Caracterização de um grupo formativo numa experiência educacional inclusiva: a escola CID em Porto Alegre/RS

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A etnomatemática no contexto do ensino inclusivo: possibilidades e dasafios

Pós-graduação em Educação Matemática - IGCE

A Pedagogia por meio de Pedagogia: teoria e prática (1954), de Antônio D'Ávila

Pós-graduação em Educação - FFC

O sujeito pedagógico na configuração social da atualidade: análise de discursos sobre educação a partir da pátio – Revista Pedagógica e da noção de discursos ondas

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

Problematizando o trabalho do professor coordenador pedagógico nas escolas públicas estaduais paulistas

Pós-graduação em Educação Escolar - FCLAR

A formação dos estudantes de pedagogia para a educação inclusiva: estudo das atitudes sociais e do currículo

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

Trabalho infanto-juvenil: as representações da pedagogia do trabalho

Pós-graduação em Psicologia - FCLAS

Pedagogia, educação especial e educação inclusiva na UNESP: história e trajetória

This article addresses the historical constitution of Pedagogy undergraduate courses and their current proposal for teacher education and for the management of education systems. Another aspect discussed in the text is the constitution of the Pedagogy undergraduate courses at UNESP, the movement of each one, its specificities, relationship with the national trend, political aspects, and also the implications of the national guidelines for training in special education and the inclusive education approach in teacher education. Nowadays, UNESP has six Pedagogy undergraduate courses that are strongly consolidated and active in the Brazilian educational scenario in the area of teaching, research and extension education, and although UNESP has progressed towards conforming the national guidelines, each course has peculiarities in its pedagogical projects. As a result of this and of the history of the FFC in Marília, we found an organization that includes the perspective of an inclusive education.

Os cursos de Pedagogia da Universidade Estadual Paulista e a Educação Inclusiva

Inclusive education is seen as quality education that should be provided by the educational system for all children, young people and adults. In order to put such a proposal into effect, qualified personnel are needed who are equipped to face such a challenge. This paper aims to examine the curriculum matrices of Pedagogy courses of the Universidade Estadual Paulista - UNESP that intend to prepare future teachers to follow an inclusive perspective. To this end, the political-pedagogical projects of six Pedagogy courses, the University resolutions that regulate the courses and excerpts taken from interviews carried out with course coordinators were analyzed. In order to analyze the curriculum matrices, the required subjects were distributed on a table according to the following categories: 1) specific subjects related to inclusive education, 2) number of hours of each subject related to inclusive education, 3) specific subjects related to special education and 4) amount of time scheduled for each subject related to special education. Among the six Pedagogy courses, five had subjects that focused on issues related to inclusive education, with varying time allotments, and four had subjects focusing on specific issues related to special education.

Attitudes about inclusion by educators and physical educators: Effects of participation in an inclusive adapted physical education program

This study assessed the attitudes about the inclusion of students with disability by professionals in education and health, relative to their experience and training. We compared three groups: 20 teachers and trainees who worked in an adapted physical education program (GI); 75 professionals from the municipal education system of Rio Claro subdivided according to their experience-CGyes e CGno, respectively, with and without experience. We used the inventory adapted by Palla (2001) to assess participants' attitudes and self-concepts. Overall, individuals in the group that participated in the intervention maintained their tendency of being favorable toward inclusion. Teachers in regular school settings in the municipal school system of Rio Claro (Sao Paulo, Brazil), regardless of their experience with inclusive settings, remain mostly indecisive about the benefits of inclusion.

Search for narrow resonances and quantum black holes in inclusive and b-tagged dijet mass spectra from pp collisions at root s=7 TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Measurement of the ratio of the inclusive 3-jet cross section to the inclusive 2-jet cross section in pp collisions at root s=7 TeV and first determination of the strong coupling constant in the TeV range

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Inclusive search for a vector-like T quark with charge 2/3 in pp collisions at root s=8 TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Measurement of the W gamma and Z gamma inclusive cross sections in pp collisions at root s=7 TeV and limits on anomalous triple gauge boson couplings

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Measurement of Inclusive W and Z Boson Production Cross Sections in pp Collisions at root s=8 TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)