Educação matemática em escolas inclusivas: a sala de recursos em destaque

Pós-graduação em Educação Matemática - IGCE

Trabalho com projetos na formação inicial de professores de matemática na perspectiva da educação inclusiva

Pós-graduação em Educação Matemática - IGCE

Educação Matemática e Inclusão Escolar: a construção de estratégias para uma aprendizagem significativa

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

O processo de aprender a dialogar por futuros professores de matemática com seus alunos no estágio supervisionado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Dificuldades de aprendizagem em cálculo e a relação com raciocínio lógico formal: uma análise no ensino superior

Pós-graduação em Educação - FFC

Propostas de modelagem matemática para o problema de restauração de sistemas de distribuição de energia elétrica radiais

Pós-graduação em Engenharia Elétrica - FEIS

Os projetos político-pedagógicos dos cursos de pedagogia e os temas ambientais: o caso das Universidades Federais brasileiras

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação a distância: um estudo analítico das políticas governamentais com foco no projeto da Universidade Aberta do Brasil

The present study at the doctoral level, is in the initial phase of the Program Graduate School of Education UNESP, SP-Araraquara campus. That makes an analysis of government policies in distance education system through the Open University of Brazil (UAB). We present in this moment, the historical background of the creation and expansion of the system of the Open University of Brazil with emphasis on policies of expansion of higher education and also the degree in pedagogy courses offered by the partner universities of the University System in Brazil Open southeast. Among the main objectives of the study is to compare the Brazilian government policies of expansion of higher education with the management and characteristics of undergraduate courses in pedagogy. Partial results indicate a total 51 universities that offer degree courses in pedagogy at UAB system in Brazil, including 12 institutions in the Southeast.

A Universidade e as questões ambientais: a formação de professores em destaque

At the beginning of the 21st century, several crises are intertwined and the environmental crisis is the most global of them all. For a complex and global crisis, which has implications of a social, economic, technological nature, etc., solutions will probably not come from a single source, but rather the sum of efforts of society as a whole (including all its instances, government, business, population, etc.). The objective of this review was to discuss the need to produce “environmental” professionals who, through their activities, are in some way involved with the quality of the environment. We believe that, ultimately, it is the quality of the environment that will ensure the quality of life in a fairer society. Thinking about the training of teachers, as environmental educators in undergraduate (bachelor) universities, means having as a reference the idea of wholeness (environmental, political, educational, social, scientific, etc.) in the diversity that these areas possess. Even though there are many difficulties involved in getting this topic included in the university structure, based on a complex approach, we believe this is one of the best paths toward environmental training.

Curso de pedagogia da Faculdade de Educação da Universidade de Salamanca/Espanha (2010): uma chave para reflexões

This was part of the post-doctorate study developed at the Faculty of Eucation in the University of Salamanca - Spain in 2010 with the Professor José Maria Hernández Díaz, who teaches the subject “History of Education” at the Pedagogy course provided by the institution. The objective of this reflection is to present some characteristics of that course, in order to highlight some of its peculiarities, and also indicate some similar issues when compared to Brazilian courses, thus producing a research useful for comparison and deepening of teacher’s training. The method was based on quali-quantitative nature (WOODS, 1996; BESSON, 1995): participant observation (EZPELETA; ROCKWELL, 1986; KETELE; ROEGIERS, 1993) and a questionnaire application (HEGENBERG, 1976; BOOTH; COLOMB; WILLIAMS, 1995) to the first and third classes in 2010, which resulted in a total of 99 students: 17 male and 82 female. This comparative information evinces the feminisation in that course, establishing direct relationship with Brazilian research. Another data, which has not yet been duly checked in Brazil, concerns the intellectual/social role of women in the classroom. Although this data is especific from that school environment, it is an important key-point for teachers’ training and teaching. The potentiality of this reflexition is exactly on this point.

A disciplina Língua Brasileira de Sinais nos currículos dos cursos de Pedagogia

Brazilian Sign Language signature in the pedagogy courses curricula. In 2002, the Law nº 10.436 was published determining the obligation of offering the Brazilian Signal Language (Libras) signature in all teaching graduation courses. Considering this measure, it was searched to characterize how the public Higher Education Institutions (HEI) in the States of Paraná and São Paulo are organizing the signature in Pedagogy courses. The curriculum analysis developed showed that most of the public HEI’s in the State of Paraná provides its inclusion, while in the State of São Paulo the estimate is 60%. Most of the syllabus covers topics including deaf students, deaf culture and Libras linguistic aspects.

