Dan��a na escola: um estudo sobre a forma����o do pedagogo para trabalhar a dan��a na educa����o infantil

The study focuses on the training of the pedagogue and working with dance in kindergarten. We conducted a brief study on corporal expression, Art Education and Dance History. We observed during this study the difficulties in working with the Dance School. So we conducted a search of the literature on teacher training, and a documentary research studying the Bachelor of Education, Faculty of Sciences, State University Julio de Mesquita Filho - FC/UNESP by analyzing its Educational Policy Project, its goals, its disciplines and whether any or some of them encouraged the study of dance as a method of teaching Art education. We seek the input of authors who study dance as well as others that investigate the training of teachers. We achieved some of the intended objectives and the analysis of the Educational Policy Project of the Education Course noting that two disciplines open space to work with movement, you can insert your content and practices related to dance. But we must emphasize that long for the lack of teacher training addressing the real needs of body language in kindergarten

As concep����es de corpo e de cultura corporal presentes nos discursos oficiais da ��rea de educa����o f��sica

A tem��tica do corpo e da cultura corporal perpassa por v��rias ci��ncias e ��reas de conhecimento, tornando-se complexa e multifacetada. As rela����es entre corpo e cultura t��m provocado o interesse constante de diversas ��reas do conhecimento, como a Educa����o F��sica; e essa rela����o �� fundamental e constitutiva dos seres humanos, sendo indissoci��vel. Nosso trabalho situa-se na fronteira entre as ci��ncias sociais e a educa����o f��sica, com ��nfase na educa����o f��sica escolar. Por ser um tema intrigante, dotado de complexidades e integra����es diversas, o nosso enfoque repousar�� nas concep����es de corpo e cultura corporal presentes na ��rea da educa����o f��sica escolar, seja nos documentos oficiais emanados pelas institui����es reguladoras, seja nos projetos pedag��gicos do curso de gradua����o e de uma escola de ensino fundamental. Trata-se de uma investiga����o qualitativa, utilizando pesquisa bibliogr��fica e documental, atrav��s da an��lise de conte��do. Para tanto, ser�� utilizada refer��ncias da ��rea de educa����o f��sica, bem como da sociologia e antropologia e a pesquisa abranger�� os PPP (Projeto Pol��tico Pedag��gico) de uma escola de ensino fundamental da cidade de Rio Claro e do curso de licenciatura em Educa����o F��sica da UNESP de Rio Claro, al��m dos documentos oficiais, como os Par��metros Curriculares Nacionais (PCN) e o Curr��culo do Estado de S��o Paulo. Analisando os documentos, pudemos perceber que no Curr��culo do Estado de SP e no PPP de uma escola estadual de Rio Claro, as concep����es corpo e cultura de movimento se assemelham por se tratar de uma escola p��blica paulista que se utiliza desse documento como refer��ncia na sua organiza����o curricular. Em contrapartida, nos PCN e no PPP do Curso de Licenciatura em Educa����o F��sica da UNESP de Rio Claro, as concep����es de corpo e cultura corporal de movimento s��o parecidas por se tratar de um curso de ensino superior que parece se basear nesse documento...

A forma����o do professor no s��culo XXI e a educa����o inclusiva

This paper describes the history of Inclusive Education in Brazil, especially the inclusion of studentes with hearing disabilities im mathematics classes in regular schools. Shows the difficulties faced by these students in the teaching and learning based on inclusive education researchers, we propose some changes in behavior to meet the hearing impaired. The importance of the teaching profession, the teacher and the school culture, as well as the political-pedagogical project are also subjects of this work. With this work, we see the development of Inclusive Education in our country and how we can help you advance further

Recursos coesivos de textos de alunos e professores da escola juruna: an��lise para uma contribui����o ao ensino

