As creches hoje: nível da educação básica ou benefício social?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Repensando o fracasso escolar: reflexões a partir do discurso da criança-aluno

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

A cartografia no ensino de geografia: a aprendizagem mediada

Pós-graduação em Geografia - FCT

Nas páginas da imprensa: a instrução/educação nos jornais em Mato Grosso (1880-1910)

Pós-graduação em Educação Escolar - FCLAR

Mensuração de estratégias de estudo e aprendizagem de alunos universitários: learning and study strategies inventory (lassi) adaptação e validação para o Brasil

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Materiais audiovisuais para a educação a distância: a contribuição dos estilos de aprendizagem

Pós-graduação em Educação Escolar - FCLAR

Avaliação de políticas públicas de recuperação de aprendizagem em alfabetização na visão de quem as implementa

Pós-graduação em Serviço Social - FCHS

The interlanguage development in the spanish learning as foreign language in Teletandem under the View of the Complexity Theory

This article presents, under the perspective of Complexity Theory, the characteristics of the learning process of Spanish as a foreign language in Teletandem. Data were collected from two pairs of Portuguese-Spanish interagents, who were engaged in a systematic and regular interaction, based on the tandem principles. It was found that the learning experience is developed with the peculiarities that arise from the context, agents, members and their nuances, which revealed the presence of a shallow space between the systems of native and foreign languages.

Media Education and Brazilian Educational Policies for the Enhancement of Learning

As media education concepts and practices have been disseminated and strengthened in European countries and Americas, the policies responsible for that expansion remain little known, particularly in countries where the achievements have been recently noted. That is the case for Brazil, where there have been new opportunities for media education, considered as a valuable resource to help accomplish goals of the educational system. This paper looks into the contribution of media education to the enhancement of teaching and learning in the context of innovations brought by recent policies of the Brazilian Ministry of Education. After educational reform programmes which brought the opportunity for emerging fields such as media education, we produced teaching material and conducted a series of workshops with students and teachers from state secondary schools. By reading and producing multimedia information about local public services available to young people, pupils learned about democracy, citizenship, civic engagement, media language, and identity. Lessons from our experiment are discussed against the backdrop of education policies being implemented to ameliorate harsh conditions resulting from the recent economic crisis. We suggest that media education can help by creating a learning environment in which the students become aware of the value of educational attainments.

Ensino Fundamental de nove anos: articulações necessárias com a Educação Infantil

This article leads to reflect on the analysis of contexts of early Childhood Education and Elementary School concerning the space for playtime in the educational routine with groups of children between five and six years old. There was a reflection on official documents about the extension of Elementary School and the presuppositions from the Cultural- -Historical Theory. Actions related to bibliographical research, questionnaire application, photographic and written documentation of playful practices observation, collective meetings with teachers and construction of a toy library have been taken. Specifically on the studied aspect, the make-believe play is the main child activity and may be considered as a mediator from the learning and from the humanization possibilities until about six years old. With this understanding, this issue deserves attention from the government (expressed in public policies), from the teachers and from the school staff in order to offer better conditions of success on the full formation during childhood.

Ensino, memória e mídias virtuais: os passeios virtuais como possibilidade educacional de resgate da memória de bens culturais sob a ótica de professores de artes do ensino público

Pós-graduação em Educação Escolar - FCLAR

A visão das professoras sobre o jogo nos anos iniciais do ensino fundamental

Pós-graduação em Educação Escolar - FCLAR

O processo de ensino aprendizagem da educação no trânsito por meio da construção de um personagem heróico

This research project aims to study the relationship between the myths and the automobile, the contributions to the literature of fairy tales and the possible contributions of the heroes of fairy tales can bring to the process of teaching and learning defensive behavior in traffic. Traffic is a phenomenon so common to modern societies that often do not pay attention to their relevance as synonymous with social space and contains diversity of people and behaviors. To counter the image of fatalistic accidents and transgressions, will support us in the virtues of the hero figure to culminate in a collective tale in which children want to rethink their behavior, becoming citizens, with a more preventative and better quality of life. The research will be held in four rooms of elementary school in a city public school that serves children from families of the urban popular classes. The research will seek to analyze how the design of transit for the children and what the increase attributed to the theme, after the establishment of a collective story

Windows into Elementary Mathematics:Alternate public images of mathematics and mathematicians

Research on students’ (and teachers’) images of mathematics and mathematicians reveals a number of stereotypical images, most of which are negative. In this paper we present an overview of some these images and stereotypes and consider the questions: (1) how might the image of mathematics and mathematicians be a problem in mathematics education, and (2) what can be done to remedy the situation? Also, we consider an outreach project called Windows into Elementary Mathematics. In this project mathematicians are interviewed about their perspectives on elementary mathematics topics and their interviews are videotaped and are posted online, along with supporting images and interactive content. In this context we consider the questions: (3) what is the Windows project about, and (4) how might it offer an alternate (and perhaps better) image of mathematics and mathematicians? Lastly, we share an example where activities from the project were used in a math-for-teachers course.

Inclusão de alunos com deficiência em escolas do campo: desafios da docência em contextos multisseriados

The challenges of dealing with diversity in the school, in a society that values standards, which homogenizes subjects, have been one of the main issues raised, both by researchers in the field of education as the segments that produce the policies in our country. The teatchers transformations, in the new needs prevailing in the era of postmodernity have inspired improvements in the teaching- -learning process and provide conditions to seek training professionals aware and critical in the process of being on social diversity. The present study aimed to investigate the challenges of teaching practice in the process of inclusion of students with disabilities in public schools in the Field of Concordia-SC. Such institutions have structures in their multigrade classes and organizations – with one teatcher for all. The methodological approach was qualitative in nature, with the instruments to collect data, semi-structured interviews and non-participant observation. We research subjects, two teachers of multigrade classes, Azucena and Dalia, which have enrollment of disabled students and the schools that comprise the Concordia Field. It was observed that as a result the main themes emerged from the interviews were: 1) Valuing and respecting the characteristics and capabilities of each student, 2) Design of classroom space as heterogeneous, rich in human diversity, 3) Cooperative work as a potentiator rhythms and different styles of learning, 4) continuing training of teachers: ensuring a “know-how”. It is hoped that the results of this study contribute to the formation and performance of the teacher in the process of inclusion of students with disabilities in school areas, especially in schools field.