Projeto dança-cidadã: uma articulação da Cia Estável de Dança de Bauru, poder público e comunidade na promoção da arte-educação

In recent years, the concept of art education has been changing substantially the artistic and cultural education in the Brazilian educational system, particularly in relation to the formation of a critical awareness and practice of citizenship. In this process, the Community Public Relations and Public Communication excel in fostering alliances between government and community. Based on literature review and authors debates, such as Geertz, Santos, White, Freire, Araujo, Barbosa, Kunsch e Peruzzo. Besides the analysis of important materials, official documents and Brazilian projects involving art, culture and education, such as Research-Action Report 2013, the National Plan for Culture, the National Education Plan and the Municipal Act 6119; this paper seeks to explicit this affirmation, assuming the social transformation aiming a full citizenship, as a motivational factor. In this paper we also present a plan that includes a project in art education for the Stable Dance Company and the public elementary schools in Bauru SP

A aula de História como lugar do ensino, da pesquisa e da extensão

The paper presents a work project developed by the Laboratory of Studies and Research in History Teaching of Unesp/campus Assis (LEPEDIH), which the classroom is understood as a place of construction of historical knowledge through experiences, between students, teachers and future teachers that add teaching, research and extension, in a way that occur the approach between university and public elementary schools in order that participants can relate the study of history with their own life.

Medidas de controle da circulação do livro didático para o ensino de leitura e escrita em São Paulo: atuação da commissão revisora de 1918

In order to contribute to the understanding of the history of the teaching of reading and writing and the history of political movement of textbooks in Sao Paulo, Brazil, we present the results of the analysis of the documents produced by the Review Commission Textbook, established in 1918 by the General Board of Education of São Paulo State. This commission aimed to review which books among the already approved by previous committees, should continue as recommended for use in elementary schools in São Paulo. For this, the commission has prepared various reports, which are representative of the actions of the state government to control the circulation and use of textbooks in elementary schools in the early twentieth century.

Análise das comparações e correlações entre problemas de comportamento, práticas parentais e habilidades sociais

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

Need for a continuing education program for toxoplasmosis control

The Toxoplasma gondii infection is very important from the point of view of public health and affects almost all homeothermic animal species, including birds and mammals. In this study, thirty teachers from elementary schools in the northwest area of the state of São Paulo, Brazil, were interviewed about toxoplasmosis. Their students frequented of first to fourth series of the fundamental teaching. The questionnaire with closed questions were: 1) is the cat the main transmitter of toxoplasmosis in humans?; 2) If the cat can transmit toxoplasmosis, how happens?; 3) “If the dog can transmit toxoplasmosis, how happens?”; Is there any other way to acquire toxoplasmosis?; If there are other means of transmission, which can be? After this stage, lectures of short duration were supplied about this disease and reapplied the interview form. The data were analyzed with base in descriptive statistics. We found that there was an assimilation of the concepts on the control of toxoplasmosis by the teachers. In conclusion, there is the need of implanting one continuing education program for the community in general directed to the improvement of basic concepts of toxoplasmosis control.

Distribuição geográfica de agravos nutricionais entre escolares na cidade de Piracicaba-SP, Brasil

The objective was to map the prevalence of nutritional disorders in children attending the 1st to 4th grade of 12 public elementary schools located in the 5 administrative regions of Piracicaba, SP, each with its own socioeconomic profi le, from 2003 to 2006. A total of 16,068 children, divided into 8,133 (50.6%) girls and 7,935 (49.4%) boys, aged 7 to 11 years, were weighed and measured. Their nutritional status indicators heightfor-age (H/A), weight-for-age (W/A), and body mass index-for-age (BMI/A) were compared with those of the NCHS/CDC 2000 reference population and classifi ed according to the z-score cut-off points recommended by the World Health Organization. During that period, the Western Region, which has the lowest socioeconomic indicators, had the lowest z-score medians of the three anthropometric indicators assessed (p<0.0001) and was the only region to have a higher-than-expected stunting prevalence (3.0% with Z < -2). Excess weight prevalence was higher than expected in all regions. The Central Region, which has the highest socioeconomic indicators, had the highest excess weight prevalence (6.0% with Z > 2). Time had a positive effect on the stunted children, reducing the stunting rates in the regions with the lowest socioeconomic indicators. In conclusion, the three nutritional status indicators showed results suitable to the social and economic characteristics of each region. Although nutritional disorders have particular characteristics, they are a problem to the entire population.

