A prática como componente curricular em projetos pedagógicos de cursos de licenciatura em matemática

Pós-graduação em Educação Matemática - IGCE

Prática como componente Curricular e estágio supervisionado na formação de professores de Educação Física

This study aims to investigate the main issues presented in the literature relating to teacher training during the period 2005/2014. Particular attention is paid to articles that address the Supervised Training and Practice as a Curriculum Component. For the analysis of the articles from the literature, the technique of Content Analysis was used. The results showed that the potential which is attributed to these curricular components depends on the ability to put the trainee teacher in touch with the experience of being a teacher, whilst enabling the approach of the training content to be consistent with professional practice. The technical and fragmented curriculum for training and the extensive content in the disciplines, limited by outmoded practices, is presented as a barrier against this occurring. This shows a discrepancy in the proposed training between the pedagogical design of the course and, what is actually designed as concrete action in its development.

Entre-sons, entre-mundos, entre-idades: ações dialógicas, cultura adolescente e educação musical

Pós-graduação em Música - IA

Livro didático e educação física escolar: interlocuções e entrelaçamentos

This study aimed to analyze the relationships – some already established and others that are still necessary – between the obligatory curriculum component Physical Education and the textbooks, understood as materials that assist both teachers and students during the teaching and learning process. In this way, we focused the discussion on some topics that have enabled a greater understanding of textbooks for Education in general and for School Physical Education more specifically, taking into account their specific characteristics. There were also some understandings about School Physical Education in Brazilian contemporary society as well as some official regiments about this curriculum component. Finally, it was elaborated some propositions that seek to generate interlacements to a deeper comprehension about textbooks in Physical Education classes. We concluded that although there are (few) textbooks in the area and some curriculum proposals from different Brazilian States that quest new ways of conceiving the teaching and learning process of School Physical Education, it is important to have more understandings about the roles of these materials in the pedagogical practice, as well as studies that can enable ways to treat this curricular component that could contribute to the critical and reflective educational practice during the years of schooling in Basic Education

Entre fadas e alienígenas: desenhos animados televisivos, ética e educação física nos primeiros anos do ensino fundamental

This paper seeks to understand the mediation of cultural products devoted to childhood in the children's play culture. This research focused on a dialogue between the TV cartoons, which are foods to playfulness and fantasy that characterize childhood cultures; the ethics, because the questioning of symbolic mediators (ideas, values, norms, rules) are essential to reflect on the society we want to live, and Physical Education as a curriculum component, shall contribute to the critical mediation of the body culture and the sports arising out from the media, which has close relation with the practical and moral problems that arise in the classroom. To analyze the narrative structures of cartoons we have adopted the comprehensive methodology of Joan Ferrés. Such method suggests a hermeneuticphenomenological approach, which allowed to access Paul Ricoeur’s hermeneutics; as one interpretative method, it allows the reflection on our values, and also the values presented by the audiovisual product, and possible changes. Successive readings indicate that the narrative structure of TV cartoons responds to a double moral standard, which are constructed from stereotyped models between good and evil, right and wrong, villain and hero, and propose universal role models of conduct. However, some cartoons, mostly based on animé productions, have broader visions of the human common living experiences. We concluded that the current symbolic production of childhood cultures proposes one challenge to the Physical Education teacher: the critical mediation of values related to the movement body culture. Along with the support of moral philosophy, it can target his/her practice for understanding the different manners of (re)creation of the ways, and the living in society.

A prática como componente curricular via Projeto Integrado de Prática Educativa (PIPE) no ensino de estatística na Universidade: implementação e implicações na Formação Inicial do Professor de Matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Políticas públicas: o ensino de arte na educação básica

Pós-graduação em Artes - IA

A evolução biológica no ensino médio no Estado de São Paulo: competências curriculares, orientações didáticas e indicadores de aprendizagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O caso dos quatro quatros como uma possibilidade pedagógica para o desenvolvimento de competências e habilidades matemáticas

The teaching and learning of mathematics through alternative methods make Mathematics more enjoyable, accessible and meaningful. Through teaching resource storytelling the student becomes the protagonist of the construction of their knowledge. With the use of books and writings of Malba Tahan is possible to work with mathematics, as a curriculum component, fostering the development of skills and Mathematics skills in students. Thus, this study aims to understand which skills and Mathematics skills can be developed with the storytelling of The Case of the Four Fours in Basic Education. Through the telling of this story, students develop the skills related to the block / shaft Numbers and Operations, present in official documents, and other skills and mathematics skills

