A utiliza����o de tecnologia na forma����o de professores: o programa de educa����o continuada PEC-Forma����o universit��ria do campus da Unesp em Mar��lia/SP - um estudo de caso

P��s-gradua����o em Educa����o - FFC

Um estudo sobre a avalia����o institucional em uma escola t��cnica estadual paulista

P��s-gradua����o em Educa����o - FFC

A educa����o infantil brasileira: concep����es psicol��gicas sobre inf��ncia e sua educa����o e interesses pol��tico-econ��micos

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

A concep����o de trabalho na educa����o b��sica: caminhos para a forma����o da juventude no Instituto Federal de Educa����o, Ci��ncia e Tecnologia do Cear��

In 2008 two laws that changed the didactic- pedagogic and administrative organization of vocational schools were enacted: the Law 11.741/2008, which incorporated the Technical Professional Education for the Middle Level to Basic Education; and Law 11.892/2008,which has transformed Agrotechnical Schools, the CEFET 's and some technical schools linked to universities into Colleges of Education, Science and Technology (IFs). These institutions have been operating at all levels and types of education provided in the Law of Directives and Bases of National Education number 9394/1996, with the exception of Early Childhood Education. Vocational and training schools, which gave origin to the IFs,have historically restricted youth education to teaching professional techniques, but due to the reformist laws, they were led to revise their conceptions of work and education. Thus, the goal of this article is to analyze the concepts of Basic Education and work that permeate these laws and the organization of educational work at IFCE. Have these laws been promoting a rupture with the history of vocational education in the country? Have the IFs been accomplishing a teaching job in addition to technical training? The choice for these questions was motivated by two main reasons: a) Vocational Education in the aforementioned institutions have traditionally been restricted to the qualication of the labor force for learning a technical profession, without relating it to issues that concern basic education; b) The Reform of Basic Education, from 1990 to 2013, was conducted in the context of capital's structural crisis and aimed to adapt the educational system to the demands of productive sectors. Thus, the main objective of this paper is to explain the contradictions that exist in project of formation of the working class, in the context of a conictual society divided into classes, a situation that alienates the youth to live this time forever.

A sociedade midi��tica e a tecnologia nos par��metros curriculares nacionais do ensino m��dio: um estudo �� luz da teoria cr��tica da sociedade

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

Forma����o continuada de arte educadores: pol��ticas da rede municipal de S��o Paulo (1996-2008)

P��s-gradua����o em Artes - IA

An��lise descritiva dos planos de ensino de literatura das escolas de ensino m��dio de Umuarama-PR

P��s-gradua����o em Educa����o - FFC

Planejamento escolar: um estudo a partir de produ����es acad��micas (1961-2005)

P��s-gradua����o em Educa����o - FFC

Gest��o escolar no estado de S��o Paulo: perspectiva democr��tica ou modelo gerencial? uma an��lise a partir do relat��rio dos estudos do SARESP (2010 a 2012)

P��s-gradua����o em Educa����o - FFC

Forma����o de professores de ci��ncias: reflex��es sobre a forma����o continuada

This article reflects on the continuing education of science teachers and, for that, it was conducted a documental analysis of the Law of Guidelines and Bases of Educations (Law No. 9394/96) and a bibliographical research to make a survey and a study about the authors with recognized contribution in this area, focusing on the following items (i) aspects of legislation and public policies for the continuing education on Basic Education teachers; (ii) teaching knowledge needed in their professional training; and (iii) continuing education of science teachers. It was concluded that teachers’ professional development should happen through institutional continuing education, guided by a work plan, so that they can effectively develop their as mediators between the students' interaction with the information obtained, so that the teaching-learning process can happen and consistent scientific knowledge can be constructed by students.

A gest��o democr��tica da escola p��blica no pr��mio gest��o escolar: concep����es e modelos da organiza����o escolar

P��s-gradua����o em Planejamento e An��lise de Pol��ticas P��blicas - FCHS

Gest��o democr��tica da escola: possibilidades e dificuldades na percep����o dos pais e dos gestores do Ensino Fundamental

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

Gest��o democr��tica na escola: as impress��es dos participantes do programa progest��o

This paper is a sampling of an extensive research which analyzed and assessed the Distance Learning Program for Qualification of School Managers (Progest��o) carried out in three schools, which preserved the same management team during the program. Progest��o provided continuing and inservice development for public school managers by means of distance and presential types of learning. This paper deals with the concept of democratic management understood by the proponents of Progest��o, the training team (trainers and multipliers), and the managers assisting the course (principals, vice principals, and pedagogical supervisors). Three issues that check the understanding of the democratic management concept were analyzed, as well as how those participants implement it in schools. The research is based on the qualitative approach, which has an evaluating character. It discusses the profile assigned to school management since the amendment of the State and the passing of the Law of Policies and Principles of Education (LDB)/96, besides pointing out the difficulties to support democratic management dissociated from other school practices.

Forma����o de professores da educa����o infantil no Paran��: pol��ticas e legila����o educacionais (1691-1996)

P��s-gradua����o em Educa����o - FFC

Quando a creche �� espa��o educativo, todos educam: as equipes de apoio em contextos de educa����o infantil

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