Daniil Borisovich Elkonin: um estudo das idéias de um ilustre (des)conhecido no Brasil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Investigando possíveis relações entre alcoolismo, sofrimento psíquico e violência intrafamiliar na perpectiva de mulheres atendidas pela Saúde da Família

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Esporte escolar e emancipação humana: reflexões à luz da ontologia marxiana

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O lugar do afetivo no desenvolvimento da criança: implicações educacionais

This study, of theoretical nature, aims to analyse some propositions of Historic and Cultural psychology about human psyche, especially regarding the constitution of affective processes in relation to child development. Therefore, brings together some principles of Spinozist philosophy that underlie the Vigotskian thought about affections and postulates that, for this school of psychology, on the basis of human development are the social experience and subject-object relation, constitutive of cognitive and affective processes. The analyses developed over the text indicate that social mediators - signs and instruments - subsidize the formation of activity and consciousness in a process that legitimizes the historic and social origin of affective functions. The paper aims to highlight the role of education as a privileged place of access to knowledge capable of transforming ways of thinking, feeling and acting of children through the processes of teaching and learning.

A degradação ambiental do Córrego Ribeirão Preto: uma proposta metodológica para o ensino de geografia no ensino médio

Pós-graduação em Geografia - IGCE

Aprendizagem e comportamento humano

Neste livro o leitor poderá compreender os processos de aprendizagem e comportamento na vertente pedagógica e clínica, considerando as diferentes pesquisas e reflexões teóricas apresentadas, sustentadas pelas contribuições dos estudos das Habilidades Sociais, dos pressuspostos teóricos da Psicologia Histórico-Cultural e da Análise do Comportamento tendo como pano de fundo a inclusão social e escolar. O livro pode ser um material de consulta importante para pesquisadores e interessados no tema

Diversidade sexual e ensino de ciências: buscando sentidos

Pós-graduação em Educação para a Ciência - FC

Significados e sentidos da deficiência adquirida em policiais militares

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

Educação bilingue para surdos: práticas discursivas em tempos de exclusão

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

Sentido pessoal, significado social e atividade de estudo: uma revisão teórica

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

Alunos com surdez e o processo de inclusão: uma análise de discursos sobre sobre Língua de Sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Linguagens expressivas e a formação de professores para a educação infantil: um estudo de projeto pedagógico

Pós-graduação em Educação Escolar - FCLAR

Análise do binômio saúde: adoecimento de professores e alunos

Pós-graduação em Educação Escolar - FCLAR

Alunos com surdez e o processo de inclusão: uma análise dos discursos sobre língua de sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of São Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of São Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Contribuições gerais para o trabalho pedagógico em salas multisseriadas

This article aims at reflecting on organization of pedagogical work in multigrade classes in order to contribute to facing core problems in countryside education and public school in general. We place historically and question school grading and then discuss teaching planning (horizontally and vertically); students' grouping (establishing the difference between group and grouping) and the necessary grouping for promoting learning. We seek to provide elements that evoke analyses of graded classroom standardization. We point out that in both multigrade and graded classes there are possibilities and limits for pedagogical practice. In this regard, we invite teachers to operate towards overcoming these limits by optimizing the concrete possibilities they find, mainly those regarding multigrade classes, which are the focus of our attention in this article.