O professor como mediador da facilidade/dificuldade de aprendizagem do aluno

This study arose from many issues that permeated the undergraduate degree in Education about the role of schools in society, and how this, which also represents space and time, has influenced the lack of pleasure in learning of school students fundamental. Thus, we intend to review the context of the formal school emergence in Brazil, noting its social function and compare the changes in the initial model to the present day. The aim is also to analyze the writing of a group of students about school design, which was transferred by a teacher who participates in the Extension Project: Teacher Education for Specialized Educational Support Services to Students with Learning Disabilities in order to articulate the extent to which the school contributes to the feeling of not belonging student at school. It is a qualitative research, which was used initially on a review and written analysis procedure

Os sentidos atribuídos à escrita por uma criança pequena com Síndrome de Down: um estudo a partir de atuação pedagógica na educação infantil

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A experiência do idoso com fratura de fêmur

Pós-graduação em Saúde Coletiva - FMB

Violência conjugal: materialização das ações profissionais na área da saúde

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Atendimento Educacional Especializado: análise do índice de evasão de professores em curso de pós-graduação, na modalidade a distância

This research aims to investigate the possible causes for the dropout of participants under instruction in distance courses. Data gathered from the Specialization Course in Specialized Educational Support Services - SES, sponsored by the Department for Continuing Education, Literacy and Diversity of the Ministry of Education - SECAD / MEC - and the Open University of Brazil – OUB, will be analyzed. The objective of the course is to graduate teachers who work in classrooms equipped with multifunctional resources in regular schools to give specialized educational support for students with special educational needs marked by disabilities, global development disorders and high abilities/highly gifted students. In order to analyze dropout data in the first semester of the ongoing course, a sample of 1349 participants enrolled in the distance course was considered; 216 of these had their enrollment cancelled on request or because they stopped accessing the Virtual Learning Environment - VLE / Teleduc Platform showing no interest in the course. However, the information below aims to present and discuss only the tabulated data of the 98 participants who requested to have their enrollment officially cancelled by submitting the online dropout term. The findings showed the main reasons for dropping out were personal problems, lack of time to commit to an ongoing distance course, difficulty using ICT and the tools available in the VLE. The research also highlighted the importance of developing digital inclusion initiatives as well as on-site supporting poles as a way to soften the barriers of technological accessibility and the dropout rate in this kind of courses.