O despreparo de professores diante da educação sexual e diversidade sexual na escola

Este trabalho sustenta-se em uma compreensão de que a Educação Escolar e a Educação Sexual são processos que ocorrem na relação com o contexto social e histórico. No campo da sexualidade, o contexto social determina padrões de normalidade baseados na ideia de heteronormatividade compulsória, o que discrimina a diversidade sexual. Esta questão é ilustrada com dados de pesquisa que demonstram o relato de professores de escolas públicas sobre a homossexualidade evidenciando a falta de conhecimento sobre o assunto, o preconceito e as dificuldades em tratar o tema na escola. Ressalta-se, portanto, a importância da inserção do tema sexualidade na formação inicial e continuada dos professores.

A educação de adultos como socialização: Hannah Arendt versus Paulo Freire

This paper analyzes data under diametrically opposed theoretical frameworks. Encouraged by the sudden and recent popularity of Hannah Arendt, we decided to submit the data of a already presented dissertation to a “new” reference, extracted from Arendt’s famous text on the education crisis in the United States in the 1950. Data had been interpreted in the light of Paulo Freire’s epistemology. In further analyzes, from Arendt, our interpretations gained even more strength. However, in the final comparison between the two thinkers stand out irreconcilable differences: For Arendt, it is impossible to educate adults and the world of education should be detached from the world of politics, since the responsibility of the educator is based on tradition and authority while for Freire is indeed possible to educate adults and the responsibility of the educator – as in Sartre – leads to freedom. Our conclusion is to be possible the social education of adults if we educate ourselves with them in a dialogic relationship.

A formação inicial de professores e a cultura científica na educação básica: problematizando a prática docente na interface das disciplinas estágio supervisionado e história da física

Pós-graduação em Educação para a Ciência - FC

O processo de elaboração de saberes por professores-pesquisadores de educação física em uma comunidade colaborativa

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

A prática como lócus de formação de professores e produção de saberes na Educação Física

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Ser professora iniciante na educação infantil: aprendizagens e desenvolvimento profissional em contexto de enfrentamentos e superações de dilemas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação ambiental e monocultura canavieira: desvendando a compreensão sobre a interação do ser humano com o meio ambiente em alunos da Educação de Jovens e Adultos

Pós-graduação em Educação para a Ciência - FC

Educação física escolar e currículo do Estado de São Paulo: possibilidades dos usos do celular como recurso pedagógico no ensino do Hip Hop e Street dance

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Gênero nas aulas de educação física: diálogos possíveis com os conteúdos do currículo do Estado de São Paulo e o Facebook

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

A educação infantil sob a perspectiva da pedagogia Waldorf

The Waldorf pedagogy, based on anthroposophy, was designed by Rudolf Steiner in Germany. The first school was founded in 1919. The main objective of this proposal is human development. From the literature survey, this paper presents concepts and principles of Waldorf education, as well as its history, motivations and characteristics, aiming to increase the understanding of this Pedagogy and describing its foundations. The literature search was performed using books and data. While result of bases, from the study of the theo retical concepts, it was possible to describe the fundamentals, present concepts and principles, in addition to expanding the understanding of the Waldorf pedagogy. Starting from the Waldorf context, were also exposed the principle sofearly childhood education

A educação ambiental na formação de pedagogos de uma universidade publicado Estado de São Paulo

This study aimed to understand environmental education in the training of teachers of one pedagogy course at a public university in the state of São Paulo. To answer this question, an exploratory research was conducted, in which a study field, by the techniques of semistructured interviews and documentary analysis, provided the data for analysis. Important to highlight theoretical and methodological foundations of Historical-Dialectical Materialism and Historical-Critical Pedagogy that guided the study. With the results analyzed, we say that environmental education in the studied pedagogy course is minimal and, when it appears, enhances conservation and care with the environment perspectives, without considering the causes of environmental degradation: the way to produce life in capitalist society. In this sense, it is necessary for a consistent formation of the teacher in environmental education to advance the knowledge of this field directly related to education. For the inclusion of environmental education in school education, it is necessary that their knowledge to be considered in education, especially in the training of teachers. Therefore, the data collected and analyzed in this study may contribute to the formation of teachers to understand that environmental education in their training has not been established with the importance and the quality that the social and environmental problems require, with no place along the undergraduation, a condition that needs to be changed to teacher develop a transformative environmental educational practice at school

