A educação infantil no contexto da creche: um estudo sobre a educação, o cuidado da crian��a de zero a tr��s anos e a formação de professores no munic��pio de Mar��lia,SP

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Educação ambiental e formação de professores de biologia no munic��pio de piracicaba/speducação ambiental e formação de professores de biologia no munic��pio de Piracicaba/SP

Early this century, several crises are intertwined and the environmental crisis is the most global of them all. In this context, emerged as an environmental education learn to overcome the crisis. This article aims to discuss the ideas of biology teachers in the city of Piracicaba-SP on Environmental Education and from there to reflect on the theme of inclusion in the initial training of teachers. The methodology used a structured questionnaire-based instrument VOSTS (Views on Science-Technology-Society), produced by Aikenhead and Ryan (1992) and the data were analyzed qualitatively. The results indicate that the biology teachers surveyed still have a naive conception of environmental education and training courses need to commit to structural and curricular changes that make the effective insertion of the subject in teacher training in the region studied.

Os fundamentos da pr��tica de ensino de matem��tica de professores da educação infantil munic��pio de Presidente Prudente/SP e a formação docente

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Brincar e desenvolvimento: um estudo sobre as concep����es de professores de educação infantil

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Defini����o e abordagem de curr��culo: exame de um curso de formação de professores para a educação n��o formal em ONGs

This article presents a research aimed to analyze the approach and the definition of guiding curriculum of teacher training for work in the non-formal education in non-governmental organizations (NGOs). We opted for a qualitative approach and case study of Te- acher Training Course for NGOs, developed by Ong S��o Paulo-SP. The research instruments were: analysis of documents of the cou- rse, interviews with trainers and coordinator and literature review. In this course, curriculum is defined as a path to be followed by students and instructors and the coordinator of the subjects studied. We adopted the so-called Integrated Curriculum, in which teaching occurs by the study of problem situations and integrators of learning projects. At the end, we suggest improving the course and following that information, it is hoped, one will support the production of fur- ther comparative research.

Sexualidade e orienta����o sexual na formação de professores: uma an��lise da pol��tica educacional

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A educação ambiental na formação de pedagogos de uma universidade publicado Estado de S��o Paulo

This study aimed to understand environmental education in the training of teachers of one pedagogy course at a public university in the state of S��o Paulo. To answer this question, an exploratory research was conducted, in which a study field, by the techniques of semistructured interviews and documentary analysis, provided the data for analysis. Important to highlight theoretical and methodological foundations of Historical-Dialectical Materialism and Historical-Critical Pedagogy that guided the study. With the results analyzed, we say that environmental education in the studied pedagogy course is minimal and, when it appears, enhances conservation and care with the environment perspectives, without considering the causes of environmental degradation: the way to produce life in capitalist society. In this sense, it is necessary for a consistent formation of the teacher in environmental education to advance the knowledge of this field directly related to education. For the inclusion of environmental education in school education, it is necessary that their knowledge to be considered in education, especially in the training of teachers. Therefore, the data collected and analyzed in this study may contribute to the formation of teachers to understand that environmental education in their training has not been established with the importance and the quality that the social and environmental problems require, with no place along the undergraduation, a condition that needs to be changed to teacher develop a transformative environmental educational practice at school

Formação de professores e seus saberes disciplinares em astronomia essencial nos anos iniciais do ensino fundamental

This paper presents some outcomes of a broader research on Astronomy Education in primary school teacher's education. From the analysis of the main astronomy subjects thought nationwide and the research outcomes, we identified a set of astronomy contents considered fundamental to the teachers practice. Through a research carried out among a sample of primary school teachers, however, we show that, even in these essential contents, persists alternative conceptions among those teachers. Data collected pointed out, thus, to the necessity of improving teacher's education in this area, taking into consideration astronomy edu cation research outcomes, in favor of a teaching which contemplates, at least, the fundamental contents on this subject.

Escola t��cnicas agr��colas: um estudo sobre ensino de Matem��tica e formação de professores

The central focus of this paper is to establish that the Brazilian Education Programa to prepare professionals in Technical-Agricultural Schools is suffering a kind of marginalization which comes from two distinct perspectives: the intention to prepare professionals (being a branch of Technical Education) and the relationship to the countryside (a community space historically seen as peripheral in its relation to urban culture). The paper discusses ��� from a historical and sociological point of view and using Oral History as methodological approach ��� the experiences of Math���s teachers in their daily struggles against some conceptions of other teachers (mainly those of technical areas) and against all the ���regular��� schooling system.

Perspectivas cr��ticas na pesquisa sobre formação de professores de Ci��ncias

This text is in theoretical study, with consideration of the authors of the critical perspective of education and training of science teachers. We indicate a set of principles and concepts of some philosophers, like Habermas and Gramsci and theoretical education in a critical bias, as Freire, Saviani, Giroux and Duarte, which can enrich the discussions in the field of science teacher education. Some of these concepts: organic intellectual philosophy of praxis, inconclusiveness, incompleteness, dialogue and problematization, communicative action, critical pedagogies of learning to learn, dialectical relationship between theory, culture and depth psychology. Thus, we intend to explain the richness of the dialogue among this perspective and its implications for the training of science teachers.

Formação continuada de professores na perspectiva hist��rico-cultural: reflex��es a partir de uma experi��ncia na educação infantil

P��s-gradua����o em Educação - FFC

A formação de professores-leitores: as marcas de um caminho e suas rela����es com uma educação para a leitura

P��s-gradua����o em Educação - FCT

Formação de professores da educação infantil no Paran��: pol��ticas e legila����o educacionais (1691-1996)

P��s-gradua����o em Educação - FFC

Efeitos de um curso de formação de professores sobre Avalia����o nos Comportamentos de Avaliar de uma professora de educação infantil

P��s-gradua����o em Psicologia do Desenvolvimento e Aprendizagem - FC