A partir da constitui����o de 1988, em que os ind��genas finalmente conseguiram um espa��o para a preserva����o de seus direitos culturais, ��tnicos e ling����sticos, procurouse pensar em pol��ticas eficazes que os garantissem, e uma delas, sem d��vida, �� uma educa����o escolar ind��gena de qualidade, que busca se consolidar como ���pluril��ng��e e intercultural, espec��fica e diferenciada, como necess��ria, indispens��vel e um direito���, tal qual v��rios pesquisadores ressaltam. Este �� um passo muito importante, uma vez que, segundo Maher (2005), a educa����o ind��gena, desde a coloniza����o at�� os anos 1970, era um verdadeiro massacre para esses povos. Porque, tomando Grupione (2006), os ind��genas foram considerados ignorantes ao longo desse tempo e essas atitudes se justificavam sob o pretexto de ���ajud��-los a serem civilizados���. Diante dessas quest��es, o ensino sobre leitura e produ����o de texto �� fundamental enquanto instrumento para aprendizagem e para preserva����o cultural ind��gena e porque se prop��e uma an��lise cr��tica de fato, cuja corre����o ir�� al��m de manique��smos de certo/errado, sempre visando especificidades de cada texto para se conceber quais conhecimentos atender��o melhor as necessidades de cada professor ou aluno, o que permite maior consci��ncia textual e argumentativa. Estes s��o interesses dos pr��prios juruna, povo com quem trabalhamos, afirmados em seu Projeto Pol��tico Pedag��gico, pela mesma id��ia de preserva����o cultural e intera����o com os n��o-��ndios. S��o os pr��prios ind��genas quem v��em a escola como meio de ascens��o social, como afirma Ladeira (2004). Assim, nos posicionamos a favor de projetos de revitaliza����o ling����stica que promovam os direitos culturais e de uma educa����o escolar de qualidade

Tema transversal sa��de na escola: diagn��stico e possibilidades

Introdu����o: A sociedade brasileira tem sofrido grandes transforma����es nessas ��ltimas d��cadas e o papel da escola e sua import��ncia tamb��m. Com a queda da Ditadura Militar, que vigorou de 1964 at�� 1985 e com a promulga����o da Constitui����o da Rep��blica em 1988, que teve como um dos objetivos principais a inclus��o social, entre outras iniciativas no ��mbito das pol��ticas educacionais, foi dado in��cio �� elabora����o dos Par��metros Curriculares Nacionais, cuja primeira publica����o se deu em 1997. Assim, al��m das disciplinas tradicionais como: L��ngua Portuguesa, Matem��tica, Hist��ria, Ci��ncias Naturais, Geografia, Artes e Educa����o F��sica, a escola tamb��m deveria trabalhar os chamados Temas Transversais: Meio ambiente, ��tica, Pluralidade Cultural, Sa��de, Orienta����o Sexual e Trabalho e Consumo, temas esses, que devem permear toda a pr��tica educativa. Como ser�� que as escolas v��m desenvolvendo a proposta de Temas Transversais? Ser�� que a sa��de �� uma preocupa����o? Se a resposta for afirmativa, de que modo ela vem sendo conduzida? Objetivo: Baseado nos Par��metros Curriculares Nacionais, este trabalho pretendeu avaliar a import��ncia do tema transversal Sa��de, bem como investigar os impactos desse documento na educa����o escolar do ensino fundamental. Metodologia: Para tanto, ser��o realizadas pesquisas bibliogr��ficas e tamb��m documentais da escola, como o projeto pol��tico pedag��gico e os livros did��ticos utilizados. Conclus��es: As conclus��es elencadas neste trabalho s��o que o tema transversal Sa��de �� pouco trabalhado no ensino fundamental, devido, entre outros fatores, ao despreparo do professor e a concep����o equivocada que ainda h�� nos educadores relacionando sa��de ��s doen��as e �� higiene unicamente

A pr��tica pedag��gica e avaliativa de uma escola do interior paulista

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Os sem terrinha no Movimento dos Trabalhadores Rurais sem Terra (MST)

P��s-gradua����o em Educa����o - FFC

Olhares acerca da constru����o cotidiana de uma escola do campo

The education of children and youth in the rural areas, with the social movements of struggle for land, returns to a place of relevance and is repositioned on the political agenda. This study aims to analyze the process of development and implementation of a pilot project of schools in the rural area of the city of Araraquara, focusing on the subjects��� perception of the region. We adopted a qualitative ethnographic approach, with the following instruments of data collection: participant observation and semi-structured interviews. It was found that the project which was built through a process of struggle of a community in an adversarial relationship with the municipal government, which itself is struggling in an exercise of cultural emancipation and the construction of citizenship. Thus it finds itself in a habit of cultural resistance and in areas that has its effects on representation and social transformation within the community. Notwithstanding, those who participated in the process of the struggle and implementation have been transformed along the way, salvaging their self-esteem, history and a sense of belonging to a community.

