A contribuição dos filmes na formação de professores

Participei do projeto de extensão Grupo de Formação: Diálogo e Alteridade, constituído por graduandos do curso de Pedagogia. Esse projeto está articulado a um curso de extensão, oferecido para professoras coordenadoras, vice-diretoras e coordenadoras pedagógicas do município de Rio Claro, e do qual também participam os graduandos. O curso, ao longo de dois anos (2011-2012), teve a pretensão de promover a sensibilização do olhar através do uso dos filmes. Em virtude das experiências vividas durante o curso e da grande presença das tecnologias em nossa sociedade, a presente pesquisa objetivou compreender quais as contribuições das mídias e dos filmes no ambiente escolar, tanto em relação ao trabalho pedagógico com os alunos como nos processos de formação continuada de professores e gestores. A partir de uma pesquisa bibliográfica realizada nos Anais da ANPEd (Associação Nacional de Pós-Graduação e Pesquisa em Educação) e do ENDIPE (Encontro Nacional de Didática e Prática de Ensino) sistematizei a produção científica que trata dos filmes no contexto educacional. Na busca por compreender quais as contribuições dos filmes para a formação das educadoras que participaram do referido curso, foi desenvolvida uma pesquisa documental a partir dos registros da pesquisadora e das escritas produzidas pelas participantes do referido curso. A pesquisa pretende contribuir para a ampliação e socialização das produções científicas acerca da temática

Inclusão escolar de crianças com necessidades educacionais especiais: levantamento bibliográfico de teses, dissertações e trabalhos de conclusão de curso no acervo online da UNESP

Essa pesquisa teve como objetivo discutir e analisar a questão da inclusão escolar tendo em vista explorar a produção acadêmica a respeito da temática a fim de comparar as tendências metodológicas de estudo e relatar as evoluções históricas ao longo desde a década de 90. Para isso, o presente trabalho está estruturado em três capítulos: o primeiro uma breve retrospectiva histórica cultural entre deficientes, escola e a sociedade; o segundo sobre a formação continuada e inicial do professor inclusivo e o terceiro descreve os resultados do levantamento bibliográfico realizado na base de dados online da UNESP, considerando trabalhos de conclusão de curso, dissertações e teses defendidas entre 1990 e 2013. Os dados coletados foram analisados qualitativamente, com alguns resultados quantitativos. Após a coleta de dados, os trabalhos foram analisados com base nos seguintes critérios: objetivos, local da pesquisa, tipo de delineamento, instituto onde o trabalho foi apresentado, principais resultados, instrumentos e tipos de participantes (quando configurar uma pesquisa empírica). Pretendeu-se verificar, se existe uma tendência na metodologia de trabalhos científicos em relação a esse tema, de pesquisas mais de cunho bibliográfico ou empírico, dado a sua complexidade

A violência em espaço escolar: o que dizem pesquisas brasileiras (2001-2010)

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

Cooperación internacional en ciencia, tecnología e innovación entre Brasil y Colombia durante los gobiernos Lula da Silva (2003 - 2010)

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

Algumas tendências das publicações relacionadas à Astronomia em periódicos brasileiros de ensino de Física nas últimas décadas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de professores e seus saberes disciplinares em astronomia essencial nos anos iniciais do ensino fundamental

This paper presents some outcomes of a broader research on Astronomy Education in primary school teacher's education. From the analysis of the main astronomy subjects thought nationwide and the research outcomes, we identified a set of astronomy contents considered fundamental to the teachers practice. Through a research carried out among a sample of primary school teachers, however, we show that, even in these essential contents, persists alternative conceptions among those teachers. Data collected pointed out, thus, to the necessity of improving teacher's education in this area, taking into consideration astronomy edu cation research outcomes, in favor of a teaching which contemplates, at least, the fundamental contents on this subject.

Os experimentos de Griffith no ensino de Biologia: a transposição didática do conceito de transformação nos livros didáticos

Griffith's experiments regarding bacterial transformation Pneumococcus are regarded as essential when related to DNA/heredity recognition process. The aim of the current study is to assess the didac tic transposition of the concept of bacterial transformation since the Griffith's descriptions until its current approach on didactic books. We realized that the historical context and the relationship between bacterial transformation and DNA recognition as genetic material are poorly explored. The core of our paper is the historical approach of those exper iments. By considering the wide richness of the knowledge that is ranged on Griffith's experiments, we suggest a didactic transposition concerning bacterial transformation in the learning process, involving an integration of contents.

Visões de autonomia do professor e sua influência na prática pedagógica

Currently many studies have highlighted the importance of development autonomy of teachers to improve the quality of education. Our study aimed to explore the concepts of autonomy presented that teachers working in kindergarten and first grades of elementary school. Our aim was to understand how these concepoes helped or hindered the development of the action of the teacher second Contreras (2002). The results showed that the conceptions, presented by the teacher, were high ly individualistic, demonstrate a professional focused only on matters relating to the didactic and pedagogic classroom.

Contextos comunicacionais adequados e inadequados à inclusão de alunos com deficiência visual em aulas de mecânica

This article is inserted in a study aimed at the identification of the main barriers for the inclusion of visually-impaired students in Physics classes. It focuses on the understanding of the communication context which facilitates or hardens the effective participation of students with visual impairment in Mechanics activities. To do so, the research defines, from empirical - sensory and semantic structures, the language to be applied in the activities, as well as, the moment and the speech pattern in which the languages have been used. As a result, it identifies the rela tion between the uses of the interdependent audio-visual empirical lan guage structure in the non-interactive episodes of authority; the decrease in the use of this structure in interactive episodes; the creation of educa tional segregation environments within the classroom and the frequent use of the interdependent tactile-hearing empirical language structure in such environments.

