Atratividade da carreira docente no curso de licenciatura em pedagogia: dilemas, escolhas e inser����o profissional

Escolher uma profiss��o e pensar sobre a inser����o no mundo do trabalho tem se tornado tarefa cada vez mais dif��cil para os jovens. V��rios s��o os fatores que podem influenciar na decis��o como: as caracter��sticas pessoais, habilidades espec��ficas em determinada ��rea, o contexto hist��rico e o ambiente sociocultural em que o indiv��duo vive, entre outros (GATTI, 2009). A decis��o de uma profiss��o ir�� influenciar de forma direta ou indireta sua vida financeira, pessoal, familiar, entre outras ��reas. (SANTOS, 2005). Dentre as diversas profiss��es existentes, no presente trabalho destacaremos a carreira docente, tendo como objetivos: 1. Investigar junto aos alunos do curso de Pedagogia da UNESP de Rio Claro as raz��es para a escolha da doc��ncia como profiss��o e; 2. Identificar no ��mbito desse curso os dilemas e as perspectivas que s��o apontadas por esses estudantes no universo de sua forma����o e futura profiss��o. Optamos pela pesquisa qualitativa, tendo como paradigma o construtivismo social, pois parte-se do pressuposto de que as pessoas agem em fun����o de seus valores, cren��as, sentimentos e percep����es. Na coleta de dados utilizamos como instrumentos o question��rio, a entrevista semiestruturada e an��lise de conte��do no tratamento dos dados, tendo como participantes 60 estudantes de Pedagogia na aplica����o do question��rio e 12 participantes escolhidos para a entrevista, sendo tr��s discentes de cada ano). Entre os resultados encontrados observamos a forte influ��ncia que a fam��lia, os professores e a escola desempenham no jovem que est�� em processo de decis��o profissional. Em rela����o a escolha do curso de Pedagogia, vimos que a motiva����o principal apontada pelos estudantes ficou no campo da satisfa����o pessoal, o gostar da profiss��o/��rea da educa����o apesar dos autores apontarem a doc��ncia como sendo pouco atrativa pelos jovens por diversos fatores... (Resumo completo, clicar acesso eletr��nico abaixo)

O debate modernidade / p��s-modernidade e a crise socioambiental: um estudo sobre teses e disserta����es brasileiras em educa����o ambiental

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

Concep����es e pr��ticas declaradas de ensino e aprendizagem com TDIC em cursos de Licenciatura em Matem��tica

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

A forma����o pr��-servi��o do professor de l��ngua estrangeira em curso de licenciatura: cren��as e reflex��es em experi��ncias de est��gio 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.

Cren��as sobre compreens��o oral em l��ngua estrangeira de alunos concluintes de um curso de Licenciatura em Letras

In this article we present and discuss a number of beliefs about listening comprehension among students who were in their last year of a teachers��� certification Letters course in Italian and Portuguese. The data were collected by means of questionnaires answered by all the participating students, logs and interviews conducted with five of the participating students, classroom observation, lessons recorded on audio and video, and diaries. The study is supported by a rationale on beliefs and on definitions of listening comprehension as a skill. The analysis indicate that a number of students showed lack of motivation and low expectations about developing oral comprehension skills due to several drawbacks in foreign language learning during their teacher education course. However, other beliefs that emerged from the data, such as the importance of visual aids to help understanding an oral text, seem to have a positive effect towards a satisfactory proficiency level in oral comprehension.

Mulheres na licenciatura em f��sica: uma perman��ncia limitada

Apresentamos os resultados de uma pesquisa que procurou compreender os fatores respons��veis pela desist��ncia e perman��ncia de um conjunto de estudantes mulheres em um curso de forma����o de professoras e professores de F��sica. Para tanto, identificamos as estudantes (desistentes, concluintes e regularmente matriculadas), contatamos elas por meio de uma rede social e por e-mails e, solicitamos que respondessem um question��rio. As informa����es obtidas foram analisadas mediante a An��lise de Discurso, na vertente de Michel P��cheux. A an��lise apontou diferentes fatores para a desist��ncia e perman��ncia das estudantes, bem como imagin��rios sobre quest��es de g��nero. As sequ��ncias discursivas apontaram um imagin��rio no qual os docentes do curso s��o porta- vozes de um ide��rio hist��rico patriarcado, que pode repercutir no rendimento, na baixo estima e na desist��ncia do curso.

A presen��a das TIC no curso de licenciatura em matem��tica da UNESP - campus Guaratinguet��

This research shows an investigation on teaching formation in regards to the TICs. Our interest in this subject is due to the fact that new generations of students who attend school require that the classes make use of technology in the classroom environment. By following the phenomenological orientation we have carried out a study which involved a field research at the College of Engineering in Guaratinguet�� using the graduate as well as senior students of the Bachelor's Degree in Mathematics of this university. We have analyzed the data under the light of texts of the following authors: Filho (2007), Valente (1993), Miskulin (2006), Borba and Penteado (2001) among others in order to understand the teacher`s formation process to act using technologies in the classroom and its relevance. The data that has been analyzed was obtained in interviews which were conducted with the students of this university. The interviews were transcribed and analyzed according to the rigor of phenomenological research procedures involving ideographic and nomothetic analysis. This analysis has led us to three open categories: 1) Mathematics learning through TICs; 2) Technologies that have been used; 3) Teacher`s role. By understanding the open categories we have been able to grasp that the students -future teachers- admit feeling capable of using technology in their classes, however their testimonies in regards to the TIC`s have led us to believe that there would be a reproduction of the content studied at their time at college without using further reflection upon the subject or autonomy in order to create new projects for teaching Mathmatics using these TICs

Defici��ncia intelectual e adapta����o curricular sob o olhar de teses e disserta����es

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

Forma����o inicial de professores de ci��ncias: reflex��es a partir das abordagens das estrat��gias 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.