Ideologia industrial x cultura rural: o m��todo SESI de ensino em uma escola rural

This study compares two educational practices: the Rural School method (Escola do Campo) and the SESI teaching method, suggesting that the latter one is inefficient when applied to rural schools, as illustrated with a case study of a rural school that was obliged to adopt this method in 2012. The epistemological basis of a dialogical pedagogy for rural education has been used in order to criticize the practices of a method whose origins in the industrial ideology and in consumerism promotes a true cultural invasion, according to Paulo Freire, hindering the students' dialogues with respect to the ways of life in rural areas and in towns ��� an interaction that assured school performance in the previous educational system, which has been arbitrarily discontinued by the political power. Different surveys were used in this study for both compared cases, specially dissertations that have evaluated the Rural School project (Projeto Escola do Campo), adopted in Araraquara in 2004, a dissertation about the SESI teaching method that has discussed its new didactic material and, also, an evaluation of the contents of a representative sample of textbooks of History, Geography, Sciences and Mathematics for the 6th grade of elementary school. It is a theoretical text, not an essay, considering that it is based on concrete situations, which were explained using researches on the implicit themes and summarizes the analytical procedures that have allowed to unveil, in the textbooks prepared by SESI, the stimulus and the valorization of consumerism, without any criticism and environment concerns.

An��lise do sistema de avalia����o do rendimento escolar de Mar��lia

P��s-gradua����o em Educa����o - FFC

Movimento jogo e brincadeira na educa����o infantil: as expectativas das fam��lias

Childhood is a theme that has attracted many controversies and discussions, and winning approaches to the increasingly large over time: biological, psychological, educational, welfare and, more recently, sociological. It is known that the movement, play and game activities are important recurrent and integral development of children, and should be present prominently in early childhood institutions. Based on these assumptions is that this study aimed to analyze the didactic-pedagogical principles postulated by the law, official guidelines didactic teaching and literature, with regard to meeting the needs of children in early childhood education. Unveiling the expectations of the families responsible for children in relation to early childhood education, especially with regard to movement, and play games and compare to what extent these expectations turn away or close to the guidelines on teaching and pedagogical movement, games and postulated in official documents, legislation and literature. To this end, we carried out literature search, selection and analysis of texts relevant to the understanding of the theme. Fieldwork was conducted in a Municipal School of Early Childhood Education Full-time (Emei) of Bauru/SP, and involved the analysis of the Political-Pedagogical Project of the institution, semi-structured interviews with five teachers and five children in the family responsible for Garden II (ages 5 to 6 years). Data were analyzed using thematic content analysis of Bardin and triangulated by the confrontation of literature/legislation, the Pedagogical Political Project of the institution and the expectations of families/guardians. We also realize that the Pedagogical Political Project of EMEI is in routine activities with the children, movement, and play the game are covered and are worked. According to teachers interviewed they assist in learning other areas of work (Oral and Written Language, Nature and Society, etc.) learning of moral...

Leitura curricular da forma����o de professores de Geografia: Brasil, Espanha e Portugal

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

As Tecnologias da Informa����o e Comunica����o (TIC) e a forma����o de professores: um estudo qualitativo com professores da educa����o b��sica no munic��pio de Araraquara, SP

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Percep����o do cirurgi��o-dentista sobre forma����o profissional e dificuldades de inser����o no mercado de trabalho

Introduction: The evaluation of the perception of graduates is an essential strategy to support the political project educational in universities. Objective: This study aimed to verify the perception of dentists which are working in the labor market, about the difficulties of professional insertion after the graduation, positives and negatives aspects and suggestions regarding the training received. Methodology: This is a qualitative survey conducted with graduates of the years 2000 to 2010, of dentistry course from a Brazilian Public University. A self-administered questionnaire was sent by mail/email to all graduates in the period. The data were transcribed and subjected to content analysis, divided into pre-analysis, characterized by carefully reading floating, material exploration, guidelines for finding the analysis itself. Result: The categories related to the difficulties in early life were: getting a job/workplace, adequate working conditions and low pay, insecurity and confrontation obtained the academic and lack of administrative experience. The perceived positive aspects for the training were: good infrastructure and reputation of the university, integrating teaching-research, teacher-student relationship. The negative aspects comprised the following categories: administrative preparation, lack of integration between content theoretical/ practical, concepts used in the labor market. The suggestions presented are consistent with the difficulties to the beginning of professional life and the negative aspects. Conclusion: The professionals have faced the saturation of the labor market and different reality from those found in academic life. Despite the positive aspects, graduates suggest changes in the course conducted.