A matemática contábil: das lides comerciais para os cursos secundários técnicos e sua transformação em setor acadêmico no Brasil (1808-1970)

Pós-graduação em Educação Matemática - IGCE

Desenvolvimento de uma chave para apoio no diagnóstico e na tomada de decisão de ações de recuperação ambiental de cursos d'água e adjacências

Pós-graduação em Engenharia Civil e Ambiental - FEB

Cursos de formação em educação sexual que empregam as tecnologias digitais

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

Educação a distância aplicada à formação continuada: análise dos procedimentos de avaliação de cursos

Pós-graduação em Educação Escolar - FCLAR

Evasão no cursinho pré-vestibular da FCA/UNESP: a interpretação do aluno evadido

The popular cram schools are voluntary initiatives aimed at people who are not able to afford the cost of private cram schools. The FCA popular cram school integrates a large project from UNESP, which has 30 cram school distributed throughout Sao Paulo State and located in different University units. Among the problems found in popular cram schools, school evasion, characterized when the student quits the course and is very common in this context. Thus, the aim of this work was to identify the profile of the drop out student from the FCA cram school as well as to know the reasons that led them to leave. The survey was conducted in two phases: 1) students´ profile when entering the cram school, through a structured questionnaire, 2) semi-structured interviews by telephone with all the drop out students, trying to identify the reasons that led them to abandon the course. The statistical analysis used was descriptive. Among the reasons that led them to leave, it was found that 65% of the students attributed this attitude to external factors as opposed to 35% who put the internal factors as the decisive reason of their departure. Some of the factors that could be attest for the FCA cram school evasion are: primarily, the heterogeneity of students and their need to work in order to support themselves and their family; students lack of motivation about a long-term success; lack of family encouragement; the difficulty of the student to establish significant personal links with cram school staff and the fact that the professors are mostly undergraduate students from different courses in different areas, with little didactic-pedagogic preparation and inability to work with students' heterogeneity.

O renascer da pós-graduação em poéticas visuais na UNESP, campus de Bauru: contribuição valiosa para os cursos de artes

The postgraduation program in Visual Poetics, Master level, to be started in 2011 at the faculty of Architecture, Arts and Communication of the state university of São Paulo "Julio de Mesquita Filho"- Bauru Campus, arises strong and well structured contributing to the strengthening of Arts courses. It is noteworthy that the Visual Poetics area has graduated in its previously existing program, more than 30 (Thirty) masters and 8 (eight) doctors. They are currently linked to state and federal universities of Sao Paulo, Parana, Santa Catarina and Mato Grosso do Sul . Ricardo Nicola is Post-Doctor by IES since 2007: University of Toronto, Canada, is presented as mentor and coordinator of the renaissance process of masters program in Visual Poetics.Nelyse Apparecida Malro Salzedas , graduated as a Professor in 1993 at the same University, she has contributed significantly to the Program implementation and will be vice-coordinator of the project.

Elementos sociais para a compreensão do prestígio científico e de seus riscos

Natural sciences have an enormous status in public opinion. Their achievements, which become known mostly by means of technology, give to them social credibility, unconditional support and positive social expectances. Further, their social images, generated by the success of their products, tend to lead people to develop only favorable ideas about scientists and about how science works, which are even more reinforced in the schools. By another side, the history of science has been allowed us to comprehend the internal and external social relations concerning to science, showing it as a field of disputes, interests and contradictions as many other fields which comprise human relations. Therefore, the objective of this text is to present social elements of the construction and impacts of natural science, aiming at putting in evidence the importance of the social studies of the scientific world for the courses of education of science teachers.

O papel do ensino informal de ciências: uma análise sobre o impacto do show de energia sobre o interesse dos alunos para cursos das áreas de ciências exatas

Our work aims to discuss the teaching of science in the context of informal education. Thus, we present and analyze the results of an initiative that we have made seeking to interest high school students to study sciences and technology. The Energy shows are activities which are presented in experimental demonstrations of science concepts to middle school students. After the show the students respond to a questionnaire which formed the basis for this study. The results indicate that the achievement of shows have had an impact on students.