A comunicação como barreira à inclusão de alunos com deficiência visual em aulas de Física Moderna

This article is part of a study that seeks to understand the main barriers to the inclusion of visually   impaired   students   in   learning   Physics.   Analyzing  modern physics classes, we examine the difficulties in communication between teachers and visually impaired students. Our study emphasizes the analyses of empirical­sensory and semantic structures of speech, indicating factors that may hamper  students’ understanding in the classroom. We recommend alternative procedures that aim to facilitate the effective participation of students with visual impairment in the communication process, such as:  elimination of the interdependent   audiovisual structure and the exploration of the communicational potentialities of a speech based on empirical structures whose accessibility does not depend on visual skills.

A vergonha na escola: uma análise fenomenológica dos discursos dos alunos

It is common to feel shame in any age. This research reveals the meaning of the shame to children from a municipal school of Valinhos city (São Paulo – Brasil). The point of view of some authors who treat the subject was considered and the shame was analyzed in the student‟s experience of life The method employed was the Qualitative Reserach of the Situated Phenomenon, throug the analyses taken from each pupil and, subsequently, from the general characteristics of the speechs. The shame is every associated to the failure, to the act of err by incompetence or desobedience. Just like the authors studied show, the shame has the feeling and the thinking toghether in the children: the racional and the emotional. The shame could be considered like a circuit: the failure lead to insecurity, fear and shame. Shame is a component of the learning and sometimes can be a limit to it. Children reveals how and when they fell shame. Some authors advise that the selfconfidence and the belief in being able to do the proposed task reduces the chances of the error and, consequently, to the shame.

Ensino e aprendizagem de Biologia em trilhas interpretativas: o modelo contextual do aprendizado como referencial

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Rivalidade entre Torcidas de Time de Futebol: violência nos Estádios

This research reveals an understanding that football fans have about the rivalry between fans. The fans believe that their rivalry on the one hand encourages teams, but when it passes the limit becomes violence and vandalism. The fans who attend the stadium are no longer made by families and are increasingly being criminals and delinquents who ruin the spectacle of football

Alterações antropométricas de lesados medulares após treinamento intervalado em natação

The goal of this study was to assess the alterations in some anthropometric measures of sedentary subjects with spinal cord injury after a swimming interval training program with the use of a lifejacket. The study included 17 male spinal cord injured subjects, divided into two groups: 11 subjects in the training group (TG) and 6 in the control group (CG).The protocol employed a stroke of breaststroke, in work periods of moderate to severe, and stroke in the back stroke in periods of active recovery. An anthropometric evaluation was applied before the application of the training protocol and another (reevaluation) after 8 weeks. In the TG, the results obtained after the swimming program showed a significant change (p < 0.05) in the supra-iliac (SICF) and in the triciptal cutaneous folds (TCF), arm and waist circumference measures, from the first evaluation to the reevaluation. In the CG there were no significant changes observed in any of the variables studied. When comparing the two groups after the swimming training program, the average of the variable SICFT in the TG was significantly lower than the average for the CG. Generally speaking, the out comings showed the swimming protocol efficiency in promoting desirable anthropometric changes in spinal cord injured subjects while a reduction of fatty tissue in the arms and abdominal region and an increase of muscular tissue in the upper limbs of those subjects also occurred.

Capacidade de força dos membros superiores em competidores de montaria em touros

This study did evaluate the handgrip strength capacity of bull riding practitioners and recreational practitioners in order to obtain parameters of the muscular fitness of subjects undertaken this sports practice. Twenty right-handed subjects were grouped into bull riding athletes (10 individuals at AMT: 174.5 ± 5.2 cm of height, 78.9 ± 12 kg of body weight, 24.7 ± 6.1 years, and 13,8 ± 2.4% for body fat) and non-athletes (10 subjects n-AMR: 178.5 ± 7.3 cm of height, 81.2 ± 8.8kg of body weight, 21.7 ± 2.3 years, and 13.8 ± 1.9% of body fat). They were underwent to protocols of handgrip strength evaluation by a standard and specific dynamometry (simulating a bull riding posture) of right (DPD e DED) e left (DEP e DEE) hands. The dynamic force values from one repetition to maximum test (1RM) were either obtained in conventional load-based system for upper limbs exercises. The values were compared by the test-t for independent data, assuming ρ ≤ 0.05. The relationship between the values of strength from handgrip and dynamic exercises were drawn by Pearson correlation. The results of the AMT to DPD (43.8 ± 6.8kgf), DPE (39.4 ± 7.7kgf), DED (44.9 ± 5.6kgf), and DEE (39.8 ± 8.3kgf). For the n-AMT in DPD (47.0 ± 3.0kgf), DPE (42.2 ± 6.1kgf), DED (49.2 ± 1.5kgf), and DEE (46.2 ± 4.1kgf). Significant difference was observed between DED and DEE. The strength tests of 1RM at bench press (73.2 ± 12.0kg and 82.0 ± 12.0kg), arm-curl (45.2 ± 8.9kg and 43.8 ± 8.9kg), triceps pulley (67.0 ± 6.3kg and 72.0 ± 6.3kg), and pulley (73.5 ± 8.5kg and 73.7 ± 7.5kg) for groups n-AMT and AMT did not showed differences. Correlations were showed between all handgrip tests and elbow flexor force for AMT, and between DPD and elbow extensor, abductor, adductor and extensor of shoulder for n-AMT. influences to the performance of the force dynamometry. It could be concluded that handgrip force and dynamic strength of upper limbs did not were putative responses for bull riding practice.