Uma descrição semiótica da metáfora no ensino de biologia: asserções sobre a célula animal

The main objective of this survey is describing signly the metaphor learning resource, with focus on biology education. Our teorical reference is the peircean semiotics, because it means solid heritage to code surveys implicated at science education, it led us to do an explanation about the main lines about that reference, addressed to researchers and lecturers interested in those reasonings. In the description yearned, another objectives appear: demonstrate diferences between metaphor/analogy and pragmatic analogy; to list metaphors, from cell representation analysis, and argue about principals diferences and probable cognitive consequences between the metaphor event in the visual representation and speech sentences. Therefore we analysed the animal cell of a high school first grade studying book – biology – cell biology – used by São Paulo and another state students. The findings demonstrate the undeniable importance of the metaphor as a learning tool in the biology education, and new findings about that, such as its limits in the concept elaboration, gnosiologic consequences for receptioning, the search needs for propositions– pictures between concept relations – in the science speech construction, and other results.

O atendimento educacional especializado e o ensino de física para pessoas surdas: uma abordagem qualitativa

The present work discusses the Physics education for deaf students, including the formation of the Physics education professional, the specialized educational service and the participation of translators and interpreters of the Sign Language in this process. We analyzed qualitatively the national policy for specialized education in the inclusive vision, legislation and national opinion related to the teaching profession in Physics. Using documentations, it was possible to identify the limitations and contradictions related to specialized educational service and the teaching and learning process in Physics.

Representatividade das redes sociais no processo educacional: potencialidades dos grupos virtuais como ferramentas de ensino-aprendizagem no Ensino Médio

One tool that has been in evidence, especially among young people, is Facebook. It can be classified as a synchronous communication tool that allows communities of people with similar interests to discuss and exchange experiences in real time, promoting the sharing of information and the creation of collective knowledge, even if they being in different parts of the globe. In this paper we show that Facebook can be used as an educational tool to aid the work done in the classroom and the impact of creating closed groups in online social networking for educational purposes. The survey was conducted with a group of students at a private school in Bauru/SP. We investigated the interaction profile of students with a closed group created on Facebook and through a questionnaire analyzed whether students use virtual environments for personal or educational. The survey reveals students perceptions about relevant aspects and the potential use of this tool as teaching-learning strategy

O ensino colaborativo como facilitador da inclusão da criança com deficiência intelectual na educação infantil

This paper presents aspects of Early Childhood Education in the perspective of Inclusive Education, considering collaborative teaching as a relevant strategy in this mode. Thus, had been aimed to review the literature on collaborative learning in kindergarten and verify the knowledge of teachers on this pedagogical strategy. The survey was conducted in Child Education Centers and Schools municipal daycare, totaling 4 units and 45 participants. Empirical data were collected through a closed questionnaire, tabulated and analyzed qualitative and qualitatively. The results indicate the recognition of preschool teachers in need of support and assistance regarding collaborative teaching, highlighting the need for continuous training in the performance of special education teacher in this context.

A formação inicial para o ensino de Ciências e aEducação Inclusiva: o currículo das licenciaturas

O objetivo do trabalho foi analisar a inserção da temática Educação Inclusiva (EI) em cursos de licenciatura da área de Ciências (Biologia, Física e Química), das universidades públicas estaduais do estado de São Paulo. Analisou-se o projeto políticos pedagógicos (PPP) e planos de ensino das disciplinas da área pedagógica, através da análise documental. Dos PPPs das licenciaturas em Ciências, apenas um curso de Física (FIS 4), um de Química (QUIM 6) e Ciências Biológicas (BIO 13) tratam da EI. Em relação às disciplinas que abordam a EI, dos 13 cursos de licenciatura em Ciências Biológicas, apenas três apresentam disciplinas que abordam a temática. Dos nove cursos de licenciatura em Física, quatro possuem disciplina que abordam a temática. Dos oito cursos de licenciatura em Química, dois contam com disciplinas que abordam a temática “Educação Inclusiva”.

Representações de conteúdo inseridos no plano de ensino de professores em formação continuada

A partir de um curso com abordagem interdisciplinar contemplando as áreas: Química, Física e Ciências Biológicas, solicitou-se aos professores de Química a elaboração de Planos de Ensino, sobre o tema Equilíbrio Químico. O objetivo foi construir uma análise das representações de conteúdo (CoRe) no planejamento. A pesquisa realizada caracteriza-se como qualitativa descritiva e a análise foi realizada com base na análise de conteúdo. Inicialmente os professores apresentavam preocupação com relação à memorização dos conceitos pelos alunos. Ao final, pode-se perceber uma ligeira mudança no discurso dos professores e sua postura valoriza a compreensão dos conceitos relacionados ao conteúdo, e os conhecimentos prévios dos alunos como requisitos de aprendizagem.

Expectativas de aprendizagem e processos avaliativos na educação física para os anos iniciais do ensino fundamental: análise de proposições teóricas e de perspectivas de professores

Pós-graduação em Docência para a Educação Básica - FC

Processos de inclusão e exclusão escolar: um estudo em uma escola pública do ensino fundamental I utilizando o “Index para Inclusão”

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Resultado da implantação de um Núcleo Interno de Regulação de Leitos nos indicadores administrativo-assistenciais em um hospital de ensino

Objective To compare hospital indicators before and after implementing an Internal Bed Regulation Committee at a reference hospital. Methods It is an quantitative, evaluation, exploratory, descriptive and cross-sectional research. The data was gathered from the hospital administrative reports for the period 2008-2013, provided by the Information Technology Center of the Complexo FAMEMA. Results The indicators improved after implementation of the Internal Bed Regulation Committee. Conclusion The individuals involved in the process acknowledged the improvement. It is necessary to carry on the regulatory actions, especially in a comprehensive and complex healthcare system, such as the brazilian Sistema Único de Saúde.

Representando disputas, disputando representações: cientistas sociais e campo acadêmico no ensino de sociologia

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O ensino do léxico de língua portuguesa na educação de jovens e adultos (EJA)

Pós-graduação em Estudos Linguísticos - IBILCE

Altas habilidades ou superdotação: um estudo em uma Diretoria de Ensino da rede estadual paulista

Special Education includes gifted students. There is a lack of resources and information for identification and care of such students. They were research objectives map students with giftedness characteristic in Elementary and Middle School in Bauru/SP, as well as verify what teachers know about the issue and if they know how to work with such students in their classrooms. This qualitative, quantitative and descriptive research was structured in three stages. Step A: an observation guide of gifted children, Guia de observação de crianças dotadas e talentosas. Step B: True or False questions on the subject. Step C, field diary. Two hundred and thirty one classes from 24 schools were evaluated and 477 students were identified with giftedness characteristic in at least one of six possible areas. Three hundred and one students were in Elementary School and 176 were in Middle School. In Step B, 280 teachers from 26 schools were part of this study and it is confirmed that they have theoretical knowledge on the subject because the number of hits on the main concepts (based on the literature) was superior to the number of misses. A 4th grade classroom, with a gifted girl, was observed in step C. It was found that the teacher pedagogical practice and the resources used are not different from the ones used with other students. Thus, it appears that the student has not received the curricular adaptations to assist her developing skills