As tem��ticas de pesquisa da geografia agr��ria nas disserta����es e teses dos programas de p��s-gradua����o em geografia na regi��o sudeste

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

An��lise das diretrizes curriculares dos cursos de licenciatura em rela����o �� forma����o de professores para inclus��o de alunos com necessidades especiais

As pol��ticas educacionais inclusivas, difundidas a partir dos anos 1990, v��m favorecendo o aumento do n��mero de alunos com necessidades educacionais especiais (NEE) matriculados em classe comum, no entanto, os professores que os recebem, em sua maioria, est��o despreparados para atend��-los. Tomando como base essa situa����o, o presente estudo teve o objetivo de analisar as orienta����es contidas nas diretrizes curriculares dos cursos de licenciatura em rela����o �� prepara����o dos futuros professores para inclus��o de alunos com NEE. Para tanto, realizou-se uma pesquisa documental. Foram selecionados recortes tem��ticos nos textos das referidas diretrizes de maneira a identificar os extratos que contemplavam recomenda����es ou coment��rios referentes ao processo de forma����o dos professores em rela����o �� inclus��o de alunos com NEE. Pelos resultados obtidos nos documentos analisados, constata-se, com raras exce����es, uma significativa car��ncia de orienta����es claras e amplas a respeito do tema em quest��o. Portanto, considera-se que as referidas diretrizes precisam ser aprimoradas em rela����o �� quest��o em pauta. Com base nos conhecimentos desenvolvidos na ��rea, sugere-se que as mesmas orientem a inser����o de pelo menos uma disciplina sobre o tema inclus��o de alunos com NEE; a inser����o de conte��dos afins nas demais disciplinas dos cursos de licenciatura; a disponibiliza����o de est��gios em salas de aulas inclusivas, bem como a indica����o dos conte��dos a serem trabalhados. Avalia-se que a efetividade do processo de inclus��o dos alunos com NEE assenta-se na articula����o entre as pol��ticas educacionais e as pol��ticas de forma����o dos professores.

O casamento entre o ensino religioso e as teses p��s-modernas

This paper aims to base the thesis that the varied currents of the post-modern thought, in so far as have recourse to relativism to a greater or lesser degree, contribute to the legitimation of the religious education in public schools and, in a broader aspect, the religion in the public spaces. The methodological resource used to demonstrate the link between post-modern thought and religious education is the analysis at the historical and dialectical materialism perspective of publications produced to increase teachers on this discipline that is, in compliance with the Constitution, optional for students and mandatory for public elementary schools. The subject of this analysis is the learning content and has as prime concern to highlight the discourse of legitimation recurrent in authors when it is explicit in itself and explicit when it does not. The ���religious education in public schools��� as object of study allows us to understand the relationship between the post-modern thought, with its hegemony space within the human sciences and contextualized in the neoliberal economic environment, and the ���learning to learn��� pedagogies currently hegemonic in the educational landscape. We intend to contribute to the legal debate on laity, the philosophical debate on post-modernism and especially to the debate on the pedagogical theories in the educational fundaments.

A formula����o de uma corrente urban��stica: uma (re)visita ��s teses de Anhaia Mello para S��o Paulo

The present article aims to elaborate an objective analytical panel, initially from the 1920- 1930 when Luiz Ign��cio Romeiro de Anhaia Mello, cathedratic in the urban question, started to quote a series of authors and American plans as references to their reflections, mainly when the point was the verticalization or not at S��o Paulo City. From a broad bibliographic research with the systematization of the register from the debate between Anhaia Mello, this article intends to point out how the transposition of the urbanistic conceptions to the academic environment happened and, at the same time, the legal normatization of the S��o Paulo City that resulted in the creation of a draft of the regulations for use and occupation of the soil. The systematizations and analysis were based in a broad reading of the bibliography and documental sources that refer to the proposed theme. The books of the library of FAU-USP, specifically the one from SAGMACS ��� Sociedade de An��lises Gr��ficas e Mecanogr��ficas Aplicadas aos Complexos Sociais ( Society of Graphical Mechanical-Graphic Analysis Applied to Social Complexes) -, aiming to select papers and the collection of Anhaia Mello��s family, so that a reconstruction of the intellectual and professional journey of the Urbanism Professor. The systematization of the collected data and posterior comparison with the bibliographical study was fundamental for the reconstruction of the reflection of Anhaia Mello about the ways of the urban streets and roads at Sao Paulo City should be lead to on the middle of the XX century having as a guideline the debate between Anhaia Mello ��� very common on the 1950s for less important countries when dealing with the organization of the size of industrial metropolis. It was possible to identify the crystallization of one urbanistic proposal for the city: the from Anhaia Mello, that bet on the reversion of the metropolitan cycle by stopping the urban growth by the application of the theoretical conception of the garden city.

Contribui����es dos estudos de perfil dos graduandos: o caso dos cursos de licenciatura e bacharelado em Qu��mica 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.

Um estudo sobre licenciatura de matem��tica oferecida na modalidade �� dist��ncia

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)