Concepções e práticas do ensino de leitura em inglês no ensino médio

Pós-graduação em Educação Escolar - FCLAR

Práticas pedagógicas inclusivas na educação infantil: atividades lúdicas envolvendo crianças com Transtorno do Espectro Autista (TEA)

Pós-graduação em Docência para a Educação Básica - FC

Contribuições da pedagogia histórico-crítica para o ensino da geometria no ciclo de alfabetização

Pós-graduação em Docência para a Educação Básica - FC

História da ciência no ensino de Física: um estudo sobre o ensino de atração gravitacional desenvolvido com futuros professores

We report here some outcomes of a research related to a didactical experience aiming to integrate the History of Science to the Physics Teaching, taking as background the historical development of the gravitational attraction. The research, of qualitative approach, is a case study and it was carried out in a sample of eleven students belonging to an undergraduate physics program (called licenciatura in Brazil) designed to from High School physics teachers in a São Paulo State Public University. We tried initially to reveal prospective teachers’ conceptions in order to provide a prepare that was used to guide the activities from the reality’s diagnosis. The aim was to promote discussions on the existence and persistence of alternative conceptions, on the historical evolution of the subject gravitational attraction, through readings and debates of texts contemplating recent subjects on the Science Education research, in order to generate dissatisfaction with traditional teaching models. The future High School physics teachers were asked to construct their own teaching proposal, through the development, in real situations, in a High School, of a minicourse based on: debates and synthesis developed in University classroom, the History of the Science and the student’s alternative conceptions. In this paper we will analyze future teachers’ alternative conceptions, the development of the course proposed, and details of the mini-courses taught by the prospective teachers in real situations, among High School students, its coherence and the posture changes observed in them.

Saberes docentes mobilizados por futuros professores de Física em processos interativos discursivos

This research deals with teachers’ education, discussing elements related to the teachers’ knowledge and discursive interaction. Teaching knowledge can be mobilized in different situations and spaces; however, here, we considered them in the classroom environment and the interactive context among teacher-students and students-students. We analyzed the discursive interactions in a 23 future high school physics teachers sample, observed during the development of activities of supervised teaching, in an undergraduate teachers’ initial education program, in one of the São Paulo State universities, in Brazil. The main research question was: which teachers’ knowledge is mobilized by future high physics teachers during the interactive discursive context aiming the construction of scientific knowledge by students? Data showed that in the communicative interaction process in the classroom the student-teachers mobilized teaching knowledge related to the content and to its pedagogy.

O impacto dos termos competências e habilidades na prática docente de uma professora paulista

The article aims at discussing how the official documents of the curricula of the state of São Paulo, as well as the state's in service teacher training initiatives, provide to teachers guidance towards the development of competencies and skills, with the ultimate objective of guaranteeing successful student performance. The study used semi-structured interviews with a public school teacher in the state of São Paulo, which took place during six meetings. The findings show how the Curriculum of the State of São Paulo, which is part of the System of Assessment of Scholastic Performance in the State of São Paulo (SARESP), when asking elementary school teachers to fulfill the task of affording students the development of competencies and skills, is not effective in its guidance as for the ways of carrying out and modifying teaching practices.

Protótipo de uma atividade experimental para o estudo da cinemática realizada remotamente

Este artigo apresenta uma avaliação de um protótipo relativo a um experimento de cinemática que pode ser controlado remotamente via internet. Para tanto, utilizamos microcontroladores da família PIC, visando controlar a velocidade de carrinhos de brinquedo. O intuito foi investigar a possibilidade de se construir um laboratório de Ensino de Física totalmente controlado remotamente com vistas a apoiar cursos de formação inicial e continuada de professores ministrados a distância. A avaliação do protótipo foi realizada por 15 alunos de um curso presencial de Graduação em Física, no âmbito da disciplina de Instrumentação para o Ensino da Física. Os resultados apontam para a viabilidade da utilização desse recurso.

O ensino colaborativo como facilitador da inclusão da criança com deficiência intelectual na educação infantil

This paper presents aspects of Early Childhood Education in the perspective of Inclusive Education, considering collaborative teaching as a relevant strategy in this mode. Thus, had been aimed to review the literature on collaborative learning in kindergarten and verify the knowledge of teachers on this pedagogical strategy. The survey was conducted in Child Education Centers and Schools municipal daycare, totaling 4 units and 45 participants. Empirical data were collected through a closed questionnaire, tabulated and analyzed qualitative and qualitatively. The results indicate the recognition of preschool teachers in need of support and assistance regarding collaborative teaching, highlighting the need for continuous training in the performance of special education teacher in this context.

