Investiga����o sobre representa����es de professores na perspectiva de ensino e da aprendizagem inclusivos

P��s-gradua����o em Educa����o - FFC

Efeitos de um programa de interven����o metatextual em escolares com dificuldades de aprendizagem

P��s-gradua����o em Educa����o - FFC

Conhecimento pr��vio e aprendizagem significativa de conceitos hist��ricos no ensino m��dio

P��s-gradua����o em Educa����o - FFC

História e cinema: encontro de conhecimento em sala de aula

Professor na rede municipal de S��o Paulo, apaixonado por cinema e com experi��ncia como historiador da fotografia e do fotojornalismo, Enio de Freitas perguntava-se como imagens em movimento, mais exatamente o cinema, poderiam contribuir para enriquecer suas aulas de História. Para responder �� quest��o, ele percebeu que seria necess��rio sistematiz��-la teoricamente - e desta constata����o surgiu esta obra. Freitas constr��i a teoria por meio da an��lise de textos hist��ricos e atuais que remetem �� aplica����o do cinema, e tamb��m da arte, na educa����o brasileira. A an��lise tem in��cio nos anos 1930, durante a Era Vargas e a Escola Nova, e mostra as for��as que procuravam controlar a educa����o no pa��s, entendida ent��o como uma quest��o pol��tico-social, e as implica����es de um projeto de cinema educativo como ve��culo de aprendizagem e propagador de uma cultura nacional. O estudo segue avaliando o per��odo da ditadura militar (1964-1985), especialmente a liga����o entre a Organiza����o Cat��lica Internacional do Cinema (Ocic) e o movimento cineclubista cat��lico brasileiro, que procurou atrair o p��blico para as discuss��es morais que interessavam �� Igreja, por meio da estrat��gia de educa����o de jovens. Ao analisar outro per��odo, o do governo Fernando Henrique Cardoso, o autor percebe o cinema como ferramenta de ensino, de acordo com as possibilidades abertas pelos Par��metros Curriculares Nacionais (PCN) publicados em 1998. E procura entender, tamb��m, qual o significado da utiliza����o dessa arte em sala de aula. Posteriormente s��o estudadas publica����es da prefeitura de S��o Paulo, voltadas para professores, que tratam dos objetivos e conte��dos previstos para cada ��rea de conhecimento da escola municipal, al��m da rela����o desses documentos com propostas pedag��gicas de aplica����o da arte como meio de ensino

Pr��ticas pedag��gicas na história de escolariza����o: ouvindo alunos e repensando pr��ticas

De forte car��ter autobiogr��fico - j�� que foi, em boa parte, baseado nas pr��prias experi��ncias da autora enquanto estudante e pesquisadora - este trabalho �� uma tentativa de realizar uma abordagem qualitativa das pr��ticas pedag��gicas, levando-se em conta a import��ncia dos dados autobiogr��ficos e da história de vida para o entendimento da profiss��o docente. A autora tamb��m desenvolve no trabalho, atrav��s de pesquisa de campo com professores e alunos, uma s��rie de quest��es concernentes �� atividade did��tica que p��em em foco a forma����o pessoal e profissional na atividade pedag��gica. Uma dessas quest��es relaciona-se �� forma como o professor concretiza suas ideias em sala de aula; outra ao modo como veicula os conceitos e conte��dos aos alunos, incluindo a����es, atitudes, gestos, entre outros aspectos que mais afloram no professor. Ela tamb��m discute na pesquisa a percep����o dos alunos sobre a pr��tica pedag��gica do professor, e os contextos de intera����o professor-aluno em que se d��o as pr��ticas espec��ficas relativas �� aprendizagem e ao ensino

Escolinha de Arte de S��o Paulo: instantes de uma história

P��s-gradua����o em Artes - IA

Narrativas de professoras que ensinam matem��tica na regi��o de Blumenau (SC): sobre as feiras catarinenses de matem��tica e as pr��ticas e e concep����es sobre ensino e aprendizagem de matem��tica

P��s-gradua����o em Educa����o para a Ci��ncia - FC

Como resolver uma situa����o de n��o aprendizagem: um estudo psicogen��tico sobre a constru����o do conhecimento social

Based on the Piagetian theory and on the research about the construction of Social Knowledge, this article presents the beliefs of children and adolescents regarding the resolution of a situation of not learning. Data were obtained from 80 students, between 06 and 16 years, who analyzed a story involving this issue. The main results indicate that most participants are not able think about the situation contained in the story in a more complex way, disregarding processes and elements, thus. They tend to give simplistic answers and it demonstrates the characteristics of the most elementary level of understanding of social reality. Even among the older students, a less elaborated representation of this daily social question, ���to learn or not to learn���, was also preponderate.

