Dan��ando na escola: ���o espet��culo n��o deve parar���

Observando-se o desenvolvimento de uma crian��a, podemos perceber que, na verdade, nossa primeira e natural forma de comunica����o se d�� atrav��s de nossos corpos, sendo a linguagem oral e escrita as substitutas impostas pela atual cultura social. A execu����o de movimentos corporais como o dan��ar, por exemplo, �� adequada para o desenvolvimento da crian��a como um todo, pois estimula aspectos como o senso de coletivismo/individualismo, a coopera����o, a criatividade e a livre express��o. A dan��a encontra-se inserida no curr��culo da Educa����o B��sica, por��m cada vez mais ela s�� toma forma ��s v��speras de alguma festividade escolar. Al��m disso, as coreografias s��o elaboradas e ensaiadas por professores despreparados e sem formação na ��rea de dan��a, o que leva a um aprendizado vazio, sem conte��do significativo para o desenvolvimento dos indiv��duos. Tendo como base o desenvolvimento infantil e sua rela����o com a dan��a, esse projeto desenvolvido com crianças do 3�� e 4�� ano do Ensino Fundamental de uma escola municipal de Botucatu, teve como principal objetivo despertar nas mesmas o gosto pela dan��a. As atividades foram desenvolvidas em aulas semanais de uma hora e focalizaram o conhecimento te��rico-pr��tico de alguns tipos de dan��a, al��m de desenvolverem, dentre outras, a capacidade criativa, de socializa����o, de conhecimento do pr��prio corpo e express��o do ser. De uma forma geral, houve participa����o e dedica����o durante as atividades propostas, apesar da alta instabilidade e oscila����o quanto ao n��mero de alunos que participavam do projeto. Mesmo assim, pode-se perceber significativa evolu����o em rela����o �� socializa����o, criatividade e motricidade das crianças. Esta experi��ncia permite a compreens��o de que a dan��a deve estar inserida no contexto escolar, n��o apenas como forma recreativa, mas sim como ferramenta educativa para a formação de ...(Resumo completo, clicar acesso eletr��nico abaixo)

Implante coclear: o que modifica na escola para uma crian��a surda?

Nesta pesquisa apresentamos indicadores de um ensino de qualidade para crianças deficientes auditivas em geral, e em especial, as que se submeteram �� Cirurgia de Implante Coclear viabilizando sua reabilita����o na vida escolar. Observamos quanto ��s atividades educacionais propiciam o desenvolvimento de Portadores de Defici��ncia Auditiva, como �� feito o programa de habilita����o das crianças que se beneficiam com a cirurgia, enfocando a import��ncia dos pais assumirem uma atitude ativa na pr��pria vida e na vida dos filhos, decidindo nas escolhas e decis��es no que diz respeito �� educa����o e o comprometimento de professores e profissionais da ��rea que devem expandir seus conceitos e pr��ticas adotadas, assumindo um compromisso com a educa����o e ideais de cidadania.

Formação docente e pr��ticas de leitura: experi��ncias iniciais e na atua����o profissional

The objective of this work is to present an analysis of the results of a study about the reading practices of a group of teachers from the public school, discussing how these practices constitute themselves since the initial formation until the teaching period. The selected teachers had their formation between the end of the 60���s and the beginning of the 80���s, remaining as teachers of the public school for the next twenty years. Using as methodology the narrative research, we are going to discuss how the reading appears in the lives of these professionals, what their representations about it are and how the reading permeates their lives and their actuations in the school, passing through the first contacts with the books until the collision between theory and practice, observed in the speech of the teachers who were interviewed, always taking into account the teaching formation.

O estudo de matem��tica nas salas de recursos de escolas do ensino fundamental

Conforme a Declara����o de Salamanca, toda crian��a tem direito fundamental �� educa����o, em particular aquelas com defici��ncia. Para atender a esta recomenda����o, os Estados e Munic��pios brasileiros instalaram salas de recursos (salas para atendimento especial) em diversas escolas. Esta pesquisa vem apresentar uma an��lise do trabalho realizado com alunos com defici��ncia nas Salas de Recurso de escolas da cidade de Rio Claro, focando o ensino de matem��tica. Foi feito um levantamento das escolas que possuem estas salas e cinco delas foram selecionadas para a realiza����o de entrevistas com os professores especialistas. O objetivo foi conversar sobre as dificuldades e potencialidades deste tipo de atendimento especializado, no que diz respeito �� matem��tica. As an��lises dessas entrevistas indicaram os procedimentos para o atendimento na SR e as abordagens para o ensino de matem��tica

