R��gbi na escola?!... perspectivas de uma proposta diversificada, pautada na pedagogia do esporte para a educa����o f��sica escolar do ensino fundamental

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

Hist��rias em quadrinhos como recurso did��tico para o ensino do corpo humano em anos iniciais do Ensino Fundamental

Teaching resources involve different elements used to support the organization of teaching and learning. Among these are the comic books, involving visual aspects, both cognitive and creative, that provide an alternative way to complement the lectures. The aim of this study was to develop and evaluate a comic book entitled ���Human Body���, focusing on the circulatory, digestive, nervous and respiratory systems, to provide an alternative resource for the teaching of the content in the initial years. The material was evaluated with students of the 5th year of elementary education at a public school in the state of S��o Paulo, through the use of questionnaires. The comic book proved to be valid as a complementary teaching resource for learning in students, enabling reflection on the relevance of the development and use of comics to science education in the initial years.

Pr��ticas educativas de professores e comportamentos infantis, na transi����o ao primeiro ano do Ensino Fundamental

The objectives this research are: (a) describing positive interactions established between teacher and student, considering clinical group to behavior problems and non-clinical one; (b) describing behavior repertoire (social skills and behavior problems) of children with and without clinical classification to behavior problems, according to TRF, teacher version. The participants this study were 16 female teachers who indicated and evaluated 32 students - 16 of them presented behavior problems (with BP ��� clinical group), whereas the other 16 did not (without BP ��� non clinical group). Students aged 6 years were enrolled in the first year of elementary school. Data collection was conducted through the application of three instruments: TRF, RE-HSE-Pr and QRSH-Pr, as an interview with teachers. Data were categorized and analyzed to compare the clinical and nonclinical groups (Mann-Whitney Test). Overall, this research found that female teachers exert different practices among students who have behavior problems that do not show, being more skilled in the interactions with children without behavior problems and more agressive to those with behavioral problems. Implications for interventions and public policies are discussed.

Condi����es de trabalho e transtornos mentais comuns em professores do ensino fundamental de Avar�� ��� SP

P��s-gradua����o em Sa��de Coletiva - FMB

Concep����o de produ����o de texto na escola: os reflexos no ensino da l��ngua materna na sala do 5�� ano do Ensino Fundamental

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

A cultura escrita nos anos iniciais do ensino fundamental: implica����es pedag��gicas da Teoria Hist��rico- Cultural

P��s-gradua����o em Educa����o - FFC

Reposit��rios de objetos de aprendizagem de l��ngua portuguesa no ensino fundamental: alternativas para professores

P��s-gradua����o em Letras - FCLAR

Perspectivas dial��gicas para o trabalho com a leitura em sala de aula: letramento liter��rio no ensino fundamental

P��s-gradua����o em Letras - FCLAR

Processos de inclus��o e exclus��o escolar: um estudo em uma escola p��blica do ensino fundamental I utilizando o ���Index para Inclus��o���

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

A l��ngua portuguesa no 5�� ano do ensino fundamental: repert��rios de ensino no contexto da Prova Brasil/ SAEB

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

Alfabetiza����o e letramento: a cultura escrita de alunos que iniciam o ensino fundamental II

As the Elementary School expanded quantitatively at the end of last century, a new social debate started on the quality of the education offered in public schools. Among many concerns and questions, there was the quality of literacy of the young people that finished the Basic Stage of Education. Federal documents drawn up over the last years, such as the National Pact for Literacy at the Right Age, defend that the obligatory literacy takes place until the end of the third grade of Elementary School. Based on this, it is intended that, at the end of the 5th school year of this education step, the students master the social practices of reading and writing that let them pursue their literacy process in the following school years. In this sense, the present study intended to observe and think over how the alphabetization (reading and writing technology acquisition) and literacy (using of written language in different social practices) processes happened at the end of the Elementary School I. In order to exploit to the full the meanings and conceptions involved in the presented theme, it was decided, methodologically, to elaborate a qualitative research, in where the adopted procedure was data survey and bibliographic research of authors that conceptualize, explain, relate and distinguish alphabetization from literacy. Next, it was performed a documental research based on laws and other Federal documents, from the State of S��o Paulo and from the municipality of Rio Claro-SP, observing the established discussion with the studied academic productions, as well as attributions given to the public school to perform the process of alphabetization and literacy. The visitation of these papers was also considered necessary for the understanding of expected knowledge, capabilities and skills of the student that finishes Elementary School I. In the last stage of the research, with the purpose of thinking about the level/kind of alphabetization...

Aptid��o f��sica associada ��s medidas antropom��tricas de escolares do ensino fundamental

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

Atividade f��sica e uso de drogas entre estudantes de ensino fundamental e m��dio

The research examines the relationship between drug use and physical activity in school. We used an anonymous self-questionnaire among students in elementary and middle school in a Brazilian city. The mean age was 15.1 �� 1.5 years. There was no significant difference between energy expenditure and drug use, crack use except in life that related to significantly higher values of energy expenditure and habitual for the past thirty days, cocaine use was associated with higher energy expenditure habitual (p <0.05). We emphasize the need investigations addressing specific features of involvement in school and extracurricular activities, physical activity, drug use and their contributions to school health.

A geometria presente em alguns livros did��ticos dos anos finais do ensino fundamental

P��s-gradua����o em Educa����o Matem��tica - IGCE