Análise das diretrizes curriculares dos cursos de licenciatura em relação à formação de professores para inclusão de alunos com necessidades especiais

As políticas educacionais inclusivas, difundidas a partir dos anos 1990, vêm favorecendo o aumento do número de alunos com necessidades educacionais especiais (NEE) matriculados em classe comum, no entanto, os professores que os recebem, em sua maioria, estão despreparados para atendê-los. Tomando como base essa situação, o presente estudo teve o objetivo de analisar as orientações contidas nas diretrizes curriculares dos cursos de licenciatura em relação à preparação dos futuros professores para inclusão de alunos com NEE. Para tanto, realizou-se uma pesquisa documental. Foram selecionados recortes temáticos nos textos das referidas diretrizes de maneira a identificar os extratos que contemplavam recomendações ou comentários referentes ao processo de formação dos professores em relação à inclusão de alunos com NEE. Pelos resultados obtidos nos documentos analisados, constata-se, com raras exceções, uma significativa carência de orientações claras e amplas a respeito do tema em questão. Portanto, considera-se que as referidas diretrizes precisam ser aprimoradas em relação à questão em pauta. Com base nos conhecimentos desenvolvidos na área, sugere-se que as mesmas orientem a inserção de pelo menos uma disciplina sobre o tema inclusão de alunos com NEE; a inserção de conteúdos afins nas demais disciplinas dos cursos de licenciatura; a disponibilização de estágios em salas de aulas inclusivas, bem como a indicação dos conteúdos a serem trabalhados. Avalia-se que a efetividade do processo de inclusão dos alunos com NEE assenta-se na articulação entre as políticas educacionais e as políticas de formação dos professores.

Contribuições dos estudos de perfil dos graduandos: o caso dos cursos de licenciatura e bacharelado em Química da UNESP/Araraquara

This paper focuses on the profile of students of bachelor and teacher training degree in Chemistry and UNESP/Araraquara. Statistical and comparatives analyzes were performed with a large amount of quantitative data on those who registered and passed the entrance examinations of these courses. This information was interpreted based on the concepts of economic and cultural capital developed by Pierre Bourdieu. The first analysis concerned the approval in entrance exams and brings important conclusions regarding the aspects that favor entering university: confirmation of "preparation courses effect"; major weight of cultural capital in relation to economic capital; and observation of the phenomenon of self-selection in relation to the bachelor's under graduation course. The second analysis points to important differences in the profile of a group of students that could be considered homogeneous due to the choice of chemistry course. In addition to bringing new information on the profile of students of chemistry, our analysis has the merit of translating and quantitatively reveals ideas conveyed in common sense about passing the entrance exam.

La enseñanza de la lengua española en cursos de profesorado a estudiantes brasileños:el foco en la gramática

Esta comunicación se enfoca en la enseñanza de la Lengua Española como Lengua Extranjera; en especial, en la enseñanza de la Gramática en cursos de Profesorado en Lengua Española en Brasil, los cuales suelen otorgar una doble titulación lingüística: los estudiantes se reciben de profesores de Lengua Portuguesa y de una Lengua Extranjera (LE), por ejemplo, Lengua Española. En estos cursos –y específicamente en la Faculdade de Ciências e Letras de Araraquara FCLAr y UNESP-, en la enseñanza de la Lengua Española, la gramática es trabajada de un modo lineal y secuencial, desde el primer año hasta el cuarto y último año de la carrera. En general, lo que se observa en el cuarto año, momento de la focalización en las estructuras morfosintácticas más avanzadas, es que todavía persisten dificultades lingüísticas de las estructuras básicas de uso y funcionamiento de la Lengua Española, lo cual implica un desplazamiento teórico-metodológico del quehacer didáctico del profesor, el cual tiene que adaptarse a las necesidades de cada grupo, una vez que el aprendizaje de la gramática es imprescindible en la formación de estos estudiantes en su formación académico-profesional. Utilizando el desarrollo de la reflexión crítica sobre el proceso de aprendizaje de la gramática de la Lengua Española/LE, articulado al trabajo futuro del estudiante como profesor, se pasa a trabajar con diversificadas estrategias didáctico-metodológicas, las cuales han resultado en un notable aprendizaje de la gramática, así como también en el rol de los actores en este proceso de enseñanza-aprendizaje.

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.