As implicações do programa 'São Paulo faz escola' no trabalho docente de professores iniciantes: um estudo de caso

Pós-graduação em Educação - IBRC

Processos juntivos de causa : um estudo dos usos variáveis em textos escritos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Hipersegmentação de palavras: análise de aspectos prosódicos e discursivos

This paper deals with hypersegmentation of words that are characterized by the unconventional employment of a graphical boundary (using a white space or hyphen) within the limits of the word, as in "em bora" (“although”, using a white space), and "chama-da" (“called”, using the hyphen). In a study conducted on these data, we identified motivations arising not only from their literate nature but also from the morphosyntactic and prosodic information. We showed that there are linguistic features recurrent in these registers of word boundaries, based on the analysis of texts produced by the students who attended the last four years of elementary school in a public school in São Paulo. In this paper, we advance on this study by selecting data whose characteristics do not match those which were recurrent. We will argue that the unconventional presence of boundary within the written word limits may be interpreted as representing prosodic configurations (of intonation and rhythm nature) which contribute to the construction of the relation of meanings in the text.

A política educacional do PT na Prefeitura Municipal de São Paulo (1989-1992): formulação e institucionalização

It was investigated how the conceptions of PT for the educational area defended in national meetings of the party have configured as policies in the City Hall of São Paulo during 1989-1992. It was made an analysis of official documents and measures adopted by the Municipal Education Secretariat. Then, it could be concluded that the priorities of implementation of the PT proposal entitled popular public school were based on four categories: Democratization of Management; New Quality of Teaching; Movement of Adult and Youth Literacy (MOVA) and Democratization Access.

Oficinas de leitura, interpretação e produção textual no ensino fundamental

This paper describes a project called “Development of educational workshops on text reading, interpretation and writing in elementary school”, which took place at the São Paulo State University (UNESP) with financial support given by the PROEX-UNESP (Pro-Rectorate of Extension). This project aimed to organize and run educational workshops on reading, interpreting and writing different genres for students enrolled at a public elementary school in São José do Rio Preto, São Paulo state. The analysis of the texts produced by the students unfolded the project into two essential approaches. In the first one, it was possible to identify problems and inaccuracies in language usage, which was the starting point to prepare the minicourses that would be offered. These mini-courses promoted a deep involvement of undergraduate students (in Portuguese Language and Literature) with the practice of Portuguese teaching at the school. In the second one, 5.468 texts, which were produced during the four-year project, founded researches whose goal is to describe processes in which there is a relation between speech and writing, and are based on a theoretical framework that values the multiplicity of literacies associated with social practices experienced by the students. Thus, this extension project aimed to articulate the service to the external community – in this case, public school students - to the internal community – undergraduate students in Portuguese Language and Literature.

A causalidade de porque em textos escolares: domínios de atuação, gêneros de produção

In this article we address the causality conveyed by constructions with porque in compositions written by students from a public school. Our purpose is to compare factors of cognitive and discursive order for examining possible motivations related to the variability and to the complexity involved in causal constructions. The analysis that we propose assumes that porque may have different interpretations depending on the context of use and may indicate the cause of an actual event, or the cause of a belief, or the cause of a speech act. We consider some theses of ontogenetic nature that support that the most cognitively complex meanings appear later, but we hold that there are other issues at stake. In what follows, we present evidence that the emergence of different causal relations with porque also takes place as a result of the operation of discourse genres.

Estudo analítico sobre a crise do sistema escolar público: produção de discursos, crenças, atores e instituições envolvidas

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

O conceito de TDAF: concepções e práticas de profissionais da saúde e educação

Pós-graduação em Saúde Coletiva - FMB

Percepções de professoras de escolade públicas eucação infantil acerca de sua formação e prática educativa: o caso de Medianeira - PR

Pós-graduação em Educação - FFC

O Trickster na escola: um estudo sobre a função educativa do mito

Pós-graduação em Educação Escolar - FCLAR

Efeitos do fundo de desenvolvimento da educação básica e valorização dos profissionais da educação - FUNDEB na educação infantil de Medianeira - Paraná

Pós-graduação em Educação - FFC

O ensino na atenção primária à saúde em escolas médicas do estado de São Paulo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação em valores: solução para a violência e indisciplina na escola?

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

O Fórum Nacional em Defesa da Escola Pública e o princípio de gestão democrática na Constituição Federal de 1988

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Escola Parque: notas sobre a proposta de Anísio Teixeira para o ensino básico no Brasil

This article deals with the Park School, a proposal prepared by AnísioTeixeira to organize basic education in Brazil. This is a bibliographic study, anchored in texts produced by the author himself and researchers who are dedicated to their legacy. Records show that the proposed Park School was an experiment, bold and innovative, to arrange a policy for primary education in Brazil. Was expertly planned and stood out in the architectural and pedagogical aspects. Park School has shown that it is possible to provide a quality public education; political commitment and solid educational training are therefore fundamental.