Indisciplina no ensino técnico: representações sociais de professores

The present study is a result of a Master’s degree’s research in Psychology, which has been developed with the objective of identifying the social representations of teachers about indiscipline in the classroom. We adopted a qualitative and quantitative approach and also the theory of Social Representations. Data were collected through individual semi-structured interviews. There were three high school teachers, three technical teachers and three teachers from both types of education, resulting in nine teachers from a technical school in São Paulo countryside. We defined three themes to process data through a content analysis, which are: indiscipline causes, alternatives to deal with this issue and conception of indiscipline. This division into themes allowed us to identify categories and we were able to measure frequency and percentage of answers. So far, we analyzed data of interviews corresponding to technical teachers. We noted that most of the answers related to the indiscipline were due to individual and family factors of students. Regarding the alternatives to deal with indiscipline, the answers were mostly related to the relationship of teachers and students. In general, we can say these pre-results show us a difference between the indiscipline causes and the alternatives to deal with them: teachers tend to blame the students themselves and their family problems, but they also say the alternatives are centered on the interaction teacherstudent.

Trabalho do formador de professores para a educação profissional

This article presents research that examined work of a teacher trainer for professional education, which aimed to study the work of these professional instruments , the design of pedagogical mediation underlying the prescriptive texts of the work and the theoretical-methodological arrays deployed in labor activity . The theoretical framework was Clinical Activity , strand of Work Psychology . We adopt a simple self-confrontation for data collection , combining interviews , document analysis, and video recording of the work . Were the volunteer coordinator and three trainers course in São Paulo educational institution. The results showed that the work of trainers activity is directed to others , using concrete and intangible instruments . Prescriptive texts suggest the use of cognitive education approach , but in the effective action of the trainers was adopted cultural-historical perspective of human development . At the end there are the limitations of this research and indicates the need for further scientific research on the subject.

Esporte no contexto escolar: estudo do perfil dos professores de educação física qua atuam como técnicos nas olimpíadas estudantis no município de São Paulo

Pós-graduação em Ciências da Motricidade - IBRC

Concepções de professores sobre gestão escolar

This study examined the newly graduated in pedagogy teachers' perceptions of current school administration concepts and practices. It is an exploratory research study with questionnaire using Likert scale closed-ended questions. The results indicate an emphasis on the official view of the school administration and the sharing of responsibilities as a democratic basis. It is concluded that the respondents have basic perceptions, little criticism on the school administration, reproducing, often a government and media discourse on the subject.

O papel do estágio supervisionado na formação inicial de professores: investigando perspectivas de alunos de um curso de licenciatura em Ciências Biológicas

O presente trabalho teve como objetivo identificar e analisar concepções sobre o papel do estágio supervisionado de um grupo de alunos de um curso de Ciências Biológicas. Participaram 48 alunos de um curso de licenciatura que responderam a um questionário com questões abertas. Foram identificados 4 agrupamentos das ideias dos alunos sobre o papel do estágio supervisionado: "Treinamento profissional" que reuniu 15 alunos participantes, "Aprendizado com a prática" e "Interação com a realidade escolar", que reuniram, cada um, 12 alunos participantes e "Desenvolvimento de habilidades pessoais", que reuniu 6 alunos. Observamos que houve um predomínio de uma concepção técnico-instrumental do estágio supervisionado.

Mercadorização da educação: elementos que circunscrevem a formação inicial de professores

Pós-graduação em Educação - FFC

Concepção de produção de texto na escola: os reflexos no ensino da língua materna na sala do 5º ano do Ensino Fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O programa sala de leitura e seus reflexos nas histórias de leitura de alunos e professores de uma escola estadual paulista

Pós-graduação em Letras - FCLAR

Construção, aplicação e análise de proposta de formação continuada de professores para o ensino de história a alunos com deficiência intelectual

Pós-graduação em Educação - FFC

Formação Continuada em Serviço para professores da educação infantil sobre o brincar

Pós-graduação em Educação - FFC

Programa Institucional de Bolsas de Iniciação à Docência – PIBID – e a formação inicial de professores

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

A relação entre a álgebra acadêmica e a álgebra escolar em um curso de licenciatura em matemática: concepções de alunos e professores

Pós-graduação em Educação - FCT

A importância da ludicidade na escola na perspectiva de professores atuantes nos anos iniciais do Ensino Fundamental

The play and playfulness as well as school subjects are ways that the teacher has in the classroom to mediate the relationship between knowledge and the students, providing an easier and more enjoyable learning. This paper aims to analyze how teachers in the early years of primary education, the areas of Physical Education, Education, Art and English, assesses the importance of playfulness at school, define concepts such as the playful, playing, their importance for the learning and social life. Field research through interviews with nine teachers was conducted, six Educationalists teachers, an art professor, an English and physical education teacher. The results indicated that most of these teachers mediates learning through playfulness that children have better learning when the pedagogical work occurs through play, and feel more motivated to attend school. Participants have the idea that playfulness is the play and the play and say the school should value the playful, and need support from the school staff and the community. In conclusion, the playful should be part of everyday school life and more than a teaching strategy, should be valued in the integral formation of the individual

A importância da ludicidade na escola na perspectiva de professores atuantes nos anos iniciais do Ensino Fundamental

The play and playfulness as well as school subjects are ways that the teacher has in the classroom to mediate the relationship between knowledge and the students, providing an easier and more enjoyable learning. This paper aims to analyze how teachers in the early years of primary education, the areas of Physical Education, Education, Art and English, assesses the importance of playfulness at school, define concepts such as the playful, playing, their importance for the learning and social life. Field research through interviews with nine teachers was conducted, six Educationalists teachers, an art professor, an English and physical education teacher. The results indicated that most of these teachers mediates learning through playfulness that children have better learning when the pedagogical work occurs through play, and feel more motivated to attend school. Participants have the idea that playfulness is the play and the play and say the school should value the playful, and need support from the school staff and the community. In conclusion, the playful should be part of everyday school life and more than a teaching strategy, should be valued in the integral formation of the individual