Programa ReAção: uma análise das contribuições de uma pesquisa colaborativa com professores para a melhoria do ensino de ciências

The teaching of Science is one great challenge not only for educators but also for researchers in our country. In a globalized world where the social foundations, cultural and economic depend fundamentally on science and technology, science education is a basic requirement for the exercise of citizenship. Multiple initiatives have been taken to improve the quality of teaching of science practiced in our schools: the ReAction Program is the result of a set of actions developed by a public educational policy that invests in improving the Teaching of Science the elementary school. In this work, we present a history of this program and the search on the contribution and the actions developed, the collaborative research with a group of teachers-multiplier, and the evaluation of the teaching of science, measured from notes, frequency and speech teacher.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaes on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.

Coordinated, network-based research as a strategic component of science in Brazil

Scientific research plays a fundamental role in the health and development of any society, since all technological advances depend ultimately on scientific discovery and the generation of wealth is intricately dependent on technological advance. Due to their importance, science and technology generally occupy important places in the hierarchical structure of developed societies, and they receive considerable public and private investment. Publicly funded science is almost entirely devoted to discovery, and it is administered and structured in a very similar way throughout the world. Particularly in the biological sciences, this structure, which is very much centered on the individual scientist and his own hypothesis-based investigations, may not be the best suited for either discovery in the context of complex biological systems, or for the efficient advancement of fundamental knowledge into practical utility. The adoption of other organizational paradigms, which permit a more coordinated and interactive research structure, may provide important opportunities to accelerate the scientific process and further enhance its relevance and contribution to society. The key alternative is a structure that incorporates larger organizational units to tackle larger and more complex problems. One example of such a unit is the research network. Brazil has utilized such networks to great effect in genome sequencing projects, demonstrating their relevance to the Brazilian research community and opening the possibility of their wider utility in the future.

Da capacitação em toxicologia, psicofarmacologia e legislação na formação inicial de professores de ciências e biologia para a prevenção educacional ao uso abusivo de substâncias psicoativas

Pós-graduação em Educação para a Ciência - FC

Ensino de temas da genética contemporânea: análise das contribuições de um curso de formação continuada

Pós-graduação em Educação para a Ciência - FC

Possibilidades e limites de experiência: imagem e formação de professoras de infância da rede pública de Rio Claro

Pós-graduação em Educação - IBRC

Políticas públicas, currículos e o processo de formação docente: um estudo sobre as configurações curriculares dos cursos de licenciatura em Física de uma Universidade pública

Pós-graduação em Educação para a Ciência - FC

Inclusão de alunos com deficiência na aula de educação física: identificando dificuldades, ações e conteúdos para prover a formação do professor

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

As influências da especialização formativa na prática docente dos egresos do curso de graduação em Geografia da UNESP - Rio Claro

The present paper is a reflection of studies and analyzes on issues involving the training of Geography Teachers. By realizing this projetc, we aim to analyze the influences of specialization training in the teaching practice of the subjects who graduated in Geography at the Universidade Estadual Paulista Júlio de Mesquita Filho, Rio Claro Campus. This is primarily a discussion of the university curriculum, the professionals it forms and the current politics of training teachers of Geography. Thus, we conducted a literature review, and will be used questionnaires and interviews with the subjects, graduated in degree course and a BA in Geography in the last four years

Formação acadêmica inicial em educação física: perfis profissionais, objetivos e fluxos curriculares de uma instituição privada de ensino superior do interior do Estado de São Paulo

The present study represents a qualitative thesis, characterized as a case study, which uses the method of the present approach. In addressing the academic home in physical education, there is the constancy of the discussions regarding the curriculum and professional formatting. In view of the curriculum modifications to fit the new legislation, and the fact they are few studies related to private institutions that offer such courses, which offer even greater number of courses when compared to public institutions aimed to investigate and analyze the professional profiles, curricular goals and flows contained in the pedagogical projects of courses bachelor degree in physical education and a private institution of higher education of the State of São Paulo, as well as verifying the existence and adequacy of articulation to the institutional educational project and the institutional development plan. Compounding the literature review discussed the key historical facts relating to courses in physical education in our country, and its path to the current model. Also presented was the law of physical education courses in force in Brazil and some concepts about teaching course projects and their relationship to other institutional documents. Techniques were used to review and document analysis, with primary source documents of their own and other government institution. It found a lack of interest of some private institutions of higher education in official documents available for this type of research, which is bad since there are more courses offered by them compared to public institutions. As for the degree course for training teachers of physical education, found lack of specificity regarding the differentiation between content and the bachelor, which ends up deviating from the expectations contained in the course to the one presented in the curriculum. Thus, it becomes a need for greater collaboration of private institutions of higher education...

Grupo de estudo/discussão como estratégia formadora de autonomia docente em professores de física

This work is intended to promote a reflection about the forms of work in groups for continuous training of teachers. Based on the hypothesis that the groups of study / discussion of specific topics in physics can have very effects significant and recommended by the literature, we based on the propositions of the educator José Contreras Domingo about autonomy of teachers and we does a report of an experience with group of continuing education in which they succeeded in developing the characteristics of autonomy of teachers in a job with physics teachers who participate in a group of study / discussion of topics of Modern and Contemporary Physics. In this way presents arguments relating the autonomy of teachers with the teacher continuing education and presents the report of a group of training teachers of physics who works along these lines.