Discursos presentes em um processo de reestruturação curricular de um curso de licenciatura em física: o legal, o real, e o possível

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A natureza da aprendizagem matemática em um ambiente online de formação continuada de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Currículo de ensino: a formação profissional do assistente social na UCDB/MS

Pós-graduação em Serviço Social - FCHS

As percepções sobre as necessidades de formação continuada dos gestores e dos professores de Língua portuguesa e inglesa: algumas reflexões

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Conhecimentos e juízos morais de crianças e de adolescentes sobre o meio ambiente: considerações acerca da educação ambiental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Sistema de Gestão Integrado: a implantação de uma parceria no município de São José dos Campos

O artigo pretende descrever e analisar a implantação da parceria que se firmou entre a Secretaria Municipal de Educação de São Jose dos Campos e o Instituto Embraer de Educação e Pesquisa, sob a consultoria da Fundação Pitágoras com o objetivo de instalar um modelo de gestão empresarial na rede de ensino municipal. Para tanto, utilizou-se, dados de matrículas, documentos oficiais e entrevistas realizadas em 2008, com representantes do Instituto Embraer, Fundação Pitágoras e Secretaria Municipal de Educação. O artigo evidencia que a adesão ao modelo de gestão empresarial nomeado Sistema de Gestão Integrado (SGI) não se deu pela necessidade, mas pela oferta do Instituto Embraer. Além disso, constatamos que a parceria não pode garantir a prometida educação pública de “qualidade” na perspectiva já que organiza o sistema educacional em moldes empresariais visto que o SGI pode influenciar na responsabilidade dos estabelecimentos de ensino ao elaborar e executar a sua proposta pedagógica, prejudicando a autonomia pedagógica das escolas.

Gestão escolar no estado de São Paulo: perspectiva democrática ou modelo gerencial? uma análise a partir do relatório dos estudos do SARESP (2010 a 2012)

Pós-graduação em Educação - FFC

Uma investigação sobre a utilização de materiais didáticos manipuláveis e a resolução de problemas no ensino e na aprendizagem de matemática dos anos iniciais do Ensino Fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensino a distância: limites e possibilidades na formação de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Construção da imagem corporal na fase pré-escolar

Schilder(1980) defines body image as the figuration of the body in your mind,ie to the way the body is presented to all. This image is constructed from six months in the infant´s contact with his mother by touch,thought the reflection of his image in the mirror and then in the contexto f activies préschool- didatic educator pedagogical proposes by consolidating the six years age. This importance of stdying the construction of body image pré-school educator is to prevent a failure in the process causing the child to change that image generating blocks and physical or psychological dificulties in the socialization process of children by promoting distortion of body image . O study objective is to understand how such package is the process of building up this image in preschool and your contribution to the process of learning of child. A methodology was a research review on amaig body, enconpassing the overall development of child and adult disorders the failure of the process constructive in this picture and a brief educational propose of how early childhood educator can work with this theme in pré-school. This study concluded that this topic is important to be working in the Field of education encompasses a degree in Physical Education and Pedagogy words.

Influências do Projeto Baja SAE no ensino da engenharia e no desenvolvimento do aluno

This work aims to show the importance of Baja SAE Project in engineering education, as well as the development of the student, being an outstanding tool for the engineering student has an education that meets the objectives of the pedagogical university and also the guidelines Ministry of Education curriculum for engineering courses. The Baja SAE Project provides the engineering students the chance to apply in practice the knowledge acquired in the classroom, to enhance their preparation for the labor market. The student becomes involved with a real case of project development, from concept design, detailed design and construction. The Baja SAE Project redefines the position of the student as an active element in the learning process engineering, leaving behind the simple condition of receiving information. Values procedures that provide students the opportunity to learn in contexts of professional practice, while offering the opportunity to contextualize the execution of a project. From an analysis to develop personal skills, Baja SAE Project has its own characteristics and essential for professional practice, however, not specific to the engineering course. For example, capacity for teamwork, communication skills written and oral, ethical behavior, critical, overview, entrepreneurial spirit, leadership, etc

As interfaces entre linguagens audiovisuais e práticas pedagógicas em História e Geografia: experiências, possibilidades e limites no curta metragem como uma outra compreensão do local e do vivido

Specifically in the teaching practices of History and Geography notes a concern with the construction of school knowledge based on observance of categories such as 'everyday' and 'place', which emphasize a look intensively focused on the local context of the students - element (res) significance, situated in time and space, the representations and actions of individuals, the (re) defining their identities (individual and / or collective) and rights to citizenship. However, both educators in history, as in geography, should be alert to some limits of a strictly pedagogical 'localist'. When it comes to use of language technology audiovisual in line with the pedagogical existing in “PCN's” history and geography, one must keep in mind that not just resize the movie to local level (whether in the classroom or outside), or elect the 'localism' as the new panacea of a certain 'pedagogy' of audiovisual language. With the desire to promote the development of new methods of teaching history and geography is that we designed a research project. This is creating opportunity with the possibility of graduating videos reflect on the teaching of history and geography, according to the use of a new technological language and art (cinema), the association with the reality of the students (hence the site survey and urban) as well as the promotion of an active and critical dialogue with the PCNs’s recommendations.

Memórias das aritméticas da Emília: o ensino de aritmética entre 1920 e 1940

Pós-graduação em Educação Matemática - IGCE

Quem não sonhou em ser um jogador de futebol?: trabalho com projetos para reelaborar foregrounds

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Inclusão escolar com apoio: uma análise do serviço do ensino itinerante

We investigated the process of inclusion in the school common areas, tracking the performance of a traveling school teacher (teaching support service specialist), type of service in Special Education, as a support to the school's educational proposal. Objectives: To identify, describe and analyze the performance of itinerant school teacher in a school of mainstream school, with students and their teachers, to analyze the perception of two teachers of the common teaching about the process of integration of pupils with special educational needs in their classes; examine the roles and responsibilities of itinerant school teacher through an exploratory qualitative approach. Participants: an itinerant school teacher, two teachers and two of the common teaching students with special educational needs included in mainstream school. Observations were made weekly at the school over a period of six months, semi-structured interviews with teachers and document analysis. The results showed different facets of roaming at the intersection with the common teaching among them may be noted that acts as a parallel system in the common school, creating a gap between them which may compromise or disadvantage of the dynamic performance of service support, but this gap is overcome at critical times facing the mainstream school, where this service benefit the child's learning process and promotes their inclusive education policy.