Análise dos conteúdos de língua portuguesa do “Programa Ler e Escrever” em uma escola municipal de ensino fundamental

Pós-graduação em Educação - FFC

O estágio supervisionado da educação infantil no curso de Pedagogia da FCT/UNESP: a práxis na visão dos alunos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de professores e a escola de tempo integral no município de Araçatuba: práticas, desafios e possibilidades

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

Ética, justiça e democracia em sala de aula: o desenvolvimento e a experiência de um novo método de discussão de dilemas morais para a educação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de professores: o campo dos afetos e a construção da identidade

In my participation at the project of extension Possibilities and events from childhood experiences and pictures cut out for a job with teachers , accomplished with teachers and coordinators of nursery school, which aims to discuss the training of teachers through the field of affections, I developed a reflection on traditional teacher training methods which tend to assign an identity to the professor. From this reflection it is necessary a theoretical deepening about the constant attempt to assign a specific and absolute identity to the professor, the need in the human being to produce sense and, bypassing the concept of intimacy, as these things are intertwined. In this work, with the bibliographical research methodology, present as objective: to present the possible definitions and explanations of the concepts ' production of meaning ', ' identity ' and ' intimacy '; relate these concepts and analyze the possible to train teachers according to a model, saying that this would be the ideal identity of professor

A importância da experimentação no ensino de química e ciências

The profile of students has changed a lot, mainly due to the advent of new technologies, which in attractiveness has attracted the attention of students, and becoming a difficulty the teacher to attract the attention of the student to class. In this sense, it is needed reformulations in pedagogical practice so that the student's attention turns to science, arousing their curiosity. Thus, in Chemistry and Science Teaching, and lectures must encourage discussions about science, and one of the possible ways to insert dynamic classes is by inserting the trial. Thus, this present course conclusion work aims at presenting and discussing the ways in which Experimentation in Chemistry and Science Teaching has been applied in classrooms, the difficulties of its implementation as a teaching methodology, as well as the advantages and disadvantages of their use depending on the type of approach, training teachers, among other factors

Formação de professores de matemática da educação superior e as tecnologias digitais: aspectos do conhecimento revelados no contexto de uma comunidade de prática online

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino do desenho como linguagem: em busca da poética pessoal

Pós-graduação em Educação - FFC

Relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência pibid pedagogia e professora colaboradora: elementos formadores da atuação docente nos anos iniciais do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A relação entre a álgebra acadêmica e a álgebra escolar em um curso de licenciatura em matemática: concepções de alunos e professores

Pós-graduação em Educação - FCT

Profissionalização docente e subordinação do trabalho educativo à lógica flexível da produção capitalista

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O papel dos conflitos no desenvolvimento do juízo moral em crianças da educação infantil

This research sets up as a reflection on the development of moral judgment in children from 04, 05 years of the Early Childhood Education with the main theoretical reference the studies of Jean Piaget (1932/1994) on the subject. To this end, we conducted a case study in order to understand what types of conflicts that arise among children in the school of early childhood education and how the teacher seeks to solve them, or not assisting in promoting the moral autonomy of the small. Behaviors and conflicts observed were described and analyzed by correlating them to the practice of the teacher in the classroom that is the case study. We found that conflicts are avoided and unwanted by the teacher and, when they arise, are quickly resolved through attitudes centered educator without enable dialogue and reflection among the children involved. In this sense, we infer that the teaching practice focused on the development of moral judgment of children showed failure and ineffective. As a result of feedback from the first phase of this research we deem necessary to investigate about the training of teachers of early childhood education in relation to theories that deal with the development of moral judgment in children of this educational stage and identify the implications that such training reflects teacher practices in. We hope that by making such reflection can contribute to the debate on the need to educate morally in early childhood education, whose main objective is to promote the integral development of children

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...