Relat��rios de minorias com crianças e imagens: contornos de uma pesquisa margarida

P��s-gradua����o em Educa����o - IBRC

Direitos humanos e formação de educadores: algumas reflex��es

O trabalho apresenta algumas reflex��es relativas �� inser����o e �� discuss��o sobre Direitos Humanos no processo de formação de educadores, particularmente no curso de Pedagogia. Assume como procedimento metodol��gico a pesquisa bibliogr��fica, dialogando com alguns textos contempor��neos sobre Educa����o em Direitos Humanos (EDH) e documentos oficiais (do campo educativo) que contribuem para enfatizar a aproxima����o entre processo formativo e Direitos Humanos; apresenta, ainda, o relato de alguns aspectos do trabalho desenvolvido junto ��s alunas de Pedagogia. Considerando que a pr��tica educativa se realiza a partir de concep����es fundantes (antropol��gicas, sociol��gicas, ��ticas), a reflex��o sobre os princ��pios da Declara����o Universal dos Direitos Humanos pode contribuir para a sensibiliza����o e a formação de educadores atentos ao reconhecimento das condi����es necess��rias para a vida com dignidade, bem como para a promo����o de viv��ncias que respeitem a diversidade humana e cultural.

SABERES DOCENTES DOS PROFESSORES QUE ATUAM NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

O estudo busca conhecer o trabalho desenvolvido por professores de diferentes componentes curriculares dos anos finais do Ensino Fundamental da rede p��blica de ensino da cidade de S��o Paulo de modo a identificar e compreender suas percep����es a respeito dos saberes docentes no contexto do processo ensino e aprendizagem. Assim discute-se os saberes que os professores adquirem e/ou reelaboram na pr��tica pedag��gica e que s��o por eles vistos como possibilidades de mudan��as no processo ensino e aprendizagem que contemple um ensino de qualidade. O referencial adotado pauta-se em estudos sobre saberes docentes e sua pr��tica, o conhecimento sobre os processos de ensino e aprendizagem e a formação dos professores que atuam nos anos finais do Ensino de Fundamental, tendo como autores principais, Tardif, Garrido, Gatti e Luckesi. Para tanto, procede-se �� an��lise de documentos oficiais e �� aplica����o de um question��rio a doze professores dos anos finais do Ensino Fundamental com o objetivo de conhecer aspectos da vida profissional, bem como as articula����es que eles fazem entre saberes docentes, pr��ticas profissionais e processo ensino e aprendizagem. Os resultados demonstram os saberes desenvolvidos pelos docentes, e as pr��ticas pedag��gicas que constru��ram ao longo de seu exerc��cio profissional frente as dificuldades evidenciadas em alguns grupos de alunos. Por fim, os dados revelam a necessidade de se garantir discuss��es sobre o curr��culo das turmas dos anos finais do Ensino Fundamental de forma a se perceber que a evolu����o que os educadores almejam com todos os envolvidos no processo ensino e aprendizagem se ressignificam na pr��tica do conhecimento.

Saberes dos professores da educa����o profissional t��cnica de n��vel m��dio em enfermagem

A doc��ncia na educa����o profissional t��cnica de n��vel m��dio em enfermagem �� uma das dimens��es importantes a ser considerada na qualifica����o da formação de trabalhadores t��cnicos, no Brasil. Apesar disso, ela �� marcada por fragilidade nos processos formativos, adversas condi����es de trabalho, incluindo, a precariedade. O objetivo deste estudo �� descrever e analisar os saberes dos professores de uma escola privada de educa����o profissional em enfermagem, no munic��pio de Ribeir��o Preto, considerando suas viv��ncias na pr��tica pedag��gica, a partir de referencial de Tardif (2012). Estudo descritivo-explorat��rio, qualitativo. A t��cnica de coleta de dados utilizada foi entrevista semiestruturada com 13 professores, realizadas de novembro de 2014 a fevereiro de 2015. As entrevistas foram analisadas, sendo delineadas categorias de decodifica����o, a saber: Saberes pessoais dos professores; Saberes provenientes da formação escolar anterior; Saberes provenientes da formação profissional para o magist��rio, subdivididos em Saberes provenientes da formação profissional para o magist��rio constru��dos em cursos de Bacharelado e Licenciatura em Enfermagem e Saberes profissionais para o magist��rio, constru��dos nos cursos de especializa����o latu sensu e programas de capacita����o docente; Saberes provenientes dos programas e livros did��ticos usados no trabalho dos professores; Saberes provenientes de sua pr��pria experi��ncia na profiss��o envolvendo atua����o nos servi��os de sa��de e na doc��ncia. Esses saberes, no exerc��cio cotidiano do trabalho docente, s��o articulados e reconstru��dos. Eles mostram significativamente as suas rela����es com a diversidade nas possibilidades de formação, dada a fragilidades das pol��ticas de formação docente, bem como suas rela����es com as condi����es concretas de trabalho na educa����o profissional, sendo ainda significativa a concomit��ncia da doc��ncia nessa modalidade de ensino com a pr��tica profissional em servi��os de sa��de, o que tamb��m traz implica����es para a conformação dos saberes da doc��ncia

