Educação Ambiental e o Trabalho com Valores: reflexões sobre uma experiência de formação continuada

O presente artigo relata as reflexões de um grupo de professoras do Ensino Fundamental da Rede Municipal de Rio Claro, a respeito de suas experiências em um curso de formação continuada que tratou da Educação Ambiental e o trabalho com valores. São apresentadas também suas considerações sobre a formação, atuação docente e sobre os cursos de formação continuada de professores.

Influência da tecnologia educacional na avaliação do conhecimento de portadores de hepatite C crônica sobre sua doença e aderência ao tratamento antiviral

Pós-graduação em Fisiopatologia em Clínica Médica - FMB

Educação permanente em gerontologia para agentes comunitários de saúde

Pós-graduação em Cirurgia Veterinária - FCAV

Educação em tempo integral e programa mais educação: aproximações e distanciamentos das regiões brasileiras em relação à meta prevista no projeto de lei do novo Plano Nacional de Educação (PNE)

This work presents a framework for full-time education in Brazil, analyzing the levels of proximity and distance of the Brazilian regions in relation to achieving target paragraph 06 of the bill of the new National Education Plan, which establishes the offer of full-time education in at least fifty percent of public schools, and at least twenty-five percent of students in basic education. It aims to determine the contribution of the “Mais Educação” (More Education) Program of the federal government in fulfilling this goal.

Reflexão sobre pesquisa colaborativa: articulações escola e universidade (Ciência do Sistema Terra, Currículo e Formação de Professores)

This work was born from public presentation done during 8th Meeting in High Level Education Program at University Moura Lacerda, Ribeirão Preto, SP, Brazil, in October 2012. That time showed up theoretical hypothesis of teacher education done by a collaborative research group of teachers and researchers and main results for Pedagogy course and students of basic levels. This paper intends to show up the findings of researches done by group of studies for Earth System Science and teacher education. The aim is to think about curriculum politics and teacher education from teachers’ practices, researches and studies on high school level. Moreover, we show up theoretical fundamentals which guide our actions and think. After we treat of organization, results and curricular innovations guided by Earth System Science and how that changes the view of nature of teachers and students. Qualitative methods of research help to describe curricular processes collectively done together with teachers of public schools. Our findings show up that teacher education must be a long, collective and interactive process to prepare high level teachers and researchers for teaching and teacher education.

O Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) e suas implicações no contexto de uma escola estadual no município de Osvaldo Cruz/SP

Pós-graduação em Educação - FCT

Metabolic Syndrome Criteria As Predictors of Insulin Resistance, Inflammation and Mortality in Chronic Hemodialysis Patients

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Analysis of criteria for metabolic syndrome in a population-based study of Japanese-Brazilians

Objective: Criteria for metabolic syndrome (MS) differ particularly regarding the definition of central obesity and consequently, there could be differences in the assessment of cardiovascular risk. We estimated the prevalence of metabolic syndrome, compared the agreement of the World Health Organization (WHO) criteria with the standard and a modified National Cholesterol Education Program (NCEP) criterion and investigated whether additional factors were associated with the diagnosis of the syndrome in a Japanese descendant population.Methods: In this cross-sectional, population-based survey, 1166 Japanese-Brazilians (533 men, 633 women) aged 57.4 +/- 12.4 years with mean body mass index (BMI) and waist of 25.2 +/- 4.0 kg/m(2) and 84.5 +/- 10.6 cm, respectively, were included. McNemar and kappa statistics were used to assess the concordance between WHO criteria with the standard and a modified NCEP criteria (waist of 90 and 80 cm, for men and women, respectively). in logistic regression analysis, a number of metabolic variables and albumin-to-creatinine ratio were included to test independent associations with metabolic syndrome defined by the modified NCEP criteria.Results: According to WHO, 55.4% (95% Cl 52.5-58.2%) of the subjects had MS and to NCEP 47.4% (95% Cl 44.6-50.0%). WHO criterion detected 48.3% of central obese subjects while NCEP only 14.0%. Kappa statistics showed a good strength of agreement (k = 0.67, p < 0.01) between WHO and NCEP standard definitions of MS. Using the modified NCEP criterion for Asians, more subjects with metabolic syndrome were identified (58%) and agreement with WHO was improved (k = 0.72, p < 0.001). However, similar Framingham risk scores were attributed to the subsets of subjects classified by any of the three criteria. Areas under the receiver operating characteristic curves, obtained for the modified waist values to diagnose metabolic syndrome according to WHO, were > 0.80 and corresponded, respectively, to sensitivity and specificity of 63 and 83% for men and 77 and 72% for women. In final logistic regression model, age, male sex, BMI and homeostasis model assessment-insulin resistance but not with albumin-to-creatinine ratio (ACR) were independently associated with the syndrome.Conclusions: High prevalence of MS, independent of the criterion considered, was found in this Japanese-Brazilian population. The replacement of waist cutoff by those proposed by WHO for Asians lead to this diagnosis in a higher number of subjects with elevated cardiovascular risk. Our data did not support that ACR should be included in the classical definition of MS in Japanese descendants as previously suggested by WHO.

