Uma viagem pela educação nas cercanias da d��cada de 1980: a implanta����o da proposta curricular de matem��tica no estado de S��o Paulo

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

Media����o cultural em museus e exposi����es de história: conversas sobre imagens/história e suas interpreta����es

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

Disciplina de História e material did��tico: uma an��lise da proposta curricular sobre a escravid��o no sistema estadual de S��o Paulo e no sistema municipal em uma cidade do interior paulista, a partir de 2008

P��s-gradua����o em Doc��ncia para a Educação B��sica - FC

Contando uma história: ficcionando uma disserta����o sobre a rela����o entre professor e aluno

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

A História do Esporte, os valores e as Tecnologias da Informa����o e Comunica����o no ensino do atletismo

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

Atividades de educação em sa��de sobre leishmaniose visceral para escolares

This study aimed at evaluating the knowledge on visceral leishmaniasis gained after the application of an educative project for the 6th and 7th grade students from three public schools of Birigui, SP, Brazil. A questionnaire before (Phase I) and after (Phase II) activities that comprehended one conference by a health agent, a comic contest and one crossword about VL was used to measure scholar���s knowledge. We interviewed 711 students in Phase I and 693 in Phase II. A criterion of VL knowledge was adopted as ���Good���, ���Medium��� and ���Bad��� when, out of 10 questions analyzed by Item Response Theory, 10 to 8, 7 to 4, and 3 to 0 were right, respectively. We observed a statistically significant increase in the students��� knowledge level after the educational project, since the number of students with ���Good��� concept changed from 35.7% (Phase I) to 59.7% (Phase II). The educational activities carried out led to gains in knowledge among students suggesting that continuing education can bring good results to public health.

Atividade docente e Educação Especial: dos encaminhamentos hist��ricos ao contraponto Hist��rico-Cultural

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

Estudo bibliogr��fico das atitudes e comportamentos ligados �� prostitui����o da Pr��-História aos dias atuais

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

Curr��culo na educação infantil: implica����es da teoria Hist��rico-Cultural

P��s-gradua����o em Educação - FFC

Um microfone ��s formigas: crimes, narrativas e História

Some remarks on how Cultural History has been used in Mathematics Education are the main focus of this paper. It tries to discuss, basically, three works (In Cold Blood, by Truman Capote; O crime do restaurante chin��s, by Boris Fausto; and Os protagonistas an��nimos da História, de Ronaldo Vainfas) in order to present some perspectivas about narratives and textual elaboration in the field of Historiography.

Necessidades atuais para a educação ambiental: ser��o possibilidades?

This study had two objectives: to build theoretically the hypothetical landmarks of the environmental crisis and to conjecture new horizons or utopias which can fulfill themselves in the future in search of another being of the man in the world. Therefore, a bibliographic research has been done and, as methodology of analysis, a dialectic critical method has been used to understand the reality in its contradictions and in the totality of the history, through some suggestions, going toward the domain of the state of things which we can verify in the world nowadays. It has been observed that the hypothetical landmarks of the environmental crisis had and have its origins in the Jewish-Christian monotheism, in the exacerbation of the reason as the only way of knowledge and in the process of capitalist accumulation. Therefore, these landmarks, in almost their totality, have historically been built even before the advent of the capitalism. From this point, three suggestions were launched as questions, or so, possibilities, to open a discussion about the construction of another paradigm: Is it necessary another sense of religion? Is it necessary another sense of reason? Is it necessary another sense of sustainable development? Thus, these questions which have been launched, were thought as the current necessities for the environmental education and they implicate in another historical condition to the mankind.

