Analyse du processus d'inclusion d'un élève avec déficience physique en cours d'éducation physique: étude de cas

The aim of this study was to evaluate the effects of peer tutor teaching strategy, after a re-training, in relation to the inclusion process of a student with physical disability during physical education classes. The participants were: the student with physical disability, eight peer tutors, and a physical education teacher of a public school in Bauru, Brazil. As the students had previously experienced the tutoring training, a re-training was prepared, which enabled the reinforcement of some aspects of the tutoring and assistance strategies, in order to improve the tutor colleague action. To analyze, two observation instruments were used: System for Observing Fitness Instruction Time (SOFIT) and Souza Observation Protocol. Behavioral changes of the involved students were notable, due to the significant action of the re-training process. Thus, we highlight the importance of the periodic reinforcements of the training for the tutor colleagues, in order to preserve, or even improve the autonomy and self-esteem of the student with disability.

O que nós sabemos? Da relação com o saber na e com a educação física em um processo educacional-escolar

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

O processo de elaboração de saberes por professores-pesquisadores de educação física em uma comunidade colaborativa

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

Contribuições da epistemologia genética para a construção do conhecimento na educação infantil

The kindergarten has as main objective the development of the child from zero to five years in their physical, emotional, cognitive and social domains. This is also the goal of the Centers for Children Living from the Universidade Estadual Paulista (UNESP) that caters to children of teachers, technical and administrative staff and students. In this work we report some of the action of the Technical Commission of the CCIs with reflections on the construction of children's knowledge through observations of the CCIs in different campuses of Unesp, conducted through technical visits. As a theoretical contribution we adopt the Genetic Epistemology of Jean Piaget. Partial results show that, although there are efforts to understand and assist the process of constructing knowledge of children, many challenges remain to be overcome in the realization of an excellent service to children.

Física Moderna e Contemporânea no ensino médio e a formação de professores: desencontros com a ação comunicativa e a ação dialógica emancipatórias

Taking into consideration various argumentation perspectives, the introduction of Modern and Contemporary Physics at High School level has been defended by various researchers. In the present qualitative nature research, we heard and interpreted ten High School physics teachers’ discourses, aiming to analyze how their initial education, regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicative and the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finished their initial undergraduate program at least five years before. Teachers’ discourses interpretation was supported by some French school discourse analysis’ concepts, Jürgen Habermas’ communicative action, Freire’s dialogical action, as well as teachers’ education research critical referential. The discourses interpretations evidenced that these teachers’ education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumental rationality basis. This perspective did not help teachers’ autonomy construction in order to work these subjects in their classes, mainly in a perspective coherent with the teachers’ emancipation, producing reflexes in classroom physics teaching. The study evidenciates the necessity of future teachers’ professors revise theirs teaching practice, as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.