Demandas de professores de física em exercício no Ensino Médio: subsídios para um processo de reestruturação de um curso de licenciatura

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Concepções de alunos do ensino médio sobre o tema água: subsídios para o planejamento de atividades investigativas interdisciplinares

Meaningful learning occurs when new knowledge to be aggregated are grounded in other students already possess. In preparing didactic sequences for teaching concepts, one should take into account these concepts and knowledge to produce more effective and lasting learning, and build new concepts that will become subsumes for subsequent learning. This research was developed in a subproject linked to institutional Scholarship Program Initiation to Teaching (PIBID) of a Universidade Estadual Paulista. The proposal is based on the articulation of the Public School and the University, strengthening the initial training of undergraduates, and continued teacher network, improving the quality of education. The proposed work is based on interdisciplinary research and teaching by investigation. Undergraduates in Biology, Physics, Mathematics and Chemistry jointly propose interdisciplinary teaching activities and investigative applied to high school students of Public School partner. To survey the views of these students on the theme Water, they were asked to draw up an essay entitled "The importance of water", with the aim of organizing information for planning a teaching strategy that articulates the disciplines of training of undergraduates. In this paper we present a qualitative analysis of these essays, performed based on content analysis. The analysis allowed to identify existing concepts in students' cognitive structure and classify them into adequate and inadequate compared to scientifically accepted concepts. Several misconceptions were raised indicating the need to produce didactic sequences that in addition to working the concepts presented in the curriculum of disciplines take into consideration the possibility of more meaningful learning. This research produced the elucidation of existing concepts, indicating where deficiencies were larger. One major contribution was the realization that concepts that may be considered by teachers as simple and already acquired by the students often come so misguided in their explanations. From the results obtained, integrated activities have been planned and implemented, and more relevant to the needs of students aiming to recover and enrich the knowledge they possessed, encouraging the use of scientific concepts and their application to daily living situations.

Análise dos conteúdos de língua portuguesa do “Programa Ler e Escrever” em uma escola municipal de ensino fundamental

Pós-graduação em Educação - FFC

Processos de inclusão e exclusão escolar: um estudo em uma escola pública do ensino fundamental I utilizando o “Index para Inclusão”

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Estratégias de prevenção e contenção do bullying nas escolas: as propostas governamentais e de pesquisa no Brasil e na Espanha

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Contribuições dos projetos de extensão na ação profissional dos professores universitários

A temática envolvendo a pedagogia universitária vem se constituindo num campo epistemológico profícuo envolvendo a urgência da qualificação do trabalho docente no âmbito universitário. Esta pesquisa está contida numa das frentes que o Grupo de Estudos e Pesquisa em Pedagogia Universitária (GEEPU) da UNESP de Rio Claro vem desenvolvendo sobre o trabalho dos professores universitários. O foco dessa pesquisa é o estudo acerca das concepções de projetos de extensão e na maneira que vem acontecendo essas ações apontando a necessidade do melhor entendimento da ação do professor mediante o papel da extensão correlacionado ao ensino e a pesquisa por meio dos seus projetos e programas nos Institutos de Biociências (IB), do Instituto de Geociência e Ciências Exatas (IGCE) da UNESP de Rio Claro e da Escola Superior de Agricultura Luiz de Queiroz (ESALQ/USP) UNESP/Rio Claro e na ESALQ/USP. Optamos por uma abordagem qualitativa por meio de um estudo de caso, onde foi realizada análise documental de todos os projetos de extensão das referidas universidades com a seleção de alguns deles junto aos seus respectivos coordenadores no sentido de melhor entender, compreender e aprender acerca desses projetos e suas possíveis correlações na qualificação do ensino e da pesquisa na ação profissional do professor universitário. Acreditamos que o referido estudo trouxe contribuições importantes na medida em que apontou um quadro preocupante no contexto universitário onde tanto a ação do docente e o papel da universidade devam ser amplamente revistos, discutidos e refletidos, garantindo a indissociabilidade do ensino, pesquisa e extensão em espaços institucionais que possam, de fato, garantir essa articulação

Dimensões formativas da prática da escrita na formação inicial

This research focuses on the practice of writing in the initial formation of teachers. My interest for this thematic arose from my participation in the extension project Formation Group: Dialog and Otherness and the extension course School: local for teacher formation, both coordinated by my supervisor. After all, I had the possibility of experimenting the exercise of writing and acknowledging the relevance of it in these contexts, in my condition of teacher-in-training. This thematic has involved me, which is why I conducted an autobiographical investigation. As data gathering tools, I used papers that I produced, as participant of the aforementioned extension project and extension course. Those papers were file records I made from the meetings, monthly papers produced from a thematic that was chosen by the graduating students that attended the extension project and, furthermore, I bring a self-assessments I developed inspired by the experiences I had in these two formative gaps. All these experiences provided pieces of my formative experience as a future teacher. The research aimed to understand which act of writing mobilized knowledge and triggered reflections in the aforementioned contexts, based on paper analysis, seeking to legitimate the importance of this practice in my formative process. Furthermore, a bibliographical research of qualitative nature was developed, achieved from the statement and analysis of articles located in the Annals of International Congress of (Auto) Biography Research (CIPA, in Portuguese acronym), from 2006 to 2012, and in the Annals of National Conference of Didactic and Teaching Techniques (ENDIPE, in Portuguese acronym), in the period from 2006 to 2012. This bibliographical research aimed to increase the understanding of the formative dimension of the practice of writing in the initial training in Pedagogy. I sought to distinguish the writing practices promoted in the context of initial...