A questão do desenvolvimento à luz da globalização da economia capitalista

Cet article cherche à dresser, sous la perspective historique, le bilan de la situation des pays périphériques dans les dernières trentes années. Pour cela, il aborde particulièrement les enjeux du développement dans la phase de la globalisation du capital. Ce travail s'appuie surtout sur les études de la vaste bibliographie publiée récemment. Dans quelle mesure la relance du développement concernant plusieurs secteurs stagnés de la périphérie deviendrait-elle une réelle possibilité? Autour de cette question, que nous trouvons centrale dans l'actuelle conjoncture, nous entamons quelques réflexions. Nous envisageons montrer que la stagnation économique à laquelle des nombreux pays non développés font face ne découle pas en partie d'une crise sociale et économique ouverte dans les années soixante-dix et qui s'élargit jusqu'à nos jours malgré les tentatives de restructuration de la société capitaliste. Les stratégies et les mesures politiques à caractère néo-liberal aussi auraient énormément contribué à cette situation étant donné qu'elles ont renforcé les amarres financières qui ont étranglé pour une part les économies périphériques. Outre ces difficultés, ces pays affronteraient les limites écologiques du capitalisme. La relance du développement dans un nouveau stade exigeant la croissance économique, la justice sociale et la préservation de la nature amènerait à une rupture face au capitalisme.

Contextualização e laboratório didático no ensino médio: as contribuições do trabalho prático no ensino de física

Pós-graduação em Educação para a Ciência - FC

Entre gestos e práticas: leituras de mães, professoras e meninas de um centro de referência down

Pós-graduação em Educação - FFC

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)

Estudo semiótico sobre a verbovisualidade em manuais de língua inglesa

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Les statalismes - particularismes lexicaux du français de la Suisse dans la traduction assermentée

This theoretical/applied study contemplates (socio)linguistic, (socio)terminological studies of the lexicon and specialized translation. It is aimed at analyzing a text corpus undergoing official translations from French into Portuguese and from Portuguese into French and a text corpus originally written in Swiss French. The objective is observing the similarities and differences between the first and second terminological group. Problems arise from the comparison of this material: would lexical particularities of Swiss French be a relevant difficulty for the Brazilian translator, whose training privileges the French spoken in France? Does the methodology favor cognate terms and those with a statelism status (institutional romandism)

Medidas de controle da circulação do livro didático para o ensino de leitura e escrita em São Paulo: atuação da commissão revisora de 1918

In order to contribute to the understanding of the history of the teaching of reading and writing and the history of political movement of textbooks in Sao Paulo, Brazil, we present the results of the analysis of the documents produced by the Review Commission Textbook, established in 1918 by the General Board of Education of São Paulo State. This commission aimed to review which books among the already approved by previous committees, should continue as recommended for use in elementary schools in São Paulo. For this, the commission has prepared various reports, which are representative of the actions of the state government to control the circulation and use of textbooks in elementary schools in the early twentieth century.

As matemáticas modernas: um ensaio sobre os modos de produção de significado ao(s) movimento(s) no ensino primário brasileiro

The main goal of this paper is to discuss the production of meaning of the Modern Math Movement. The main sources were data available in school archives and interviews with former teachers that we use in order to focus on the diversity of perspectives -that complement it or oppose it-, which comes up when teachers refer to the Movement. Using this process of signification, teachers whether accept it, invalidate it or adapt it to guidelines imposed to them in their teaching activities. We establish a methodology by following the premises of Oral History to gather oral testimonies. The theoretical foundations in which this article is written are the guidelines of Paul Ricoeur’s Hermeneutics, John Thompson’s Depth Hermeneutics and Bolívar’s narrative analysis.

Interpretando la estrutura curricular de programas brasileños de licenciatura en Física, a partir de una perspectiva epistemológica de la Didáctica de la Física

This study aims to contribute to understanding the complexity related to the definition and practice of "Didactics of Physics" in initial physics teachers training. We intend to make evident how is understood the Didactics of Physics in curricular organizations, since an "observation" from a perspective based on an analysis of theoretical frameworks of Science Teaching, according to which "Didactics of Physics" is an articulating axis between different disciplines and constitutes the knowledge body to be taught in order to teachers learn to teach physics. For that, we used techniques of documentary analysis, constituting a text from a systematic search of information about Physics teachers’ initial education programs, looking for criteria justifying their organizations and contents of disciplines that aim to contribute to the training for teaching, in a study carried out during 2011. We found on these curricular organizations the presence of disciplines in fields such as: Exact Sciences, Humanities, Social Sciences and Teaching Practice, which indicates a consideration of interdisciplinary training which must receive the future teacher. However, without being consistent with Science Education' epistemology, requesting the integration of interdisciplinary knowledge to solve problems related to teach physics in high school, with some exceptions in the preparation for the subject "traineeship" or training for "Didactic transposition", but since different interpretations.