O léxico e seu uso em textos de alunos de língua estrangeira: um estudo descritivo pautado na Linguística de Corpus como subsídio para o ensino.

The aim of this article is to present part of the results of a study concerning the lexicon employed by students learning Spanish language in a Languages degree (Undergraduate Education program). We describe the use and the context in which two verbal forms occur. We made use of Corpus Linguistics theory in order to compile two corpora of descriptive and argumentative compositions and observe the use of two Spanish verbs (haber and tener – third person singular). 250 compositions from first and second year students were collected. The WordSmith Tools software was applied to generate the list of words and the list of concordance. The verbal forms hay and tiene were the most used, and in some cases they were applied inappropriately when compared to the traditional Spanish grammar and to an electronic corpus. The results were discussed in class and were important to raise consciousness in relation to the students’ textual production.

Formação continuada do professor de educação física em tecnologia assistiva visando a inclusão

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

Atividade de estudo como fundamento do desenvolvimento do pensamento teórico de crianças em idade escolar inicial

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Cultura digital e educação para a mídia: análise do programa Mídias na educação

Pós-graduação em Comunicação - FAAC

As atividades circenses e a formação continuada de professores: análise de um processo

Circus activities have formed over the years as an important content to be exploited by the teachers in the school environment, and current projections, the inclusion of circus activities in physical education classes has been presented and defended by several authors. That being so, the objective was to offer a continuing education program thematising circus activities having as research focused on the analysis of this training process, as well as their implications, contributions, opportunities and challenges for teacher pedagogical practice. The research, qualitative, was developed in two phases: a questionnaire for physical education teachers working in public schools in order to highlight the reasons for the absence of most of the teachers in the training program. The second phase included the development of the continuing education program content circus activities in the continuing education of physical education teachers, the two teachers in the school environment, as well as analysis and reflection of teacher participation in the training program, described in daily class and daily meetings ending this step with a final interview. Participated in the study, 13 physical education teachers of the municipal school system of a city of São Paulo, of which only two teachers participated in the development of the training program in schools. The teachers manifestations through the questionnaire and participation in the training program showed that teachers make themselves available to participate in continuing education programs, however, the priorities of each teacher (such as family, leisure or other chores) can demarcate difficulties in establishing common to all teachers moments, preventing the effective participation of teachers within the continuing education programs. On the other hand, the school is set up as a rich space of experiences and exchanges of experience, contributing to the development of continuing education programs

O processo de construção da Unesp Corporativa

The article presents São Paulo State University Corporate Education Program – UNESPCorp – whose target is to evolve the staff of institution in order of their professional improvement, using distance education technologies (D-learning). The UNESPCorp pilot project started with the Improvement in Bidding and Public Employment curse. The curse was taught on the second semester of 2012 and received 130 employees representing all UNESP campuses. The text was divided in two parts, the first part recovers historical context which introduces the Corporate University. The second part presents challenges and advances represented for the first version of course, even as its pedagogical structure of operation.

A (in) existência da sexualidade no curso de pedagogia: o currículo oculto em evidência

The curriculum is an important instrument, through which are outlined the main aspects to be achieved in the educational context . It can be real, occurs in the classroom as a result of the education program, and be hidden normally be transmitted without being mentioned by teachers. Sexuality although it is not integrated with the components of the formal curriculum, and is present in said prohibited school , the way you act, speak and articulate the school community , expressing itself through the hidden curriculum. Considering this, the present study based on qualitative and quantitative aimed to analyze the curriculum of a course in pedagogy of a State University located in the State of São Paulo, as well as giving voice to students of that course in order to analyze if sexuality is to clearly present the formal curriculum. Therefore , a study of the documents in that course , but precisely its curriculum process n º 342/89 , their volumes I to IX , the period extending from 1959 to 200, as well as the curriculum in force until the year 2007. In addition, we used a closed questionnaire containing 20 questions which included the participation of 70 students Pedagogy daytime and night of that educational institution. Since its initial curriculum to the latest nonexistent space for disciplines sexuality, and the ' progress ' that can be noted is the introduction of the limited elective courses that no longer exist in the current course. In the words of most students sexuality is not a matter encompassed in that course. These data show that both the real and the hidden curriculum does not give due importance to this issue. Therefore, it is imperative that this course, as well as the different undergraduate courses, should adhere to sexuality need to be part of the actual curriculum, in order to allow students access to this knowledge.