A perspectiva construtivista nos anos iniciais do ensino fundamental: estudo de caso de uma escola do interior paulista

This research was aimed to discuss the prospect constructivist education. This study was based on a survey literature and an investigation of teaching practices performed the daily routine of a classroom in the first years of elementary school a bilingual private school in Bauru - SP. For development of empirical research was adopted as a tool for collecting observation data. Then the results were analyzed the light of constructivist theory. Through this work we could confirm that observed in the classroom teaching practice-based perspective constructivist happens successfully. Many important elements of constructivist perspective, such as planning lessons, adoption collaborative teaching strategies and investment relations Interpersonal are satisfactorily achieved by teachers who, overall, considering the students' prior knowledge, establish strategies that foster learning, value the interpersonal relationships with group work and guided by the collaboration in the mediation of teacher education process. Therefore, the practice teaching does not happen spontaneously or empirical, critical often attributed to constructivism nowadays.

A concepção do aluno sobre o papel da educação física na escola após a experiência de acampante

Camping alloys the implementation of a broad variety of activities that involves many aspects of the corporal culture of movement. There is much more than fun in games and plays and that’s what we seek to include in the children’s daily routine. The Physical Education professional has as one of its duties to teach these elements, such as the knowledge related to the citizenship formation to its students. Therefore, the participation in camping can contribute to this formation, since the students have the chance to realize the amplitude of Physical Education and change their view on it, even at school. The aim of this research is to investigate after the camping experience, if the students change their conception on the Physical Education role at school. This study has used qualitative methodology consisting on interviews done prior and post the students camping experience at the school . Ten students of both gender, aged between 13 and 15 years old, were interviewed. It was used a script with semi-structured questions. As the main result it has found an unanimity among the students towards the importance of Physical Education: the responsibility for the health and it’s also arisen discussions on cooperation and respect. Although they recognize that the teacher does not discuss these values and attitudes; two students believe that to have changed their view towards school Physical Education after experiencing the activities proposed in the camping. Despite most of the students haven’t changed their concept on school Physical Education, they had the opportunity to see new activities and to think more carefully about the importance of Physical Education classes at school, an opportunity on building a more critical view on the discipline.

Relações de gênero no cotidiano escolar: concepções, discursos e práticas

Gender‟s concept understands that differences and inequalities established between men and women are historically and culturally constructed. In this way, the meanings and representations of gender are constituted and reconstituted in the social realm through various institutions, practices and relationships presents in a social group. The school as an institution responsible for the formal education of children, youth and adults, produces and reproduce speeches that (re)constitute meanings, identities and representations of gender. Based on this assumption, this research aims at analyzing the routine practices of kindergarten and early elementary school years at a public school in the state of Sao Paulo about gender relations. Therefore, this study aims to broach how discourses and attitudes of teachers, students and other subjects produce and reproduce the representation and gender identities. Form this purpose, the study first presents a literature about the subject to later present the research results obtained through the questionnaire applied with teachers and the daily school practices‟ observe of the school

A prática pedagógica e avaliativa de uma escola do interior paulista

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O Trickster na escola: um estudo sobre a função educativa do mito

Pós-graduação em Educação Escolar - FCLAR

Alguns fundamentos de organização do currículo para a escola democratizada: pistas históricas e perspectivas necessárias

Taking for granted that the trajectory of the process of democratization of Brazilian school is in evidence and in a moment of no return, thinking about your model becomes necessary and urgent relevance. Presents some specific elements of historical course, facing circumstances and moments that established milestones in the construction of the school curriculum in Brazil and directed the mentality of the pedagogical. The thought is present democratizing steadily, but still, is so inconclusive in academic and theoretically fragile in the school routine. Along the way the great complexity of this issue begins to reveal, for some traits, their chances for overcoming an institutional model in a state of exhaustion.

