Alfabetização no ensino fundamental de nove anos: avaliação discente e suas implicações para as práticas pedagógicas

This paper focuses data from discussions done with teachers who work with the three early years of nine-years elementary chool, in two Municipal schools of São Paulo inland, in order to investigate the students’ literacy degree. Considering a test applied to students of three early years of those schools, this study deals with the literacy performance results of 153 children of third school year. It also relates data of this test with some aspects that have characterized the literacy teachers’ practices. Initially, it presents considerations about the literacy process in extent of nine-years elementary school and some implications for the teachers’ practices. Then, it emphasizes the test results of third year students, pointing out what skills were already developed by them in literacy process and what skills must be improved. Results show that those children are not literated. They demonstrate difficulties in the appropriation of reading and writing skills, even in the third school year. It suggests the teachers’ need to reorganize their practices in classroom and to revise students’ literacy process, allowing to every student the full appropriation of reading and writing.

As práticas pedagógicas e o desenvolvimento dos conceitos não-cotidianos na criança pré-escolas

This article discusses non-daily concept formation in children talking about contributions from historical-cultural theory, highlighting school learning and teaching mediation as effective instruments on the development of these concepts. The goal is to reaffirm the understanding that it is by teaching activity that children acquire cultural concepts that are necessary to their humanization process. It also discusses the opposition established between psychogenic understanding on the formation of non-spontaneous concepts and the perspective in this historical-cultural theory, lines of development of daily concepts and not daily ones, and finally highlights the assumption that school educative practices are universal and necessary forms for this development.

Buscando práticas pedagógicas motivadoras para o desenvolvimento da competência narrativa escrita.

The aim of this research is to investigate motivational teaching practices to develop narrative competence in students presenting low literacy levels, and, consequently, a high degree of difficulty to produce this text modality.

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

Inclusão: análise das práticas pedagógicas do ciclo alfabetização do ensino fundamental de escolas municipais de Limeira-SP

Pós-graduação em Educação - IBRC

Crianças desatentas ou práticas pedagógicas sem sentido? Relações entre motivo, sentido pessoal e atenção

The objective of this paper is to analyze the role of pedagogical activity in the formation of attention. first, we present critically the concept of adhd analyzing the criteria used for its diagnosis. analyze, then, the process of constitution of attention as higher psychological function by examining their relationship with the structure of pedagogical activity. finally, we focus on the relationships between the motives of activity and the formacion of attention, presenting the concept of actions that generate motives for learning as an important theoretical tool that can put the teacher in the active role of producer new motives to bring students to develop psychological functions superiors, including attention. as conclusion, we criticize the medicalization process, bringing the challenge of to develop attention for its real locus, school education.

A inclusão de estudantes com deficiência intelectual na educação básica primária da Colômbia: políticas públicas e práticas pedagógicas / Diego Fernando Rosero Ruiz

Pós-graduação em Educação - FFC

Práticas Pedagógicas com uso das TIC declaradas por Professores de Matemática do Ensino Médio no contexto do novo Currículo do Estado de São Paulo

Pós-graduação em Educação - FCT

Representações sociais: rupturas e protagonismos nas práticas docentes no ensino superior

Pós-graduação em Educação Escolar - FCLAR

Processos de subjetivação no espaço escolar: práticas e discursos pedagógicos numa escola pública de ensino fundamental a partir de uma perspectiva foucaultiana

Pós-graduação em Ciências Sociais - FFC

Projetos de educação ambiental da Universidade Livre do Meio Ambiente (UMASQ): concepções e práticas

Pós-graduação em Educação - IBRC

Ampliação do Ensino Fundamental para nove anos: entre as normatizações da política educacional, o movimento teórico e as representações sociais dos profissionais da escola pública

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

A questão do meio na pedologia e suas implicações pedagógicas

Ce texte est une lecture de la conférence de Vygotsky sur la question de l'influence de la culture et de l'environnement sur la pédologie et cherche les implications pédagogiques des ces idées sur l'éducation des enfants et, en particulier, les petits enfants. Initialement, met en évidence la méthode de l'auteur que enseigne à ses auditeurs et lecteurs à penser dialectiquement, un défi que doit être confrontés par les lecteurs - habitués à penser avec la logique formelle - pour essayer de comprendre les études de Vygotsky. Deux éléments apportés par Vygotsky à la conférence sont prise pour réfléchir sur son importance pour le développement de l'enfant: la question de la langue orale et de son importance pour l'influence de la culture et de l'environnement sur le développement humain dans l'enfance et la spécificité du développement culturel dans l'enfance que dit que ce que nous pouvons parvenir à la fin ou à la suite du processus de développement est présente dans la culture depuis le début et touche et guide ce développement de l'enfant. Dans les deux cas, la discussion au sein de cette conférence de Vygotsky déclenche une révolution dans la pensée et l'action des enseignants.

Os saberes docentes na história de vida do professor de educação física

Pós-graduação em Educação - IBRC

Capacitação de agentes multiplicadores para a semana da água 2005: concepções e práticas de educação ambiental

Pós-graduação em Educação - IBRC