A formação inicial do professor de língua inglesa: teoria e prática em questão

Pós-graduação em Estudos Linguísticos - IBILCE

A política nacional de resíduos sólidos: proposta de adequação para a gestão eo gerenciamento dos consórcios intermunicipais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A formação inicial do professor de geografia e cartografia escolar: práticas reflexivas

Pós-graduação em Geografia - IGCE

Esporte orientação e formação de professores de Geografia: uma experiência como cartografia escolar

Pós-graduação em Geografia - IGCE

Lazer: significados e ressonâncias da educação não-formal do idoso

Pós-graduação em Ciências da Motricidade - IBRC

Formação Contínua em Serviço: o olhar do professor

Pós-graduação em Educação - FCT

Das orientações curriculares de língua estrangeira da educação básica do Estado de São Paulo para as atividades nos cadernos de inglês: uma proposta de avaliação

Pós-graduação em Estudos Linguísticos - IBILCE

Influência de calços na orientação postural de indivíduos com escoliose idiopática

INTRODUCTION: The relationship between the orientation of the segments and the adjustments that can be triggered by shoe lift and insoles in scoliotic patients during maintenance of standing position is unclear. OBJECTIVE: To verify static changes and those associated with unilateral manipulations of shoe lift in the postural orientation in people with idiopathic scoliosis. MATERIALS AND METHODS: Experimental group composed of ten patients with idiopathic scoliosis with double curve (less 10°) and control group with ten participants without scoliosis (aging from 13 to 24 years). Participants were videotaped in upright stance, standing with no, low (1 cm), and high (3 cm) shoe lift, which were placed under right and left shoe. In each condition, the participant maintain upright stance for 15 seconds and reflective markers were affixed on specific anatomical places. Postural angles were obtained: high thoracic; medium thoracic; thoracolumbar; and lumbar, as well segmental angles: shoulder; scapula; pelvis; and knee. RESULTS: In the no shoe lift condition, differences were observed between groups for high and medium thoracic angles and for shoulder. With low and high shoe lift under the right foot, difference was observed between shoe lift heights for high thoracic, for pelvis and knee angles. With low and high shoe lift under the left foot, differences between groups were observed for thoracolumbar angle and between shoe lift heights for pelvis and knee angles. CONCLUSIONS: The shoe lift promotes reorientation in the lower regions of the spine and segments of pelvis and knee. It might be suggested that in the scoliosis with double curves, manipulation in the basis of support changes the alignment of the trunk that might promote structural reorganization and the search of new adjustments among segments in individuals with idiopathic scoliosis.

Objetos de Aprendizagem como recurso pedagógico em contextos inclusivos: subsídios para a formação de professores a distância

This article aims to contribute to the process of inclusion of students with disabilities in regular schools by reporting the results of a survey that aimed to verify whether Learning Objects (LO) are efficient tools in constructing teaching and learning of subject content within the inclusive education context. Participant, tutor and trainer experiences of a distance learning Ministry of Education (MEC) course on Assistive Technology were analyzed. The course was offered to public schools teachers from all over the country. The course activities were recorded in a Virtual Learning Environment (VLE) called TelEduc, along with group reports of course participants. Three categories were selected for data analysis: a) interactivity and feedback from the team trainer; b) applicability of the content covered in the course, and c) new learning. The results showed that LO can promote the learning of subject content. Having been designed as educational resources to support teaching and learning, they can enhance educational inclusion of people with disabilities. As for the process of distance formation for teachers, the course contributed to consolidating sound and efficient training of participants by providing: a closer encounter with the world of technology, the possibility of integration of technology in the classroom; conducting theoretical and practical studies, appreciation of diversity and all students' potential; innovations in strategies and learning resources and reflective action.

Bioética e modernidade: entre o cativeiro da razão e a construção dos direitos humanos

Pós-graduação em Direito - FCHS

Cinema, educação e filosofia: possibilidades de uma poética no ensino

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Teoria da classificação e ontologias: em busca do diálogo necessário

The theory of classification must be committed to new approaches such as ontologies and collaborative classification. Therefore, it was conducted a research of exploratory and reflective aspects, in order to increase the understanding of the phenomenon and to get a greater familiarity with the problem, looking for its more precise delimitation. The reflection shows that it is still necessary to invest in the dialogical approach of knowledge organization tools and that it is necessary to rethink the studies on classification in the context of digital technologies, especially ontologies, which have aspects of derivation, though not always declared, from classification systems.

As relações entre a construção da abstração reflexionante e o conhecimento social: um estudo psicogenético

This article aims to investigate the construction of reflective abstraction and relate it to the construction of social knowledge. So, two methodological tools were applied to 60 students aged between ten and 16 years: a) evidence of the construction of surfaces and perimeters b) clinical interview about the origins of Earth and life. The main results show that participants were presented at more elementary levels of constuction of reflective abstraction and contruction of social knowledge despite the advanced age and schooling. Statistical analysis revealed a highly significant relationship between the constuction of abstraction and social knowledge.

A formação de professores para a educação Inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da Educação Infantil

To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of São Paulo. Such a description was guided through the of the collaborative approach taken subproject “understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education”, developed as one of the phases and as part of larger project called “depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education”. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship.

The Acting in Group of Teachers as Possibility of Resignification of the Interpretation about the Writing Language

Front of the possibility of acting with the teachers who teach in schools of Early Childhood Education for children aged six years, about the re-siginification of the understanding of writing language and of the importance of the child in this age group establish a positive relationship with this mode of language, was developed in 2011, a project linked to the Teaching of UNESP titled “Depathologization learning of the writing and inclusive education: reflections and actions of the teacher of Early Childhood Education”. This project aims to identification of the actions, in the classroom, of the patologization and subsequent implementation of actions depathologization writing by teachers’ actions, considering the increasingly early systematization of formal education of this kind of language in kindergarten. To this end, procedures that characterize the collaborative methodology are adopted. Throughout the methodological course, the engagement of the teachers, of the coordination and of the direction was valued, which seemed to favor both the formation, as the maintenance of the group, were very important aspects to ensure the interaction between its members and the common interest in the reflection about the topic in question. This paper focuses attention on whether thematic axes highlight during the initial survey of the expectations of teachers subsequently addressed in theoretical and reflective meetings leading up to identification of actions the patologization and/or of the proposition of the actions despatologizadoras of the learning of the writing, and in what refers to the way they are addressed.