Leituras recomendadas para as Escolas Normais no Brasil e na França (século XIX): transferências culturais e de modelos pedagógicos / Recommended readings for Teacher Training Schools in Brazil and France (19th century): transfers of culture and pedag...

Com o objetivo de contribuir para a democratização da memória escolar no Brasil, em especial, da história da formação de professores primários nas décadas finais do século XIX brasileiro (caso paulista) e francês, apresentam-se, resultados de pesquisas de doutorado, desenvolvidas mediante abordagem histórica centrada na análise da configuração textual de três documentos: 1. lista de livros da caixa nº 1 adquirida por Paulo Bourroul, Diretor da Escola Normal de São Paulo (1882-1884), quando de sua viagem à Paris em 1883; 2. lista de livros contidos no relatório de José Estacio Corrêa de Sá e Benevides, Diretor interino da Escola Normal de São Paulo em 1884; 3. Catalogue des bibliothèques des Écoles Normales (1887), publicados pelo Ministro da Instrução Pública e de Belas Artes da França, Jules Ferry. Constatou-se importantes aspectos da cultura escolar relativos ao “ensinar normalistas a ensinar” leitura e escrita decorrentes das transferências culturais e de modelos pedagógicos na relação/representação Brasil-França.

Neuropsicologia e Educação

Admite-se que o desenvolvimento do cérebro e da vida psiquica constituem um fenômeno, ao mesmo tempo, biológico e social. Atualmente, o estudo deste processo envolve a participação da Neuropsicologia e da Educação. Embora ambas as áreas do conhecimento sejam distintas na formulação dos princípios e métodos de investigação, elas possuem, como ponto comum, a implementação das funções cognitivas. Neste trabalho, discutimos as relações entre ambas e procuramos analisar algumas implicações neuropsicológicas, particularmente, para a Educação especial.

Anísio Teixeira e a Psicologia: o valor da mensuração

This article analyzes the ideas and the work of Anísio Teixeira in the 1920s and 1930s, focusing on his views about the value of measurement for educational reform in Brazil. Considering that the thinking and practices of Teixeira should be understood in the context in which it was developed, the study presents the history of the presence of psychological knowledge in education, with special attention to the entrance of the Psychometrics in the New School movement. The paper concludes that, by defending the use of measurement, Teixeira has remained true to the goal of the New School that required to diagnoses scientifically the school universe, which was necessary to respond to the growing demand for schooling and the educational disabilities of the Brazilian educational institutions.

Os cursos de Pedagogia da Universidade Estadual Paulista e a Educação Inclusiva

Inclusive education is seen as quality education that should be provided by the educational system for all children, young people and adults. In order to put such a proposal into effect, qualified personnel are needed who are equipped to face such a challenge. This paper aims to examine the curriculum matrices of Pedagogy courses of the Universidade Estadual Paulista - UNESP that intend to prepare future teachers to follow an inclusive perspective. To this end, the political-pedagogical projects of six Pedagogy courses, the University resolutions that regulate the courses and excerpts taken from interviews carried out with course coordinators were analyzed. In order to analyze the curriculum matrices, the required subjects were distributed on a table according to the following categories: 1) specific subjects related to inclusive education, 2) number of hours of each subject related to inclusive education, 3) specific subjects related to special education and 4) amount of time scheduled for each subject related to special education. Among the six Pedagogy courses, five had subjects that focused on issues related to inclusive education, with varying time allotments, and four had subjects focusing on specific issues related to special education.

Narrativas: um olhar sobre o exercício historiográfico na Educação Matemática

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

Opinião de profissionais da educação e da saúde sobre o uso da prancha ortostática para o aluno com paralisia cerebral

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

Tendências e perspectivas da produção acadêmica sobre a temática educação de surdos: mapeamento da produção

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

Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor

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

Revisão sistemática acerca das políticas de educação inclusiva para a formação de professores

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

O espírito de horror à vida educativa nos campos: a educação rural paulista nas décadas de 1930 e 1940

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

Formação do professor de educação física para inclusão de alunos com deficiência

The paper aims to describe the steps undertaken in the development of a training program to prepare the physical education teacher to meet the demand of inclusion of students with disabilities. Seventeen physical education teachers who worked in public schools, from 1st to 5th grade, participated in the first step. The Data were collected through focus group. The analysis was performed in categories. Two teachers participated in Stage 2, which consists of 28 classes that there was a student with disabilities enrolled. The reports focus group identified eight different subcategories of difficulties: 1 ) Training , 2) Administrative-school issue ; 3 ) Student ; 4 ) Diagnosis ; 5 ) Family ; 6 ) Teaching resource ; 7 ) Strategies ; 8 ) Physical Education. The filming analysis enabled to identify difficulties and success situations of each teacher. The identification of the difficulties pointed out ways to prepare Physical Education teachers, and based on such difficulties actionsand contents that include a training program may be stipulated.

