PIBID: Uma contribuição à política de formação docente

This article aims to present a discussion on the impact of the Institutional Program of Initiation to Teaching (Pibid) on teacher formation policy from the experience of the Universidade Estadual Paulista (Unesp). The Pibid contributes effectively to the relationship between university and basic education school constituting a great advance in the politics of initial and continuing training of teachers. The challenges and the possibilities are many, requiring from its direct participants ongoing dialogue and commitment with public school.

Narrativas e atividade docente: perspectivas e desafios metodológicos para a pesquisa em educação e formação de professores

This paper emerges from our research and extension courses university, from our concerns with the initial and continuous training of teachers and the Childhood Education and the early years of elementary school. We had, as a main focus, presenting aspects of some of these referrals effected towards the creation of possibilities for the collective creation of conditions to nourish all those involved in due diligence with a set of knowledge necessary for making decisions and positions on it and in pedagogical practice. Of theoretical and methodological perspective based our research, teacher training processes should meet the expression of their practical actions in order to produce new knowledge relativized, understood based on the circumstances, the social subjects and the social places of those prepare and disseminate. This understanding was responsible for the methodological choices made for the proposition and development of our research, primarily the oral history. Finally, we conclude, among other things, that the uniqueness of what is done, thought and spoken in the world of school and therefore, the practice of educational research through the narrative is full of content for the projection of new shares in favor of improved processes of teaching and learning aimed the formation and activity of teachers and the humanization of adults and children.

LUDIBUS, o ônibus da alegria: possibilidades de estágio extracurricular aliando ensino, pesquisa e extensão

This paper aims to present the Ludibus project, by Faculty of Philosophy and Science of Unesp, Marilia Campus, and placement possibilities offered by extracurricular work of teaching, research and extension education developed by his team. The Project is characterized by the existence of a playful bus, adapted to the development of artistic, recreational and literary schools in Basic Education (Early Childhood Education and Elementary Education, cycle I). It aims to contribute to the process of initial and continuing training of man and women teachers who will serve and act in Basic Education and to offer proposals for artistic and recreational activities for children of kindergarten and the early grades of elementary school, with a view to the creation, appreciation and reflection related to artistic languages and playful. We make use of action research and varied procedures in order to organize and provide activities related to the themes of the project the teachers and children. The results point to good learning opportunities and enriching experiences for the teacher training process, setting up the project in a privileged place for the occurrence of extracurricular period.

A formação de professores para o trabalho com deficientes visuais: uma experiência inicial de colaboração a partir do desenvolvimento de materiais didáticos

Pós-graduação em Educação Escolar - FCLAR

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

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

O ensino de matemática: uma proposta para a aprendizagem dos números

The objective of this study is an analysis of the actions of teacherand students when inserted in the teaching-learning in mathematics classes in a class of third year of elementary school. A didactic proposal construction, was developed taking into account the history of the number as a human, considering its evolution through its conceptual nexus, so that the teaching-learning process would enable the construction of theoretical thought. This paper presents a brief study of teacher education, specifically early carrer, basing themselves in difficulties and knowledge of teaching practice and curriculum framework that guided the didactic proposal. Thus, not only students but also teachers are undergoing training. From the study for the preparation of didactic proposal, the proposal development process in teaching and learning skills and analysis of actions, it was possible to follow the movement of formation of a teacher-researcher in early carrer

Reflexões e observações sobre as novas diretrizes curriculares e a sua influência na formação inicial do professor na universidade

