A inserção da educação matemática crítica na escola pública: aberturas, tensões e potencialidades

Pós-graduação em Educação Matemática - IGCE

O distanciamento entre a formação e a prática profissional

The training of the dentist should be aligned with the demands of social needs. For this to happen, contents related to the main problems faced by the population, such as domestic violence, must be addressed in their education. The present study aims to evaluate the degree of knowledge of dentists in relation to domestic violence, as well as verify that the Curriculum Grades of five private Higher Education Institutions (HEIs) and five state HEIs are in accordance with what is required in Curriculum Matrices established for undergraduate dentistry. It is a cross-sectional study with the application of a questionnaire to dentists of Basic Units of a small municipality in the interior of São Paulo and analysis of the Political-Pedagogical projects and curricular matrices of the HEIs. It was found through this research that only 9.1% of dentists know how domestic violence cases are recorded, 20% are familiar with the legislation and all the professionals are not aware of the records of notifications of violence. With respect to the curricula, between 86.37% and 94.12% of the curriculum content is focused on technical disciplines. A lack of professional efforts in addressing the problem in what refers to the identification and reporting of cases and, the lack of awareness of the legislation on the subject was found. There was also the need to adapt the curricula of the HEIs towards an approach of the subject, seeking to adequate them by the demand of the society with regard to the responsibility of the dentist in the treatment, notification and prevention of the phenomenon.

Com que conteúdo eu vou ao currículo que você me convidou? Geografia e história no ensino fundamental

This paper intends to reflect on the search, in the process of teaching formation, of pre-defined contents for the teaching of Geography and History in the series of primary school. This desire for clarity about the appropriated contents for the various series often overshadows the real need to clarify what is the goal of teaching this or that content. It is necessary, in the teacher training, resume and historically contextualize this search for curriculum contents. The risk of prioritizing the discussion about contents is transforming the contents itself into the content goals of education. Reifying the contents contributes to the common process of disconnect teaching from learning. In this case, the educational process becomes a contest of teaching contents, not bothering if these contents were or not learned by the students, which makes education extremely conservative. This phenomenon has it origins in the 1970s, during the curriculum discussions of the various areas of school knowledge. Since then, the concept of didactic transposition has been questioned progressively, in which the curricula were designed as adapted teaching to lower levels of scientific knowledge produced in universities – the place for higher education. The school knowledge, since the 1970s, is considered as autonomous. In other words, knowledge in dialogue with university science, but with typical characteristics of education in school systems. If the curriculum of primary and secondary educations is not the result of the didactic transposition, what content it should be made of? The current paper touches this issue, but subordinates it to most relevant questions about the purposes of learning in inseparable connection with teaching.

Educação física escolar: estado da arte e direções futuras

The aim of this paper is to characterize and discuss the School Physical Education as a profession and subarea of research in the broader academic fi eld of Physical Education and educational research. To do that, it initially defi nes the difference between research in School Physical Education from research about School Physical Education, and point out the themes and research hypotheses for this subarea. It also analyses 289 articles characterized as research in School Physical Education, published in 11 Brazilian periodicals, classifying them in the following categories: “level of schooling”, “bodily practice” and “theme”. The results indicate that the majority of studies are carried out in elementary school, in “games” and “sports”, and in descriptive and interpretative research in School Physical Education practices in several dimensions and interrelations. In conclusion, it points to the need to a focus in the research in teaching, the implementation of public curricula, and teacher education. Finally, it alerts to the need for Brazilian postgraduate programs in the academic fi eld of physical education to invest more in research in School Physical Education subarea.

A institucionalização do Turismo como curso universitário: décadas de 1960 e 1970

This text is about the appearing of Tourism graduation courses in Brazilian colleges. To this, the creation of the curricula at the Federal Board of Education was studied and the emergence of Tourism graduation courses offered by private universities. The creation of the first Tourism course in a public university – at the beginning of the 70’s at the School of Communications and Art of São Paulo University – is emphasized.

Establishing common elements among some science education references as a resource to design a Didactics of Physics program for teachers initial education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O impacto dos termos competências e habilidades na prática docente de uma professora paulista

The article aims at discussing how the official documents of the curricula of the state of São Paulo, as well as the state's in service teacher training initiatives, provide to teachers guidance towards the development of competencies and skills, with the ultimate objective of guaranteeing successful student performance. The study used semi-structured interviews with a public school teacher in the state of São Paulo, which took place during six meetings. The findings show how the Curriculum of the State of São Paulo, which is part of the System of Assessment of Scholastic Performance in the State of São Paulo (SARESP), when asking elementary school teachers to fulfill the task of affording students the development of competencies and skills, is not effective in its guidance as for the ways of carrying out and modifying teaching practices.

Agrotóxicos - toxidade versus custos: uma experiência na formação de professores com as questões sociocientíficas no ensino de ciências

In this paper, we propose the socio-scientific issues (SSI) as an effective part of the curriculum of the ideals of the STSE movement in education. Furthermore, we have developed in a secondary school, in a rural community in the state of São Paulo, activities of continuing education for teachers in the discussions of SSI in the classroom. To understand and reflect on the situations resulting from these practices, we considered the participant research and the content analysis from the audio records of the weekly meetings between the teachers of this school and graduate students from a nearby university.Given this,we could understand how these issues should be part of people's lives, teachers must present motivation for the work, they need information,exposition of the arguments involved, mustrelate content and curricula, but, all this,aiming at the necessary critics of the aspects that can make this an instrumentalized practice. At the end of this clipping of our doctoral research, we were able to consider evidences on how teachers were inserted in the training process, with their involvement in the discussions and practices with the ISS.

Discutindo a EaD no ensino superior: dando voz aos alunos

The work appeared before the process of articulation and curricular restructuring of Pedagogy courses conducted at the request of the Dean of undergraduate studies at UNESP. The documents surveyed pointed out that, although all courses obey the same laws, curriculum organization of each features singularities, where the course of pedagogy of Bauru (SP) is the only one which is distinguished by the presence of disciplines that work with the issue of technologies. Thus, we have as objectives: to analyze a proposal of curricular use of distance education; map of the curricula of pedagogy of UNESP with respect to technologies; Verify there is possibility of use of a virtual learning scenario in teachers ' initial formation. Thus, there was a didactic experience of use of distance education, which happened in 2010, 2011 and 2012, with students of the first and third year of the course. Were job steps: 1) literature review; 2) study of official documents of the courses of pedagogy of UNESP; 3) elaboration and execution of a didactic proposal of virtual learning environment; 4) description and categorization of data; 5) analysis and interpretation of results. We conclude that there is a need for reorganization of curriculum Pedagogy courses on the use of technologies and virtual learning environments are theoretical and practical articulation opportunities.

Perspectivas dialógicas para o trabalho com a leitura em sala de aula: letramento literário no ensino fundamental

Pós-graduação em Letras - FCLAR

Análise dos conteúdos de língua portuguesa do “Programa Ler e Escrever” em uma escola municipal de ensino fundamental

Pós-graduação em Educação - FFC

Educação, Estado e Poder: o ensino médio em debate na Revista Brasileira de Estudos Pedagógicos (1962-1972)

Pós-graduação em Educação - FFC

Do improviso às possibilidades de ensino: estudo de caso de uma professora de matemática no contexto da inclusão de estudantes cegos

Pós-graduação em Educação Matemática - IGCE

A prática como componente curricular via Projeto Integrado de Prática Educativa (PIPE) no ensino de estatística na Universidade: implementação e implicações na Formação Inicial do Professor de Matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)