Entrando na dança: reflexos de um curso de formação continuada para professores de educação infantil

Pós-graduação em Artes - IA

O corpo na escola: um estudo sobre as relações entre cultura e processos de subjetivação

Pós-graduação em Educação - IBRC

A formação da paisagem urbana do complexo Ribeirão Verde: uma proposta comunitária de educação ambiental

Pós-graduação em Educação - IBRC

Apontamentos genealógicos a respeito da noção de deficiência mental e de suas instituições de cuidado no Brasil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Imaginários e representações da morte: caminhando sobre o fio da navalha

Pós-graduação em Serviço Social - FCHS

Negociações na formação de professores de Física: construções conjuntas e resolução de conflitos em problematização da prática educacional

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Serviço social, educação e complexidade: um diálogo com o homo complexus professor

Pós-graduação em Serviço Social - FCHS

Um dos desafios da questão social: adolescentes em cumprimento de medida sócioeducativa em Araraquara-SP

Pós-graduação em Serviço Social - FCHS

Aprendizados com a diferença em uma experiência de paternidade: do testemunho ao cuidado

This essay tells a singular experience of paternity, a parent's relationship to his daughter and learning of a child with special needs. This narrated experience has as an objective of the author's own narration of the transformations of this test, the theoretical features that marked his intellectual trajectory and limits them to express it. From this perspective, this essay seeks to give voice to this unique experience of caring with the goal of establishing a counterpoint with the discourse of inclusion and the specialized knowledge, with a view to a discursive event that produces a philosophical thinking and an apprenticeship with the difference that can promote the self-transformation of individuals who act in this field in their educational action.

Trajetórias de escolarização: um estudo sobre egressos do curso técnico em economia doméstica

Pós-graduação em Educação Escolar - FCLAR

Entre o corpo e a escola: estudo sobre alguns dispositivos de colonização

We present some results of our studies on the relationship between educational processes and subjective processes. The object of our research is the body inserted in the school context in which we analyze tenderness as a field colonized by the dynamics of power. We have observed in the educational process both signs of capture as well as rupture facing the mechanisms of control coming from the market. We identified the implications of the body in the educational process in order to propose the aesthetic paradigm as a reference for educational action.

Análise de ação educativa sobre vigilância do óbito infantil para profissionais da saúde do Estado do Maranhão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ações educativas sobre prevenção de acidentes infantis com professoras de educação infantil

Pós-graduação em Educação - FFC

Geografia, patrimônio e diversidade cultural: linguagem audiovisual em ações educativas

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Educative games and expositive lesson: Comparison of educational techniques on sitting posture

Introduction: Studies on education in health are important for the concretion of action of promotion of the health. Objective: To verify the changes of theoretical knowledge on sitting posture, evaluated at two moments (initial and final,) considering two programs of education (expositive lesson and operative groups). Methods: 75 pupils had been citizens, of both the sexes, three 4as series of a public school, evaluated previously (A1) on seated position; group 1 was submitted to a procedure of expositive education, the 2 educative games in the 2 and, the 3 to no intervention. After one week they had been reevaluated (A2). For the moments the test of Wilcoxon was applied and between the Kruskal groups Wallis. Results: In the comparison inside of the groups, of 2 and 3 they had presented increase in the number of rightness on position seated in the after-test, with statistical significant difference, whereas in the group has controlled, such fact did not occur. In the comparison between groups, at the first moment (A1), 2 groups e 3 had not presented significant difference statistical (p > 0,05), however, in as moment notices that it had difference statistics between the three groups (p < 0,01), being that the G3 presented minor frequency of errors (md = 5) in relation to the g2 (md = 8) and g1 (md = 10). Conclusions: It can be affirmed that educative techniques that supply information and promote debates and exchanges of experiences between the participants increase the possibilities of incorporation of the contents related to the sitting posture.