Formação docente: contribuições da formação inicial para a construção da identidade profissional

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

Dotação e talento: comparação das modalidades presencial e a distância de um programa de formação continuada para professores

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

As Tecnologias de Informação e Comunicação TIC na formação de professores em educação sexual: o caso das E-Oficinas na I COES

This article aims to describe how ICT can contribute to the training of teachers on sex education through the lived experience with the implementation of Workshops, which occurred on I COES - I Conference online of sexual education. This Conference was organized by the University of Lisbon-PT, in partnership with UNESP, SP and SC-UDESC. I COES involved education professionals, who work directly in the school to discuss and exchange their experiences related to sexuality education and related fields, through an online space. The research on teacher formation, initial and continuing on sexuality, sex education, gender and sexual diversity, have demonstrated the need to promote and encourage teachers from all areas, to adopt an intentional and emancipatory, their role as sexual educators . Through web conferencing tool Cisco System, I COES was enable the interaction and questioning of ninety five teachers from various parts of Brazil and Portugal, providing opportunities for rich moments of dialogue and reflection on the issues already mentioned, referring to the brazilian and portuguese realities.

Tendências de pesquisa em ensino-aprendizagem de inglês como língua estrangeira no Brasil: 2005-2009

The aim of this paper is to point the main research tendencies in teaching and learning English as a foreign language in the main postgraduate courses in this area, in Brazil, in the period 2005-2010. The adopted methodology for the data collection included the inventory of theses and dissertations, which are included in the sites of the universities with research lines in Applied Linguistics and were produced in the mentioned period. The most productive categories were the ones related to teacher formation, translation, language and technology and studies about teachers and students’ beliefs.

A inclusão de temas ambientais nos cursos de Ciências Biológicas de universidades públicas paulistas

Environmental education (EE) is considered an essential component in individual education and requires prepared professionals to deal with the issues it covers. Teacher’s education courses should include the environmental dimension in their curriculum. Nevertheless, studies show that the EE in degrees occurs in an incipient way. This research aimed to analyze the inclusion of environmental issues in Biological Science teacher formation courses, at public universities in São Paulo. We analyzed the summaries of the disciplines in the curriculum of the courses in relation to the number of threads that refer to environmental issues. We found that the courses analyzed include the environmental dimension in the summaries of some disciplines, but in most of them, in an insignificant way. We also found that, in most cases, the disciplines are restricted to ecological aspects of environmental issues. We conclude that the investigated courses do not meet the recommendations of the legislation as regards the inclusion of the environmental dimension in the curriculum of teacher’s education.

A formação de docentes inclusivos: um desafio para a educação brasileira

Respect for differences is one of the most important subjects in debate in the Brazilian and World society today. It’s consensus that diversity education is very important to make humanity fairer and more equal. In this context, it’s necessary to separate real pedagogic actions from political demagogy. So, our objective in this paper is to enrich this discussion with the results of our project “Perspectives of teachers about the inclusion of special students in Programa UNESP de Educação de Jovens e Adultos”. These results will demonstrate a good example of inclusive education and will prove the inadequacy of training in special education offered to Brazilian university students. In our opinion, it’s impossible to believe in diversity education without appropriate training in inclusive education because this work requires accommodation of social, political, physical, religious, cognitive and cultural differences and this demands a skilled professional in all teaching methods.

A formação de professores no âmbito da abordagemmultirreferencial

In this work we propose a reflection on education and, more specifically, on theprocess of teacher’s education. To approach this discussion we assume the necessityof addressing this issue in its complexity. We used the multi-referential approachthat has the perspective to study educational phenomena considering the heterogeneitytypical of educational relationships. We are holding this discussion by identifyingseveral aspects of the formation of teachers from the fields of education andpsychoanalysis. This route allowed us to deepen and clarify some concepts: education,the teaching relationship, the experienced and lived, suggesting perspectives for theprocess of teacher´s education.

A universidade e o desafio de escrever para professores

The article broaches processes relating to the production of texts aiming primary education teachers, focusing both function and role of the authors on these texts. In the present educational context, the authors of these papers perform an important purpose as their actions integrates the legitimation of specific discourses and new modalities of teacher formation. These academic researchers come across new challenges, e.g. writing for school teachers. The study which data is presented in this article was accomplished under a qualitative approach, starting with documentary analysis, and interviews, having as an empiric reference a special program for graduated working teachers.