With reference to curricular changes proposed by the CNE Resolution 1 /2002 and CNE 2/2002 on Teacher Education in Basic Education teaching degree - this study aims to analyze the new professional profile proposed in curriculum pedagogy , Physical Education , Science Biology , Mathematics , Physics and Geography . Within the curriculum guidelines was observed in a more normative articulated curriculum, focused on action-reflection- action. A guided design in practical rationality and the skills set without breaking the commitment of the public university with emancipation and quality education . Although there is this understanding we must also attend to the care that must be given to the new guidelines , based on the same reveal great concern with vocational training , with its instrumentation , with the pragmatic and utilitarian dimension of the training process . It is noteworthy that throughout the twentieth century in Brazil , where he fought for educational policies that were to solidify the construction of teacher identity , but the gains have largely remained restricted to the issue of educational reforms and a roster of disciplines , called pedagogical varnish . Therefore, this work is to deepen this thematic perspective , studying the identity of the teacher in the new curriculum design presented by undergraduate courses . Therefore , the central objective seeks to understand how the identity of teacher ( professional profile ) was presented in the proposals for teacher training , as well as the different elements that make up this identity process . Specifically if you want to ( a) identify the proposals of courses for Teachers of Primary Education , UNESP / RC - Institute of Biosciences and Geosciences and Exact Sciences - Biological Sciences , Physical Education , Physics , Geography , Mathematics and Pedagogy - the proposed profile and ( b ) analyze the fundamental knowledge that this professional listing the elements...

A formação pré-serviço do professor de língua estrangeira em curso de licenciatura: crenças e reflexões em experiências de estágio supervisionado em diferentes contextos (sala de aula e teletandem)

This article aims to show the results of an institutional research in Applied Linguistics, which tries to comprehend how the initial teaching practice occurs in diversely figured contexts of foreign language teaching-learning (on-site and virtual), as well as how such contexts may mutually favor and encourage reflective and critical training of the language teacher in/for a contemporary world. It´s possible to notice a reflective attitude of four Brazilian foreign language (Spanish, English and Italian) teachers in initial training, especially regarding some aspects related to the teaching-learning languages process, such as roles of the participants; relevance of meaningful interaction; engaged cultures; teaching of a foreign language and mother tongue teaching as foreign one; teaching and learning typologically similar languages; constitution of the place to learn-teachIt´s possible to notice a reflective attitude of four Brazilian foreign language (English, Italian and Spanish) teachers in pre-service education, especially about some aspects of language teaching and learning process, such as the role of the participants; the relevance of significant interactions; the involved cultures; the teaching of a foreign language and the teaching of the mother tongue as a foreign language; the teaching of similar languages as Portuguese and Spanish; and the constitution of the place of teaching and learning languages. The results indicate that the experience of experiencing the dynamics of a conventional didactic context of language teaching (classroom), alongside to the experience of teaching and learning in a context of virtual educational settings (teletandem), it was especially important for the critical training of the future language teachers and to the awareness about the practice of teaching languages in times of technological innovation.

O saber experiencial na formação inicial de professores a partir das atividades de iniciação à docência no subprojeto de química do PIBID da Unesp de Araraquara

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Concepções do professor de arte sobre aspectos de sua formação para atuar com alunos surdos

Pós-graduação em Educação - FFC

Formação inicial de professores de ciências: reflexões a partir das abordagens das estratégias de ensino e aprendizagem em um curso de licenciatura

We developed a case study aimed to identify and to analyze how the approach to teaching and learning strategies occurs in a science teaching degree course and what are the possible influences of this formation on the pedagogical practice of these educators. The analysis focused on documents, questionnaires and interviews with lecturers and students. There is reduced diversity of strategies in the disciplines of the specific area, with prevalence of expository classes and of laboratory, and the lecturers seem to believe that a good knowledge of specific content is enough for teaching. Despite that pedagogical disciplines do explore diverse practices, many students incorporate the academic view prevailing in the course, repeating the model of their lecturers. We stress the need for initial teacher training to take into account both aspects, the domain of the specific contents and the best ways to mediate them, forming intellectuals able to discuss and to redraw their educative actions in a perspective of transformation of the reality.