O ensino de matem��tica: uma proposta para a aprendizagem dos n��meros

The objective of this study is an analysis of the actions of teacherand students when inserted in the teaching-learning in mathematics classes in a class of third year of elementary school. A didactic proposal construction, was developed taking into account the history of the number as a human, considering its evolution through its conceptual nexus, so that the teaching-learning process would enable the construction of theoretical thought. This paper presents a brief study of teacher education, specifically early carrer, basing themselves in difficulties and knowledge of teaching practice and curriculum framework that guided the didactic proposal. Thus, not only students but also teachers are undergoing training. From the study for the preparation of didactic proposal, the proposal development process in teaching and learning skills and analysis of actions, it was possible to follow the movement of formation of a teacher-researcher in early carrer

O desenvolvimento de habilidades argumentativas no ensino m��dio: perspectiva a partir de um minicurso investigativo com base na história da ci��ncia

The performance of investigative activities with lessons in teaching Science and Chemistry has promoted meaningful learning of scientific knowledge. This study aimed to develop the links between higher education for research and skills argumentative, aimed at building the scientific concept on combustion of the candle in a closed container, for students from two classes of 3rd year of high school, two city schools Bauru, S��o Paulo. We decided to do a short course investigative, to respond argumentative skills which are developed during the minicourse using investigative activities, knowledge from the history and philosophy of science. The results were gathered from analysis of video recordings of episodes of the short course in both the groups, to produce a higher rate of use of argumentative skill, which were classified into categories according to the prior knowledge of the subject, 'factual knowledge' , 'understanding of concepts' and 'reasoning and analysis.' From the information obtained, it was found that both the teachers and the students were consistent in their actions, and that the activity of reasoning is key to learning. Thus, one can realize that knowledge is not acquired all at the same time, each individual depends on the mediation of the teacher in order to reach different design more appropriate teaching and investigative linked with the argument can be the key tool to acquire this knowledge

Ensino e aprendizagem do atletismo nas escolas p��blicas estaduais de Bauru a partir do curr��culo de educa����o f��sica do estado de S��o Paulo

Athletics in most of its history, turned to competition, giving it little pedagogical knowledge, prevailing knowledge grounded in records, indexes and competitions. Thus, although it is considered a classic content of Physical Education, this modality is still not widespread in schools. The present study aimed to investigate possible progress in the teaching and learning of athletics in the State Schools of Bauru from the implementation of the Curriculum of the State of S��o Paulo for Teaching Physical Education. We attempted to checking the perspective of teachers and students, the changes in teaching and learning as well as difficulties encountered from the deployment. To that end, we conducted survey of the theoretical and practical alternatives developed by Physical Education teachers, about athletics theme, since the implementation of the Curriculum of the State of S��o Paulo for the Teaching of Physical Education in 2008, in seven (7) state schools in Bauru-Sao Paulo, randomly chosen, prioritizing different regions of the county. There was the purpose of investigating, through questionnaires, interviews (applied to teachers and students), what progress has been achieved with regard to the approach of collegiate athletics in the teaching/learning process, if there are difficulties, what are these and how they could be addressed in order to improve teaching and learning in school athletics. The collected data were analyzed comparatively, before and after implementation of the Curriculum of the State of S��o Paulo for Physical Education, gathering and specifying negative and/or positive aspects raised by teachers and students. It was concluded that the students' knowledge of the sport has increased, but the practice of sport is still far from being normal to them, doing so is necessary to include content from the earliest school years. Teachers attribute the greatest difficulties to lack of infrastructure and materials suitable for this...

Aprendizagem da escrita por meio de jogos e brincadeiras: rela����o entre o desenvolvimento do simbolismo e os mecanismos da escrita

Written language is a form of communication between humans and, as is not acquired naturally, needs educational interventions systematized to be learned. However, the teaching of writing is still mechanically imposed on the student, and could make use of other features such as games and plays. As a result, this research we analyze the writing development of phases, the psychic functions present in its development and the construction of a paradigm games and games that can be used as auxiliary tools in the teaching of writing. We describe the operation of each and identify how they can be used in the classroom. The survey was conducted through a qualitative approach of empirical type. The data concluded that these instruments are not used in class and often writing has no social relevance for the child. We also conclude that some usage scenarios of play occurred among children, are not used for didactic purposes as an example of sign-symbol relationship by teachers to teach writing

A forma����o de professores e os desafios do ensino/aprendizagem em per��odos de mudan��as sociais

The objective of this paper is to present the relationship between higher education with other levels of education. In Brazil, some challenges were launched to fulfill improvement in teaching / learning covering a scientific development with the involvement of several bodies, among them the science and society. Therefore, according to the National Postgraduate-PNPG, the close relationship between science and society requires a scientific-cultural training that should start in higher education, teacher training, and that this knowledge can follow the company, traversing all levels of education prior to higher education. Thus, we analyze the formation of teachers as one of the pillars of our discussion, trying to understand that at different times, men have paid attention to the re/organization of society, to masters/teachers have the knowledge that enabled individuals to convey an apprenticeship favoring the theoretical reflection on practice. So, we have considered some classics, as Bonaventure of Bagnoregio, that dealt on the training of teachers (as) in different periods, expressing concern about the quality of teaching and documents dealing with the situation of education in Brazil

O professor que ensina matem��tica formado em ambientes virtuais de aprendizagem �� dist��ncia

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