementary schools belonging to the city school network of the city of Araraquara, in the State of S��o Paulo, Brazil. A framework was designed to detail references to topics and activities related to the environment contained in the respective PPP. Next, the information obtained was recorded under two categories: a) content and activities, and b) theoretical background. It was found that, although seven out of the eight PPP studied pointed to work towards environment-related topics, they do not enable the theoretical and methodological grounds behind their programmed actions be identified.

Rela����es entre g��nero e escola no discurso de professoras do ensino fundamental

The school and its teachers have great responsibility in the formation of gender identities. Ten teachers of a public schools participated in a semi-structured interview for the analysis of the content. The teachers perceive gender relations among the students, by their behaviors in the classroom: how quickly are the boys and the whim of the girls, the choice of colors and academic performance distinguished. They also have a concerned about the supposed homosexuality of some boys. The justification on perceived gender differences in students were assigned to the influence of family and to the reproduction of hegemonic standards of gender. Most teachers believe that school has little responsibility in gender issues, highlighting the poor training they had to work with sexual education of their students.

Conhecimento de c��rie dental e doen��a periodontal de professores do ensino fundamental segundo o tipo de institui����o (p��blica ou privada)

Aim: observe the knowledge of dental caries and periodontal disease of primary schoolteachers, according to type of institution (public and private) from Araraquara city. methodology: for that participants were 113 teachers from public schools and 57 from private schools. The instrument of analysis was based on a questionnaire with closed and open questions concerning the etiology, prevention and development of dental caries and periodontal disease. Results: 97,3% of public ��s schoolteachers and 91,2% of private ��s schoolteachers answered that they knows what is dental caries, but they didn ��t answer correctly about the caries etiology as being multifactorial and about methods of prevention. Both of schoolteachers (public and private) had more sucessful when answered about bacterial plaque than periodontal disease and yours manifestation. Conclusion: the dental knowledge of schoolteachers in public and private school was evaluated and limited educational programs should be directed to both public and private schoolteachers, in order to increase the level of dental knowledge of them, so that they can act as educational agents with the children.

Hipersegmenta����es de palavra no ensino fundamental

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

Uma discuss��o sobre os conceitos de fronteira e territ��rio no ensino fundamental, anos iniciais, de Geografia

P��s-gradua����o em Geografia - FCT

O papel do int��rprete de libras no ensino fundamental

The Brazilian sign language is a visual-spatial language, manifested through the hands, facial expressions and body, being considered a natural language used by the deaf community in Brazil. Thus, in a school context the knowledge of LIBRAS is fundamental to the interpreter and the deaf student, so, the role of the interpreter in the classroom is to mediate the relationship between teachers and students. The objective of this study is to investigate the importance of the interpreter in the educational process of the deaf child and try to map the possible difficulties found by him in his workspace, under his perspective in the classroom. This is a qualitative study, which had the data collection instrument as an open interview with questionnaire, dealing on issues concerning to the role and practice of the interpreter of Libras in the classroom to support the deaf student in school age. Therefore, participated in the study two interpreters of Libras who works in elementary school classrooms in the city of Ja��. The results shown that the interpreter's role is extremely important for the education of children with hearing impairment, but it's not recognized and many times not accepted by teachers and educational institutions, when its real function is respected

Os limites e as possibilidades de uma sequ��ncia did��tica: o conceito de proporcionalidade e a aprendizagem de alunos do 5�� ano do Ensino Fundamental

This study aimed to analyze the limits and possibilities of a didactic sequence, addressing the concept of proportionality in the learning of students in 5th year of elementary school. From the results of the Diagnostic Assessment Initial applied to students in a class of 5th grade of elementary school, we selected eight (8) students who participated in the constituent activities of that instructional sequence. For the development of this sequence were used theoretical elements of Genetic Epistemology (Piaget, 1990), the theory of fields of Conceptual Vergnaud (1996) and the definition of instructional sequence proposed by Zabala (1998). Finally, after 20 days of application of these activities, we applied the Diagnostic Assessment Final aimed at investigating which concepts related to proportionality were built by the participating students. By analyzing the collected data, it can be concluded the following about the possibilities of teaching sequence: 1) students who, in Diagnostica Home Assessment used the multiplication algorithm, but also did not indicate the comparison between quantities are now performing; 2) students who, in the Diagnostic Assessment Initial, used the addition algorithm, now gradually are using the multiplication algorithm; 3)students who, in the Diagnostic Assessment Initial, could not solve problems involving the idea of proportionality, are now resolving, however, still use, in large part, the addition operation as a strategy for this proportional thinking. Now, in relation to the limits of the sequence noted: 1)time sufficient to propose a higher number of problem conditions to be carried by students who may have been a trigger of construction have not through the proportional multiplication;2)the distant proposition situations of assimilation schemes (interpretation) of the students, which may have caused certain imbalance in them, preventing them from thinking about the problem situation;3)the rapid passage of...