A temática da violência escolar na formação docente inicial: das lacunas existentes às discussões necessárias

This paper emerged from a reflection on the troubles afflicting and shocked teachers, especially early in his career, among which stands out both in studies and in reports propagated by the teachers themselves: the violence manifested in and out of classrooms. Given this finding and the obvious need for overcoming beyond ephemeral measures, this research outlines two equally important goals: a) incite the discussion of violence at the time of initial teacher training as well as the emergence of new studies concerning this subject in academic research and b) transgress the tradition of research that consists in recommending prescriptions to be applied about how banning school violence, disregarding the peculiarities of each context. These objectives are derived from following question: which strategies are developed in undergraduate courses that aim to preparing of future teachers to deal with the phenomenon of violence in elementary school? Intending to answer this question and, therefore, contemplate the objectives outlined we opted for specialized bibliographic material analysis, systematically selected as the method. As a main result, it was found that the discussion of the theme of school violence in the initial teacher training is something still scarce in practice and incipient in the sphere of research. Therefore, we emphasize the importance of strengthening of this discussion so that when they get into career teaching, future teachers feel adequately subsidized up to face the everyday challenges that may manifest over the profession.

Educação ambiental e formação de professores de biologia no município de piracicaba/speducação ambiental e formação de professores de biologia no município de Piracicaba/SP

Early this century, several crises are intertwined and the environmental crisis is the most global of them all. In this context, emerged as an environmental education learn to overcome the crisis. This article aims to discuss the ideas of biology teachers in the city of Piracicaba-SP on Environmental Education and from there to reflect on the theme of inclusion in the initial training of teachers. The methodology used a structured questionnaire-based instrument VOSTS (Views on Science-Technology-Society), produced by Aikenhead and Ryan (1992) and the data were analyzed qualitatively. The results indicate that the biology teachers surveyed still have a naive conception of environmental education and training courses need to commit to structural and curricular changes that make the effective insertion of the subject in teacher training in the region studied.

A (des)informação dos gestores/as e professores/as em sexualidade e educação sexual-relato de uma experiência

The present study aimed to know the training and guidance for managers and teachers in sexuality, in order to ascertain whether there was a demand for a training course covering these topics. The participants of this study of the qualitative and quantitative nature were managers and teachers of a municipality in the state of São Paulo, Brazil, more precisely 40 professionals who were invited to participate in a study by answering a questionnaire with semi-enclosed 20 questions. The purpose of this instrument was to know their training and information on sexuality. In general, in various questions about the trajectory of these professionals, contained in the questionnaire, it was evident the lack of training in sexuality and related issues, denouncing the training demand in this area. Considering this, it was developed and implemented a training course on sexuality for these professionals, which was conceived to treat different subjects in order to instigate in them a rethinking about the importance of sex education in the school environment. The results obtained so far show the mobilization of them in order to implement the proposed sex education in the school where they are working. Anyway, we know that there is much to do considering contributing in training of sexuality education, but this initiative shows that it necessary to provide more opportunities for initial and continuing education for these professionals.

Parceria entre universidade e escola pública: Pibid e Núcleo de Ensino e suas contribuições para a formação inicial dos licenciandos do curso de Pedagogia FC/Bauru

The initial teacher training can be enhanced with the participation of undergraduates in specific programs aimed at the relationship between the university and the primary education system, such as Pibid and Education Center, promising initiatives that aim to strengthen the transition from student paper the teacher. Given the importance of such programs, we analyzed in this study the impacts of the partnership between university and public school in initial teacher training of undergraduates and graduates of UNESP in Bauru, specifically in the Faculty of Education. The programs selected as objects of study of this research to draw together teaching, research and extension to enhance the link between licensing and school environment promoting the experience of concrete situations of teaching even during training, are seeking to consolidate a horizontal relationship between university and public school to both involved understand and contribute in some way to solve the dilemmas faced by the education system. In addition to identifying the similarities and singularities between programs and analyze the contributions of those in initial formation, we attempted to verify what challenges and solutions were experienced by students during the participation in the projects. In general, it can be said that participation in programs such as Pibid and Education Center are key to improving the quality of initial teacher training