Televisão, família e escola: fontes informativas sobre deficiências

Children learn very early which groups are stigmatized and how they should be treated. They learn formally and informally, by listening and watching people and the world around them. The construction of children's representations about disabilities starts with access to information on the subject, which may come from their caregivers, media, school etc. This work is part of a monograph that examined the effects of an educational program involving strategies for non-disabled children on conceptions and attitudes concerning mental disability. This paper refers to the initial characterization of these children and their access to information on disability, and to identifying previous access, source and memory of such information. The study included 40 children from two classrooms of the first grade of a public school in Marília, SP. The children were interviewed using an individual semi structured questionnaire. Many children said they did not have access to information on the subject. Among those who had previous access to the information, the television was the most frequent source of information, and characteristics of the deficiencies, relations with diseases and encouragement of solidarity were among the contents reminded by them. The data emphasize the need for the media to expand concerns with the content presented to the public, for parents and teachers to become more involved with the issue, seeking to be informed and revise their own conceptions, in order to transform the subject into something that is part of daily school and family environment.

Entre o discurso e a prática: implementação do currículo de História no programa educacional São Paulo faz escola

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

Circulação de textos midiáticos entre alunos de escola pública básica

The text characterizes the reading of media-related materials by students of the public basic education system in the State of São Paulo, based on a systematic observation of the circulation of press texts within the school daily life. In a study carried out during two academic years with groups of students from fundamental and secondary education classes belonging to two different schools situated in the outskirts of a town in the interior of the state, the students' reports on their appropriation of media-based information obtained from a variety of sources were analyzed, with particular emphasis on written newspapers. During the period investigated individual and group interviews, as well as texts produced by the students, were taken as points of departure for the analysis. Among the aspects noted from the contact with communication media is the establishment of press information inside the school, albeit with fragmentary repercussions, not fully integrated into the pedagogical daily life, but somewhat circumstantial in the students' lives. The themes that receive more attention circulate through the television, mediated by family or peers, but not by teachers. A proposal for the analysis of these data is made, followed by concrete suggestions as to the treatment to be given to support material, texts and media-based issues at school, taking into account the resources available and the school context such as it appears nowadays.

O estudo errado e a escola conivente: a escola como reprodutora das estruturas do capitalismo

A escola possui um papel fundamental em nossa estrutura social contemporânea ocidental. Ela interage dialeticamente com nossa sociedade sendo um local reprodutor e alterador de valores, crenças e hábitos em que quase todos frequentam por mais de uma década. Este Trabalho de Conclusão de Curso tem como objetivo trazer reflexões sobre a função da escola, a quem ela serve e porque, analisando a música Estudo Errado de Gabriel, o Pensador, dialogando com autores que abordam a escola em uma perspectiva crítica, como os críticosreprodutivistas, Althusser e Bourdieu, mas também com Gramsci, Foucault, entre outros. Os questionamentos sobre a função da escola e seus interesses constantemente são feitos de maneira superficial e se aprofundados poderiam colaborar para uma maior criticidade e transformação do cotidiano e da prática escolar. A pesquisa se desenvolverá em uma abordagem qualitativa e a metodologia utilizada será pesquisa bibliográfica, análise documental, através da análise de conteúdo. Meu intuito com este trabalho é discorrer sobre as forças que direcionam a escola, desconstruir a aparente neutralidade que a escola possui no imaginário popular e trazer a tona que a escola é produto de um conflito social

O livro didático e o ensino de História em uma escola pública situada no interior paulista

Pós-graduação em Docência para a Educação Básica - FC

Os princípios pedagógicos de Freire e Steiner e suas relações com os meios eletrônicos do cotidiano discente

Pós-graduação em Educação - IBRC

O cotidiano escolar na Revista Brasileira de Estudos Pedagógicos (1984-2014)

Pós-graduação em Educação - IBRC

A dinâmica das pulsões na escola: um diálogo entre psicanálise e educação

Pós-graduação em Educação - FFC

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