Viol��ncia sexual infantil: compreens��o de professoras sobre conceito e preven����o

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

O professor e o l��dico na educação infantil: um estudo das concep����es sobre o brincar em hist��rias de vida

P��s-gradua����o em Psicologia - FCLAS

��ndice Geral de Cursos (IGC) como indicador de qualidade das institui����es de ensino superior

P��s-gradua����o em Educação Escolar - FCLAR

As id��ias pol��ticas como alicerce: os padrinhos do Brasil e a forma����o da Escola Superior de Guerra (1949-1954)

P��s-gradua����o em Hist��ria - FCHS

O egocentrismo infantil na perspectiva de Piaget e representa����es de professoras

This text comes up a clipping from an applied research, qualitative approach, which sought to understand both the egocentric second Piaget, through a literature search, furthermore, from a study that was conducted with teachers from kindergarten and the first years of elementary school, we sought to delineate the representations of such teachers in this regard and its proximity to the theory in question. Therefore, the trajectory traveled consisted of explaining aspects the Vygotsky's critique to Piaget, with respect to egocentric thought; subsequently show how as Piaget responded to criticism of Vygotsky, and expound upon the egocentric thought present in your perspective. Were addressed, we sought to delineate the representations of fifteen educators about the phenomenon of egocentrism in children and its proximity with the theory of Piaget. It might thus as regards the literature, and bring the importance of recognizing and understanding the thought egocentric in Piaget, as a phenomenon is intrinsically linked to the development of the child and that we can approach your understanding. For representations of teachers, approached more subjectively common sense than the concepts found in psychological theory focused. Thus, this study allows us to understand the limits and scope of training courses for teachers, with regard to the dimension in focus.

Educação ambiental na educação da crian��a: an��lise de uma pr��tica docente

P��s-gradua����o em Educação Escolar - FCLAR

Percep����es de professoras de escolade p��blicas euca����o infantil acerca de sua forma����o e pr��tica educativa: o caso de Medianeira - PR

P��s-gradua����o em Educação - FFC

O engavetamento de modelos de ensino superior dentro da universidade p��blica

This paper explores the contradictions between models conflicting today in Brazilian universities. The conglomeration of isolated institutions, integrated and multifunctional university and university-enterprise, service provider. This last model attempts to integrate higher education institutions to supply chains dominated by capital. Public universities were designed to provide innovative services and train staff researchers for such activity. The training of skilled workforce would be fundamentally task of private universities. But in any case, the onus would be on this training students. This model has been driven from the 1990s, with "instruction manuals" of the World Bank, and in 2000, with the IMF recommendations and, in the case of Latin American universities, Fundaci��n Universia, sponsored by the Santander Bank. The question remains: the university will be able to organize the productive forces which have around research goals and staff training for independent development.

A met��stase do bem: a odiss��ia pessoal de professoras resilientes e sua influ��ncia na comunidade escolar

P��s-gradua����o em Educação Escolar - FCLAR

O ensino superior noturno no Brasil: hist��ria, crescimento e pol��ticas p��blicas no in��cio do s��culo XXI

There are three distinct and complementary objectives The first objective is to present a short historical overview on the establishment of evening courses in Brazil (classes are held on weekdays, generally from 7:00 pm to 10:30 pm), including those in the higher education level, occurred on the middle of last century. The second objective is to demonstrate the growth of evening higher education, considering that in 1998, of the 2.1 million college enrollments, 55.3% were enrolled in evening courses; in 2010, twelve years later, of the 5.4 million students enrolled, there were 63.5% enrolled in evening courses. The third objective is to discuss current public policies to expand evening openings in public institutions which represent nowadays only 16.1% of the 3.4 million enrollments for evening classes. In the third objective it is included the discussion of programs for scholarships and tuition loans. The research results pointed to the importance of federal programs for scholarships and tuition loans for students from private institutions such as the 1,382,484 scholarships since 2004 (PROUNI Program) and the 847,000 tuition loans since 1999 (FIES Program). Important steps have been made by the Brazilian government. Considering that there are 3,987,424 enrollments in private institutions, the effectiveness of the programs for scholarships and tuition loans is still insufficient to meet the universal benefits for the student���s needs. Evening courses became the real instrument of social inclusion for many Brazilian youths and must be expanded quantitatively and qualitatively, with aggressive public policies, including also, scholarships and tuition loans.

Professores que ensinam matem��tica e a inclus��o escolar: algumas apreens��es

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

Tintas pretas e pap��is brancos: educadoras negras e emancipa����o

P��s-gradua����o em Servi��o Social - FCHS

Educação para o desenvolvimento sustent��vel: o papel da Universidade

The University is responsible for the stablishment of citizens with critical thinking, based on current concepts, capable of a dynamic and participative attitude in the community in which these professinals will be inserted. Education at environmental sustainability, permeated by the articulation among knowledge, social, and cultural phenomena, brings the challenge of incorporating skills, providing essential values not only for understanding the historical relations between human beings and the environment, but also to improving the quality of life. The ���World Conference on Higher Education in the Twenty-first Century: Vision and Action" guides the educational process by its mission to train citizens professionals, highly informed, motivated, integrated and able to create a society based on love of humanity and wisdom. The balancing among the basic functions of teaching, research and extension within the University contributes to the student to take ownership of the construction of his own knowledge in a perspective of integral formation of the human being, aware of his social responsibility and policy for a society environmentally sound. This paper aims to, guided by literature review, present some considerations on the role of the University in education for environmental sustainability.

Proposta de gest��o ambiental para o Instituto Federal de Educação, Ci��ncia e Tecnologia do Piau��, campus Teresina Central

P��s-gradua����o em Geografia - IGCE

Curr��culo, Inf��ncia e Educação Corporal: Fundamentos na perspectiva hist��rico-cultural e orienta����es no campo da interdisciplinaridade

P��s-gradua����o em Doc��ncia para a Educação B��sica - FC