Implicações de um programa de formação continuada na formação e atuação de professores de educação física atuantes no ciclo I

This work focused on research a course of continuing education for teachers of Physical Education, offered in a city of São Paulo in 2013. Adopting as a benchmark analysis of models of continuing education in teaching, investigative question that guided this study was: what are the implications of this formative process in the formation and performance of the participating teachers?. With this guiding question, four were the objectives we seek to respond to this analysis: first identify the profile of teachers as well as the participation and involvement of the same course developed; 2 map and analyze the manifestations of teachers throughout the course; 3 reflect on the role of teachers in relation to approaches and/or distances with the common physical education curriculum proposed by the municipality; 4 identify and analyze the reflections on the course conducted. The methodological approach was qualitative and eighteen participants were teachers of a school system in a city of São Paulo, active in cycle I (1 to 5 years) of primary school. Data collection was carried out in two phases, with the participants in the first stage seventeen teachers and three teachers in the second stage that in addition to acting in the cycle I also actively participated in the course. Data were obtained in phase one using a diagnostic interview recorded on voice recorder and transcripts of observations and recorded in video and voice recorder from sixteen meetings of the continuing education course conducted in 2013 and phase two included the observation of classes teachers in the 2nd half of 2013, ending with a final interview. Demonstrations of physical education teachers in the course, as well as the situations observed and interviews indicated that on the profile of teachers are in the age range 30-58 years to serve at least five years in schools and most (10) does not work elsewhere. Another observation is that most of the participating teachers when thes...

O dispositivo metodológico e interventivo autoconfrontação e seus usos em pesquisas de educação

This article presents an academic and scientific study about the use of the device methodological and intervening of selfconfrontation in research in post-graduate studies in Education in Brazil. The self-confrontation is a device created by linguist Daniel Faïta and perfected by psychologist Yves Clot. She seeks to capture the multiple discourses and perspectives around a particular craft, integrating researcher and workers to facilitate the installation of a dialectical movement of analysis and production of knowledge about the work, ownership of these knowledge workers and the collective transformation of labor activity. We chose a qualitative approach and the realization of documental analysis of the abstracts of researches that resulted in the production of doctoral theses and dissertations held in Brazil between 1987 and 2011. Were examined studies that had their abstracts gathered and made available by the Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) on its website. The results show that self-confrontation is used piecemeal studies produced in the area of Education, used primarily to collect data and to give less emphasis to the transformation of the labor process.

Trabalho do formador de professores para a educação profissional

This article presents research that examined work of a teacher trainer for professional education, which aimed to study the work of these professional instruments , the design of pedagogical mediation underlying the prescriptive texts of the work and the theoretical-methodological arrays deployed in labor activity . The theoretical framework was Clinical Activity , strand of Work Psychology . We adopt a simple self-confrontation for data collection , combining interviews , document analysis, and video recording of the work . Were the volunteer coordinator and three trainers course in São Paulo educational institution. The results showed that the work of trainers activity is directed to others , using concrete and intangible instruments . Prescriptive texts suggest the use of cognitive education approach , but in the effective action of the trainers was adopted cultural-historical perspective of human development . At the end there are the limitations of this research and indicates the need for further scientific research on the subject.

Reflexões sobre homofobia e educação em escolas do interior paulista

This is a survey conducted in 2009 with 2,282 students of both sexes enrolled in the three grades of high school in three cities of the west of Sao Paulo state (Assis, Presidente Prudente and Ourinhos). The data collection instrument was a self-administered and anonymous questionnaire with 131 questions. In this article, we reflect on how in schools the research participants reproduce and reinforce the hegemonic discourses of control of sexualities guided by the attempt to promote heterosexuality as the only form of sexual intelligibility, to the detriment of other forms of expression of sexuality. We discuss how homophobia and the devices of social control of sexuality (re) produce prejudices and stereotypies, resulting in vulnerabilities that non-heterosexual teenagers have, such as homophobic victimization, social and affective isolation, ideations and suicide attempts. The study shows that the invariant were discrimination, homophobic violence and the insults that are perpetrated in the values and discourses of adolescents at school and in their family, demonstrating the institutionalization of homophobia as a regulatory practice of the psychological and social construction of gender and sexual identities. We highlight how important it is for the school to appropriate the means of deconstruction of heterocentric normativity to preserve the rights and citizenship of the people who do not identify with the prevailing models of heterosexuality.