A contribuição do PIBID no processo de formação do pedagógico

This paper seeks to understand the importance of Pibid (Institutional Scholarship Program for Teacher Initiation) in initial formation, more specifically in the pedagogue's formation. The interest for research was motivated by my inclusion in this program, through the interdisciplinary subproject called University and school thinking of interdisciplinary teacher formation: research, reflection and action in which I participated from August 2011 to December 2013. I developed a qualitative survey of bibliographic character, which aims to analyze the theoretical productions in the field of education and that has the focus the Pibid's contribution as well as its potential. For this purpose, I considered the articles located in the Annals of the XVI ENDIPE (National Meeting of Didactic and Teaching Practice) in 2012, in all its themes (Educational policies and impacts at school and in the classroom, Policies of initial formation and continuing formation of teachers and Didactics and teaching practices in contemporary school reality: findings, analysis and propositions). I believe that the research can contribute to rethink the initial formation practices by providing subsidies to the graduated on the teaching career, raising the quality of basic education

Concepções e práticas do ensino de leitura em inglês no ensino médio

Pós-graduação em Educação Escolar - FCLAR

Estágio supervisionado no curso de pedagogia a distância: aproximações e diferenças do ensino presencial

Pós-graduação em Educação - FCT

Os sentidos sobre o professor e sua formação em 15 anos de Zetetiké: 1993 - 2007

This research presents a study on mathematics teacher education, examining the bibliographic production in 15 years of the journal Zetetiké (1993-2007), totalizing 140 papers. From these, 49 were classified as ‘teacher formation’, thus constituting the corpus of the investigation. The research focused on three units of recording and analysis: (i) problems of research; (ii) the meanings of ‘being a teacher’ and their ‘duties’; and (iii) the meanings of ‘teacher’s education’. For the processes of categorization we use Textual Analysis, which allowed us to observe some trends. Regarding the problems of research we found that the research actions involve a range from: to report, disclose, describe, identify up to study, discuss, understand, evaluate. With reference to ‘being teacher’ and its ‘duties’ in the whole period of this study it were pointed problems related to the mathematical content and to the pedagogical project of the school unit, with 30 papers giving prescriptions for the teachers actions in its educational context. With regard to the meanings on teacher education, the most frequent references concern: the functions of teacher formation; what is expected of the teacher during and after the education processes; and the emphasis on the importance of initial formation for mathematics teacher’s education.

Aproximações entre as comunidades científica, amadora e escolar: estudando as potencialidades de observatórios astronômicos para a educação em astronomia

This article considers some potential of activities developed in non-formal education in astronomy, like astronomical observatories and other related establishments. This kind of research is less explored in our country. We present, in this text, a model to study possible relations among these kinds of communities: the scientific, the amateur and the professional, applicable in astronomical observatories, in a motion against the local and punctual activities dispersion and pulverization of these establishments, and against the use of common sense to develop their activities, aiming the advancement of the astronomy education and its national research.

Motivações para a (falta de) escolha pela Licenciatura em Educação Física

The frequent distortion of the teacher education in Physical Education, associating it with technical and sporting aspects, motivated us to initiate a study aimed at understanding the reasons for this misperception. For this, we performed a theoretical study, based on professional formation in Physical Education in Brazil, together with empirical research, located in the lived experience in a training course for teachers of Physical Education. Thus, the views of the students about the reasons for the choice of course, collected in on a questionnaire and literature review, we show the context of lack of choice, rather than a professional identification.

Concepções de alunos do ensino médio sobre o tema água: subsídios para o planejamento de atividades investigativas interdisciplinares

Meaningful learning occurs when new knowledge to be aggregated are grounded in other students already possess. In preparing didactic sequences for teaching concepts, one should take into account these concepts and knowledge to produce more effective and lasting learning, and build new concepts that will become subsumes for subsequent learning. This research was developed in a subproject linked to institutional Scholarship Program Initiation to Teaching (PIBID) of a Universidade Estadual Paulista. The proposal is based on the articulation of the Public School and the University, strengthening the initial training of undergraduates, and continued teacher network, improving the quality of education. The proposed work is based on interdisciplinary research and teaching by investigation. Undergraduates in Biology, Physics, Mathematics and Chemistry jointly propose interdisciplinary teaching activities and investigative applied to high school students of Public School partner. To survey the views of these students on the theme Water, they were asked to draw up an essay entitled "The importance of water", with the aim of organizing information for planning a teaching strategy that articulates the disciplines of training of undergraduates. In this paper we present a qualitative analysis of these essays, performed based on content analysis. The analysis allowed to identify existing concepts in students' cognitive structure and classify them into adequate and inadequate compared to scientifically accepted concepts. Several misconceptions were raised indicating the need to produce didactic sequences that in addition to working the concepts presented in the curriculum of disciplines take into consideration the possibility of more meaningful learning. This research produced the elucidation of existing concepts, indicating where deficiencies were larger. One major contribution was the realization that concepts that may be considered by teachers as simple and already acquired by the students often come so misguided in their explanations. From the results obtained, integrated activities have been planned and implemented, and more relevant to the needs of students aiming to recover and enrich the knowledge they possessed, encouraging the use of scientific concepts and their application to daily living situations.