Jogo de handebol e futsal na escola: possibilidades e limites pedagógicos

Sports team, specifically soccer and handball, has traditionally composing the physical education school contents as a curriculum component. There are several criticisms to extend this approach beyond the sportive discourse. While we recognize this need for expansion, we believe that the methodological endeavors to teach these sports content are still very poor, requiring, therefore, studies that guide us in changing not only contents but also the way of teaching it, which implies new e teaching, pupils and teaching relationship perspective. In this sense, the objective of this study was to identify and analyze, from a sports team tactics teaching approaches of invasion, the demonstrations by students, the phases of handball and soccer games, as well as the elements/dynamic structural, functional and operational in the same school environment. Given this objective, qualitative research, specifically, collaborative action research, best meets investigation is this scenario, since classroom teacher and students also participated in the content construction and strategies undertaken during the intervention. The study enrolled 28 students in the fifth grade, aging 10 to 11 years, in a Bauru/SP public school, physical education teacher and the researcher. Were planned and taught together, 14 classes over a semester with the handball and futsal content, guided for teaching tactics approaches. The data collections were made through systematic lessons observation (through filming and recording diary), interviews with students and descriptive reports made by the classroom teacher and researcher. The results indicate that there was an improvement in the phases of soccer and handball game, even though only the latter has changed its category phase to decentralized anarchic phase. Several students showed in the situational interviews, a more elaborate game understanding than the one identified in the game demonstration. In the analysis of relationship levels..

A educação física no ensino médio em escolas particulares: as perspectivas de alunos, diretores, coordenadores e professores de educação física

Although physical education is regulated by law and recognized as a mandatory component of basic education class, which includes high school, there are many reports that these classes do not actually happen. Such evidence shows the situation experienced by the author of this study, which brought this research to the attention. Therefore, the objective was to investigate and understand the perspective of students, physical education teachers, principals and coordinators forward their ideas to this reality, about the high school physical education in private schools. The research made use of qualitative approach, guided by an exploratory study. The technique was undertaken to collect the questionnaire with open and closed questions, involving 263 students enrolled in high school of four schools in two cities in the state of Sao Paulo and also the director, coordinator and professor of physical education of each one of these institutions, resulting in 12 education professionals. The categories of analysis were defined as: 1. Regarding physical education in high school, 2. The occurrence of physical rducation in high school, 3. Content and dynamic strategies developed in class 4. Student participation in class. The results show that despite, although some schools have physical education classes, there are still many students who do not take them. This reveals a double challenge to the area, which is: although it is essential that such a curriculum component is included in the grades (respecting the regional law legal system) that is not enough students that actually participate in it. As teachers, coordinators and directors recognize the importance of effective physical education, there are numerous of factors that deserve consideration to better understand this reality. One relates to the content of sportivization, another contrast to the period of occurrence of classes in relation to other curriculum components. Additionally, some others are relat...

A matemática financeira e a estatística como ferramentas para uma gestão financeira consciente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Teaching in the community: Changing and implementing a new curriculum

The Faculdade de Medicina de Botucatu is changing to, and implementing a new curriculum aimed at integrating teaching and learning in the community. Emphasis is on preparing the community settings for teaching, learning and providing health care. A particular task is staff development with emphasis on problem-based learning (PBL) and training medical and nursing students in the leadership to participate in this process. The new curriculum includes the gradual introduction of clinical practice during First Year, integration of the basic sciences with clinical sciences, through integrated modules studied in small groups, and maintenance of the two year clerkship. The undergraduates are introduced gradually to the community: 8% of the total curriculum during First Year, 10% during Second Year, 10% during Third Year, 20% during Fourth Year, 30% during Fifth and Sixth Years. The basic health units at primary care level, and the regional specialty outpatients and hospitals at the second level, are the main teaching sites. An Education Development Committee was established to discuss the strategies for supporting the changes and to structure the planning for promoting the gradual transformation of staff development. After 18 months of implementation of the curriculum, there followed discussions and monitoring of the objectives of changes in medical education at our school. Successful implementation of the new curriculum would fail, if the objectives were not absorbed by every member of the implementation Committee.

Systematic reviews showed insufficient evidence for clinical practice in 2004: What about in 2011? the next appeal for the evidence-based medicine age

Rationale and aim The aims of the Cochrane systematic reviews are to make readily available and up-to-date information for clinical practice, offering consistent evidence and straightforward recommendations. In 2004, we evaluated the conclusions from Cochrane systematic reviews of randomized controlled trials in terms of their recommendations for clinical practice and found that 47.83% of them had insufficient evidence for use in clinical practice. We proposed to reanalyze the reviews to evaluate whether this percentage had significantly decreased. Methods A cross-sectional study of systematic reviews published in the Cochrane Library (Issue 7, 2011) was conducted. We randomly selected reviews across all 52 Cochrane Collaborative Review Groups. Results We analyzed 1128 completed systematic reviews. Of these, 45.30% concluded that the interventions studied were likely to be beneficial, of which only 2.04% recommended no further research. In total, 45.04% of the reviews reported that the evidence did not support either benefit or harm, of which 0.8% did not recommend further studies and 44.24% recommended additional studies; the latter has decreased from our previous study with a difference of 3.59%. Conclusion Only a small number of the Cochrane collaboration's systematic reviews support clinical interventions with no need for additional research. A larger number of high-quality randomized clinical trials are necessary to change the 'insufficient evidence' scenario for clinical practice illustrated by the Cochrane database. It is recommended that we should produce higher-quality primary studies in active collaboration and consultation with global scholars and societies so that this can represent a major component of methodological advance in this context. © 2012 John Wiley & Sons Ltd.

A orientação sexual e a educação física: sobre a prática pedagógica do professor na escola

Pós-graduação em Ciências da Motricidade - IBRC