Com que conte��do eu vou ao curr��culo que voc�� me convidou? Geografia e história no ensino fundamental

This paper intends to reflect on the search, in the process of teaching formation, of pre-defined contents for the teaching of Geography and History in the series of primary school. This desire for clarity about the appropriated contents for the various series often overshadows the real need to clarify what is the goal of teaching this or that content. It is necessary, in the teacher training, resume and historically contextualize this search for curriculum contents. The risk of prioritizing the discussion about contents is transforming the contents itself into the content goals of education. Reifying the contents contributes to the common process of disconnect teaching from learning. In this case, the educational process becomes a contest of teaching contents, not bothering if these contents were or not learned by the students, which makes education extremely conservative. This phenomenon has it origins in the 1970s, during the curriculum discussions of the various areas of school knowledge. Since then, the concept of didactic transposition has been questioned progressively, in which the curricula were designed as adapted teaching to lower levels of scientific knowledge produced in universities ��� the place for higher education. The school knowledge, since the 1970s, is considered as autonomous. In other words, knowledge in dialogue with university science, but with typical characteristics of education in school systems. If the curriculum of primary and secondary educations is not the result of the didactic transposition, what content it should be made of? The current paper touches this issue, but subordinates it to most relevant questions about the purposes of learning in inseparable connection with teaching.

Sobre a identidade do Centro de Educação Matem��tica (CEM): acidentes de uma leitura cartesiana

In this paper we present results of research conducted on the constitution of the identity of CEM (Centre for Mathematics Education), a group of mathematics teacher educators from the city of S��o Paulo, Brazil (1984-1997). We emphasize the processes of constitution of CEM���s identities, on the perspective of Oral History in Mathematics Education, of the Model of Semantic Fields and of theories of identities. As part of the broader endeavor of examining possibilities for constituting identities for the group, from several theoretical standpoints, here we report an exercise on constituting the identity of CEM from a Cartesian standpoint; the overall assumption is that we are not properly interested in what CEM is or was, but on the possibilities themselves. We argue that such analysis leads to an understanding of the group as being an accident involving the individual identities of its members but not to an understanding of CEM���s group identity as such.

Profiss��o professor: olhares de professores de Educação F��sica escolar

No presente artigo abordou-se o processo de profissionaliza����o e forma����o acad��mica em Educação F��sica, buscando evidenciar as implica����es surgidas em decorr��ncia da trajet��ria de forma����o do professor dessa ��rea. Embora esta se configure tamb��m como uma profiss��o docente, sua história apresenta particularidades com rela����o ��s outras ��reas da doc��ncia escolar. Diante disto, o objetivo do estudo consistiu em estabelecer um di��logo entre as dimens��es da profissionaliza����o e da forma����o de professores de Educação F��sica para auxiliar na compreens��o da situa����o atual da disciplina e do processo de constru����o da profissionalidade docente. Em articula����o com a revis��o da literatura foram discutidas as concep����es de um grupo representativo de professores de Educação F��sica escolar da rede p��blica de ensino estadual de S��o Paulo - Brasil, coletadas por interm��dio de entrevistas semi-estruturadas. Constatou-se que para os depoentes persistem, ainda, equ��vocos no imagin��rio da comunidade escolar a respeito do valor e da fun����o da disciplina Educação F��sica para o desenvolvimento do alunado, sendo a disciplina freq��entemente indicada como sin��nimo de esporte. Entende-se que a compreens��o da trajet��ria dessa profiss��o at�� o momento (que pode ser considerada uma profiss��o recente), assim como os fatores que contribu��ram para a desvaloriza����o do professor da ��rea, s��o importantes recursos para come��ar a pensar o futuro. Concluiu-se que cabe, especialmente, �� forma����o docente constituir-se num componente que efetivamente contribua para a (re)constru����o da profissionalidade do professor e para a legitima����o da disciplina Educação F��sica no campo educacional.

Um olhar epistemol��gico sobre o voc��bulo ambiente: algumas contribui����es para pensarmos a ecologia e a educação ambiental

After the presentation of semantic and etymological considerations given to the word environment, this paper discusses how this term was appropriated and re-signified in different historical moments. Based on previous studies, it is noted that there were two appropriations of the word environment: one whose origin was in the Natural Sciences and one that would be related to the Human Sciences. At the end is argued that such appropriations can be found today, respectively, in Ecology and Environmental Education