Teoria ou Prática ? O movimento pendular dos cursos de Comunicação no Brasil e a abordagem do esporte

Al principio, no parece ser difícil justificar la presencia del deporte en nuestro escenario de la vida contemporánea. Paradójicamente, sin embargo, ¿por qué el deporte, todavía, sigue siendo objeto de discriminación por la academia brasileña e incluso una parte importante del mercado de la comunicación? ¿Por qué en las entidades científicas brasileñas, con raras excepciones, el deporte sigue siendo visto como un "tema menor"? Frente a estas circunstancias, este ensayo pretende reflexionar sobre el enfoque del deporte con alumnos de los cursos de licenciatura en comunicación en instituciones brasileñas, con el fin de superar la vieja dicotomía entre la teoría y la práctica a través del valor epistemológico de la enseñanza de las humanidades.

As diretrizes curriculares para os cursos de Educação Física no Brasil: uma breve revisão cronológica e análise desse processo sobre as implicações para a formação profissional

The law of Guidelines and Bases for National Education-LDB established the need to ensure at Universities a greater flexibility in the Organization of courses and careers, taking into account the heterogeneity of prior education and training, as well as the expectations and interests of students. Since the deployment of the first courses of Physical Education in Brazil, in the 30 's decade, the formation was only in Degree Course. On a pioneer way, resolution CFE 031987 allowed the Universities could organise their own pedagogical projects and curriculum, allowing even the Bachelor Course contemplating the dynamics of the evolution of the area and encouraging a change in attitudes of professionals. The Bachelor Course, with an offer of disciplines to other areas higher than education, openness also allowed to research, promoting an increasing interaction of the Physical Education with other professions od health. Physical education stands out as interareas instrument in the promotion of health and quality of life of the population. With the regulation of the Profession through the law No. 9696/98, grows the discussion around the definition of professional delimitations in this close relationship with other areas. With the need for a reformulation in teaching projects, Degree and Bachelor Courses, express the new curricular guidelines and resolutions of the MEC, as well as the professional delimitations by CONFEF for each formation. Given these aspects, the objective of the present study was to describe the chronology of such facts and a expose a critical opinion of the authors about the course and consequences of this process.

O desafio da interação no ensino de língua estrangeira em cursos on-line e presenciais nas escolas públicas paulistas

La popularización de los medios digitales y los recursos de comunicación difunde las narrativas no lineales y agrava la crisis de la enseñanza en el aula, con la expansión de diferentes modelos presenciales virtuales de la educación (PVE). Es evidente la demasificación de los nuevos medios, en un contexto que agudiza la percepción individual y social de los individuos, que son atraídos por el enorme flujo global de mensajes informativos (BRIGGS; BURKE, 2006). La transición de los métodos de enseñanza en el aula para modelar la educación virtual e interactiva ganó un nuevo formato en la educación pública en São Paulo en 2012, con el lanzamiento de cursos electivos de enseñanza de Inglés y Español para estudiantes de la secundaria, con la mediación de el PC y con el contenido producido por la Escuela Virtual de Programas Educativos del Estado de São Paulo - Evesp. Aún continua presencia en los salones de las grandes clases del sistema escolar, la falta de materiales de enseñanza y aprendizaje adecuados en las clases impartidas por los profesores cuyos repertorios están alejados de la vida cotidiana de los estudiantes. En este contexto, se comprueban las actuaciones de aprendizaje cualitativos más bien negativos de las cuatro habilidades comunicativas: escuchar, hablar, leer y escribir (CAMERON, 2001). La investigación que llevamos a cabo es analizar las experiencias de enseñanza de Inglés y Español en la plataforma computarizada Evesp y de la clase de Inglés y Español de los Centros para el Curso de idiomas (CELS), para la escuela secundaria, y el piloto Early Bird, de enseñanza y el aprendizaje de Inglés de la escuela primaria, todos bajo la Junta de Educación de Bauru (SP).

Cursos de licenciatura na área de ciências: a temática inclusão escolar de alunos com necessidades educacionais especiais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O estudo da disciplina de direito e legislação social nos cursos de Serviço Social: "o sapatinho de cristal"

Pós-graduação em Serviço Social - FCHS

Conhecimentos presentes na disciplina de análise nos cursos de licenciatura em Matemática no Brasil

Pós-graduação em Educação Matemática - IGCE