A transi����o entre a educa����o de inf��ncia e o 1�� ciclo do ensino b��sico

Relat��rio de est��gio, apresentado para a obten����o do grau de Mestre na ��rea de educa����o de inf��ncia e ensino do 1�� ciclo do ensino b��sico

O comportamento pr��-social de crianças com sintomatologia do transtorno da conduta

Pro-social behaviors are seen regularly throughout our daily lives, as we often witness people giving alms, helping a neighbor move, donating blood, or taking care of a friend's children, among others. From an evolutionary perspective, such behaviors occur because they have a high adaptive value to our species, precisely due to our high degree of dependence on group living for survival. Probably, for this same reason, since children have shown a preference for prosocial behaviors over antisocial behaviors, this preference becomes more visible as we grow. However, children with symptoms of conduct disorder show a pattern of aggressive, impulsive and more selfish behaviors than children without such symptoms. Furthermore, these children also experience environments in which antisocial behaviors are more frequent and intense compared to the general population. Priming experiments are one way of measuring the influence of simple environmental cues on our behavior. For example, driving faster when listening to music, religious people help more on religious elements, like the bible, and children are more cooperative after playing games of an educational nature. Thus, the objectives of the current study were to: evaluate whether there is any difference in generosity, through sharing behavior, among children with and without symptoms of conduct disorder; analyze the influence of prosocial priming on sharing behavior on children with and without symptoms of conduct disorder; and finally, analyze from an evolutionary perspective, the reasons given by children with and without symptoms of conduct disorder for sharing or not sharing with their best friend in a classroom environment. To address this question, the teachers of these children were asked to respond to an inventory that was designed to signal the presence or absence of symptoms of conduct disorder. Children identified as having or not having symptoms of conduct disorder could then undergo an experimental (with priming) or control (no priming) condition. Under the experimental condition, the children were asked to watch two short videos showing scenes of helping and sharing among peers, to perform a distraction activity, and finally to chose two of four different materials presented by the researcher and decide how much of these two materials they would like to share with their best friend in the classroom. Then the children were asked about their reasons for sharing or not sharing. Children subjected to the control condition performed the same activities as in the xi experimental condition, but did not watch the video first. The results showed a notable difference in the effect of priming in accordance with the child's stage of development; a difference in the amount of material donated to a best friend by children with and without symptoms of conduct disorder, and a change in this observed difference with the influence of pro-social priming; and finally, a convergence in the thinking of children regarding their reasons for sharing with evolutionary theory. The results of this study also indicate the importance of individual factors, developmental stage, environmental and evolutionary conditions in the pro-social behavior of children with and without symptoms of conduct disorder.

Formação docente e conhecimento profissional: desafios para o ensino da matem��tica na EJA