Ocorrência de artigos em periódicos científicos a respeito da formação continuada de professores de educação infantil para a atuação com crianças com deficiência

The professional development of teachers to work with children with disabilities is a recurring theme in the literature, as it is one of the keys to effective educational inclusion. However, studies carried out so far have mainly focused on training elementary school teachers. Given this context, this study sought to investigate: the occurrence of articles whose main objective is professional development for teachers of early childhood education to work with children with disabilities; and the methodology used in the professional development programs assessed by those papers. Articles published from 1990 to 2012, in the following journals, were analyzed: Educação e Pesquisa (USP), Revista Psicologia Escolar e Educacional, Pro-Posições (Unicamp), Revista Brasileira de Educação Especial e Revista Educação Especial (UFSM). After selecting the journals, the titles of all articles published within the period considered were read. Articles deemed relevant articles were read in full, and analyzed, according to the purposes of this research. The results indicated that within the period considered, and based on the journals chosen for investigation, there were no specific articles on the subject directly, although there have been articles that touch on the issue. This literature review emphasizes the importance of expanding research on the subject, in order to widen knowledge in the area, especially knowledge aimed at contributing to early childhood education and the professional development of its teachers.

Uso da entrevista em dissertações e teses produzidas em um programa de pós-graduação em educação

The interview has been a widely used procedure of research in humanities. Despite the frequent use, researches are not always supported in the literature on research methodology. The aim of this study was to analyze how the interview was used in dissertations and theses in a graduate Program in Education at a university in Sao Paulo state. This study examined 167 final papers developed in to period of five years. Variables focused were: justification for the use of interview, type of interview used, guide elaboration and adaptation, kind of analysis, among others. The results showed that it is still necessary to incorporate the contents of the research methodology underlying the use of the interview to achieve the scientific rigor for this procedure.

Uso de sistemas de comunicação suplementar e alternativa na Educação Infantil: percepção do professor

Augmentative and Alternative Communication Resources have proven to be helpful in the insertion of students with disabilities and complex communication needs into a variety of pedagogical activities and expand the skills and competencies of the teacher in the teaching-learning. The objective of this research was to identify the perception of teachers regarding the use of augmentative and alternative communication during an intervention program in Preschool. Participants were a special class of Preschool students with disabilities and severe communication complexity, along with their teacher and the researcher. For the development of this research, a Alternative Communication Program was applied. The teacher was provided with systematic guidance concerning language and communication. In a collaborative process, three children’s songs were selected according to the teacher’s pedagogical planning and adapted resources through Augmentative and Alternative Communication Systems. During the intervention program, assisted evaluations also took place immediately after the activities with the music. The data were collected in audio recordings. For data analysis, content analysis was carried out resulting in the outlining of themes and subthemes. Results indicated that the teacher identified that Augmentative and Alternative Communication Systems can to facilitate expression abilities of students with disabilities; that Augmentative and Alternative Communication Systems can be used by children in Preschool; and that resources adapted through augmentative and alternative communication systems should be in accordance with the specificities of students.

A concepção de trabalho na educação básica: caminhos para a formação da juventude no Instituto Federal de Educação, Ciência e Tecnologia do Ceará

In 2008 two laws that changed the didactic- pedagogic and administrative organization of vocational schools were enacted: the Law 11.741/2008, which incorporated the Technical Professional Education for the Middle Level to Basic Education; and Law 11.892/2008,which has transformed Agrotechnical Schools, the CEFET 's and some technical schools linked to universities into Colleges of Education, Science and Technology (IFs). These institutions have been operating at all levels and types of education provided in the Law of Directives and Bases of National Education number 9394/1996, with the exception of Early Childhood Education. Vocational and training schools, which gave origin to the IFs,have historically restricted youth education to teaching professional techniques, but due to the reformist laws, they were led to revise their conceptions of work and education. Thus, the goal of this article is to analyze the concepts of Basic Education and work that permeate these laws and the organization of educational work at IFCE. Have these laws been promoting a rupture with the history of vocational education in the country? Have the IFs been accomplishing a teaching job in addition to technical training? The choice for these questions was motivated by two main reasons: a) Vocational Education in the aforementioned institutions have traditionally been restricted to the qualication of the labor force for learning a technical profession, without relating it to issues that concern basic education; b) The Reform of Basic Education, from 1990 to 2013, was conducted in the context of capital's structural crisis and aimed to adapt the educational system to the demands of productive sectors. Thus, the main objective of this paper is to explain the contradictions that exist in project of formation of the working class, in the context of a conictual society divided into classes, a situation that alienates the youth to live this time forever.