Gestão escolar: a prática pedagógica administrativa na política de educação inclusiva

The paper presents the results of a doctoral dissertation that covered the analysis of knowledge involving the everyday teaching and administrative practices of school managers who worked with the proposed construction of a citywide system of inclusive e ducation, while an educational policy. The aim was to follow the school management towards the proposed inclusive educationin three elementary schools in a medium-sized city in the state of São Paulo. The data were collected at the earlier school, a middle-aged one and another recently opened. The stages of the study were: 1) review of literature on: a) qualitative ethnographic research applied to education, b) principles of autonomy, planning, decentralization, c) the education of the school manager and d) relationship between school management and inclusive school; 2) data collection in schools, 3) description and categorization of data and 4) analysis and interpretation of results. To develop the methodology were used observations of the participants, semi-structured interviews, analysis of official documents of the school (internal and external). It was concluded that there is a lack of political-pedagogical project collectively built, a difficulty in developing coordinated actions aimed at the realitiy, problems in interpersonal relationships; a gap gulf between the proposed policy, the discourse about it and the daily practice. The school management is responsible for the construction of an inclusive school, but in the reality studied it was directed at administrative issues at the expense of the pedagogic ones.

Movimentos de um movimento: um estudo sobre os significados atribuídos ao escolanovismo e seus ritmos

Um conjunto de depoimentos coletados oralmente e de fontes escritas disponíveis no arquivo inativo de um antigo Grupo Escolar paulista é analisado em paralelo à literatura sobre o Movimento Escolanovista visando a compreender os modos como um ideário se impõe, no cotidiano das práticas escolares, num ritmo constante de avanços e resistências, alterações e manutenções. Ao mesmo tempo, defende-se que o Movimento Escolanovista – ou qualquer proposta educacional – não é um bloco maciço de significados fixos, mas uma leitura, uma mobilização, uma apropriação que, segundo os vários significados a ele atribuídos, implica a efetivação de algumas práticas no interior da escola.

Cognição Numérica de crianças pré-escolares brasileiras pela ZAREKI-K

The Numerical Cognition is infl uenced by biological, cognitive, educational and cultural factors. It consists of a primary system, called Number Sense that would be innate and universal, also of secondary systems: the Calculation, implied to perform mathematical operations by means of symbols or words and Number Processing, which is divided into two components, Number Comprehension, related with the understanding of numerical symbols and Number Production, which includes reading, writing and coun-ting numbers. However, studies that show the development of these functions in children of preschool age are scarce. Therefore, aims of this study were to investigate numerical cognition in preschool Brazilian children to demonstrate the construct validity of the ZAREKI-K (A Neuropsychological Battery for the Assessment of Treatment of Numbers and Calculation for preschool children). The participants were 42 children of both genders, who attended public elementary schools; the children were evaluated by this battery and WISC-III. The results indicated signifi cant differences associated with age which children of 6 years had better scores on subtests related to Number Production, Calculation and Number Comprehension, as well moderate and high correlations between some subtests of both instruments, demonstrating the construct validity of the battery. In conclusion, preliminary normative data were obtained for ZAREKI-K. The analyses suggested that it is a promising tool for the assessment of numerical cognition in preschool children.Keywords: Mathematics, number, preschoolers, working memory, Developmental Dyscalculia.

O papel dos professores na construção da autonomia moral dos alunos: como pensam e o que fazem

Pós-graduação em Psicologia - FCLAS

Expectativas de aprendizagem e processos avaliativos na educação física para os anos iniciais do ensino fundamental: análise de proposições teóricas e de perspectivas de professores

Pós-graduação em Docência para a Educação Básica - FC

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

Pós-graduação em Educação - FFC

A (trans)formação vivencial: a práxis educativa e a formação para docência frente o papel das narrativas

This work by questioning the methodology and curriculum standardization and the separation between theory and practice, both of the top training courses for educators and schools in general, proposes to investigate, through action research, writing and analysis of narratives drawn from the author's experiences as a volunteer educator for a Brazilian educational project inspired by the experience of the Portugal's Escola da Ponte, the (trans)formation of educators in educational praxis, ie, the training that is not represented in formatting. Experiences, reflections and analyzes developed are in line to share new possibilities in the training of education professionals to effectively contribute to the methodological and curricular flexibility and with no dissociation between practice and theory present in current and anachronistic higher education courses educators, as well as the vast majority of elementary schools, both public and private and secondary levels

Aptidão física associada às medidas antropométricas de escolares do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Avaliação de hábitos de vida e proposta de fluxograma de encaminhamento de escolares com necessidades de cuidado nutricional

Pós-graduação em Enfermagem (mestrado profissional) - FMB