As for the Education for Youth and Adult (EYA), the challenge of training these teachers is to provide tools to understand and act on the teaching of mathematics. It is realized just how special education in this modality and as such teaching is lacking in an adequate and solid training in the area of knowledge. One of the major problems affecting this type of education is the high dropout and failure rates, and lack of motivation among students. Thus the need to provide differentiated profile with a professional to teach youth and adults students, so that they are able to mobilize didactic-pedagogic knowledge, methodologies and theoretical frameworks that serve as a basis for school-developed teaching practice. This thesis aims to investigate how the math teacher, who acts in adult education from elementary school, has developed its didactic and pedagogical action, and that professional knowledge has been mobilized to teach? It has highlighted the importance of initial and continuing training and professionalization of teachers dedicated to this specific type of education, when teachers should be the protagonists of their professional development. The methodological approach was begun with a literature review, then the research was anchored mainly on the ideas by Gauthier, Nu��ez and Ramalho (2004); Imbernon (2011), Garcia (2006); Perrenoud (2000); Tardif (2007 ); Haddad, Di Pierro (2000), D'Ambrosio (2002), Mendes (2006, 2009), Freire (1996, 2011), and other theorists and official documents of field of adult education here and abroad. That work leads us to the understanding of the present moment from a foray into historical and conceptual aspects, as well as educational policies of EYA, as well as training, professionalism, knowledge and skills necessary for professional practice. Then, the subjects and the locus of research and the instrument for data collection were set up and led by the object of study. To consolidate the study was selected a sample of 27 mathematics teachers, working in municipal EYA Network Teaching of Natal. This research is in an investigative nature, within the quantitative and qualitative approaches focused on the responses of study subjects from the content analysis by Bardin (1977). Results from the analyzes have revealed that the initial training of mathematics teachers of adult education needs to be reconfigured in order to formalize the knowledge base of professionals (the mathematical content, didactics and professional knowledge). Thus the study suggests that this base knowledge is embedded in the pedagogical practice of these teachers, so that there is a completion of the teaching and learning process for young people and adults. The study also has pointed out that there is a need for teachers to participate in a continuing education plan that prioritizes learning situations of mathematical content considering the previous knowledge of the students. The final analyses thus indicate that knowledge of mathematics and the didactic and pedagogical strategies to be mobilized by teachers must be able to motivate the students in such a way that they feel need to incorporate in their knowledge, mathematical knowledge capable of making them more likely to have access to social, economic and labor market

Processos de imita����o-cria����o como constituidores da pr��xis pedag��gica: uma interven����o did��tico-formativa com o formador de professores

The research deals with the constitution of the pedagogical praxis of a teacher trainer, understood as objectification of theoretical and practical unity in the teaching field. It was achieved by means of a didactic-training intervention. The research problem: as a teacher trainer in a continuous training process is a pedagogical praxis, outlined to the overall objective: investigate the establishment of the pedagogical praxis of teacher trainer in a continuous formation process. The specific objectives were: 1) outline principles and foundations theoretical-methodological course of intervention research on appropriate teaching assumptions of historical-cultural theory; 2) systematic principles of constitution of the pedagogical praxis of a teacher trainer and 3) synthesize foundations of continued training of teacher trainers in view of the historical-cultural theory, to collaborate with design of institutional policies for continuing training of university teachers. The research was developed at the Federal University of Tri��ngulo Mineiro University - UFTM, with teachers who work in their degree courses. It was developed in three stages: diagnosis, didactic-formative intervention and analysis of data. In the diagnostic step attended five teacher educators of degrees in: history, geography, physics, chemistry and letters. At this stage were used identification questionnaires, interviews, classroom observation and document analysis. In the next stage, with participation of a trainer, it was held educational-training intervention understood as the collective research-training process that is involved intervening in teaching with the development of interdependent and simultaneous actions trainings, planning and implementation of educational activities and study, classroom observation and evaluation from the perspective of dialectical unity in order to contribute to the integral development of teachers and students. The intervention were also held interviews and document analysis. The last stage of the research was the analysis of the data. In the diagnosis of education, among other analyzes, three references were found of the trainer's training-action: memorized references, empirical and praxis. It was the analysis of the references of the trainer's training-action that guided referrals ways of teaching-training intervention. As a result, it was concluded that the teacher educator is their pedagogical praxis in the dialectical units theoretical and practical appropriation of concepts and imitation-creation. Were the two principles analyzed in the research. It was also systematized some essential elements of the formation of the teacher educator: the needs of trainers are decisive in the choice of concepts that will be appropriate; the organization of the training process should take place hand in hand with planning and development classes; the theory need to be experienced in training so that appropriation/objectification of education come true, and also, participants must be strengthened as a collective studies, since we have not learned by linearity but connections. It is hoped that the research will create opportunities to deepen the debate on the continuing education of teacher educators and contribute to scientific production in the area.

Formação do educador no curso de pedagogia de Caic��-RN: reprodu����o ou transformação social

ARA��JO, Marta Maria de. Formação do educador no curso de pedagogia de Caic��-RN: reprodu����o ou transformação social. Porto Alegre, 1985. Disserta����o (Mestrado) - Curso de P��s-gradua����o em Educa����o. Universidade Federal do Rio Grande do Sul, Porto alegre, 1985