Espa��o geogr��fico e educação: um estudo sobre o lugar do Conselho de Escola

In this text, the results of our research on the geographic location and establishing relationships with the School Council. We consider some legal aspects added to the evidence gathered in our experience to check how much the School Council is constituted as a non-state public place. The possibility of setting up this feature to see a meaning whose strength lies precisely in a healthy tension between the state and established community. Here is the legislation of the School Council of Suzano (SP) and some aspects of our experience from the practice of teaching at a school in Rio das Pedras (SP). We see the nature of the legal meaning assigned to this place from the study of law, considering the municipal, regional and federal levels. In the sphere of Geography use the concepts of Space, Place and City, as issues that are dear to that science. We used the concept of Topofilia to see if this particular place is the development of an individual's sense of belonging, and how it unfolds in the dynamic implications of the operation of this instrument of popular participation in the formulation of public policy education. We discussed the elements observed in these experiments to think about the composition of living environments in urban daily life

Educação do campo e ensino de ci��ncias: Desafios e propostas a partir de princ��pios agroecol��gicos

Com o fen��meno da Revolu����o Verde a partir da d��cada de 1950, o campo brasileiro sofreu grandes modifica����es como o incentivo a mecaniza����o pesada e o investimento em insumos agr��colas, como fertilizantes e agrot��xicos. O processo de transforma����o politica e ado����o do liberalismo pelo governo ditatorial incentivaram ainda mais a agricultura baseada no modelo da Revolu����o Verde e tamb��m fez ocasionou grandes transforma����es na educação. Com a redemocratiza����o, tanto a educação como o campo, passaram a ser discutidos intensamente, no governo e nos movimentos sociais. A partir da Constitui����o Brasileira de 1988, foi elaborada a Lei de Diretrizes e Bases da Educação Nacional (LDBEN 9394/96) e seu artigo 28 disp��e sobre a educação do campo. Por��m, somente em 2002, as escolas do campo passaram a ter uma legisla����o especifica, reconhecendo as particularidades da educação para camponeses. Em 2008, o Governo do Estado de S��o Paulo lan��ou a Proposta Curricular com o objetivo de organizar o sistema educacional e, com isso, todas as escolas da rede estadual seguem o mesmo curr��culo e material did��tico. O objetivo dessa pesquisa foi analisar os conte��dos do material did��tico destinado ao 6�� ano do Ensino Fundamental da disciplina de Ci��ncias e avaliar se esses conte��dos atendem a perspectiva da educação do campo em uma comunidade no interior de S��o Paulo e elaborar uma proposta de material did��tico complementar, embasado nos princ��pios da agroecologia. Este trabalho apresenta os resultados da pesquisa, realizada junto ao Movimento dos Trabalhadores Rurais Sem Terra ��� MST, em que se constatou que o material do governo n��o apresenta nenhuma especificidade ou adequa����o para os estudantes e escolas do campo e apresenta um material que pode contribuir para a forma����o desses estudantes

Dificuldades no processo de ensino e aprendizagem de Qu��mica: estudo e proposi����o de estrat��gias para o ensino m��dio

This study shows new alternatives to the teaching of chemistry in high school and wants to be an aid to the teacher at the time of the planning of lessons and a way to help students improve their performance in this discipline. The central issue is the exploration of differentiated teaching strategies for a just end: improvement of education in chemistry. To reach the main point is to undertake a survey of the most important issues for students and teachers, and from there many teaching strategies are suggested to help in understanding the contents studied. The idea is to propose strategies that may be of interest to students of chemistry, stimulating the curiosity of wanting to know more about a certain content that is being studied in the classroom. This study shows that chemistry is not boring, is not as difficult as it seems, and everyone can indeed take pleasure in studying a world as real and so fascinating, if you understand the facts

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.

Quais rela����es estabelecidas entre ensino de qu��mica, educação ambiental e o enfoque CTS?: um estado da arte de alguns peri��dicos nacionais

This work presents results of art state that searched articles to bring in its wake the relationship between Teaching of Chemistry (TC), Environmental Education (EE) and the Teaching of Chemistry directed from the Science Technology and Society (STS) standpoint. The research was carried by articles surveying in major magazines Brazilian Environmental Education and a reference in the research magazine of Science Education, being performed a qualitative analysis of those items that were identified. It was noted that little is produced on the subject of interest within this field, in mid-1998 to June 2012. In the articles analyzed did not find a perspective that allied relationship STS and EE, or EE, STS and TC. Nine articles were found in relation EE and TC, and TC and three articles STS, constituting two thematic axes: Relationship between Environmental Education and the Teaching of Chemistry and Relationship between Science and Technology Society and Chemistry Teaching, The discussion was given from the contents that comprised the categories created. The first axis involved: a) Teacher of Chemistry and EA b) Contents of Chemistry and EE, and c) Concepts and practices of EE Chemistry teachers. The second axis of the categories are: a) formative processes and conceptions of chemistry teachers in STS: b) Analysis of TC practice focusing STS. There were works produced by the same authors, who mostly used the same theme in different magazines for publication only changing the perspective of analyzing the results. Finally, a scenario indicates that restricted thematic research and the need to advance with future work

Avalia����o do impacto do material did��tico proposto pela Secretaria de Ensino do estado de S��o Paulo para a disciplina de Educação F��sica

No ano de 2008, a Secretaria do Estado de S��o Paulo prop��s para todas as escolas estaduais o uso do material did��tico para todas as disciplinas, inclusive para a educação f��sica, com proposta de atividade para o Ensino Fundamental e o Ensino M��dio. Nas aulas de educação f��sica encontram-se professores rola bola, que oferecem a bola aos alunos e n��o se preocupam com qualquer tipo de interven����o. Tamb��m, encontrams-se professores que procuram ampliar os conhecimentos dos alunos, aprofundando os conte��dos de educação f��sica. Com base nisso, o objetivo deste trabalho foi avaliar o impacto do material did��tico na opini��o dos professores do 8�� ano do Ensino Fundamental. Para tanto, foram realizadas entrevistas com cinco professores, que utilizam o material did��tico proposto pela Secretaria do Estado de S��o Paulo. Ap��s a an��lise dos dados, verificou-se que os professores apresentam a mesma opini��o no que diz respeito ao que se deve mudar no material did��tico; dois professores acreditam que �� poss��vel aplicar o material na ��ntegra. Alguns professores afirmaram que ��s vezes �� necess��ria a ajuda dos alunos na realiza����o de algumas atividades. Outros concordam que o material chega quase sempre atrasado e isso prejudica o planejamento, atrasando o desenvolvimento dos conte��dos.

O uso de experimentos did��ticos como ferramenta para o ensino de f��sica nos anos iniciais da educação b��sica

When it comes to teaching physics in the early years of elementary school, the first question is: but there are opportunities to teach concepts to children of such complexity? This study sought to examine approaches and strategies to enter the Basic Education in Physics. To this end, we used low cost materials testing, taking as its starting point the work of Ferreira (1978) instrumentation for Teaching Physics, particularly with the theme electrostatics. The present study was made from the use of prototypes developed with the materials cited. Observations were made in the classroom looking for, from the records of teaching, analyzing the behavior of children and their arguments, possibilities for Physics Teaching this age group as well as some evidence of their cognitive development. In teaching discussions were held with students of the early years of elementary school involving conceptual and phenomenological aspects, adapting such knowledge at the level of logical and mathematical thinking that was still under development. The work shows that it is possible to work on electrostatic physical concepts with children belonging to the age group of nine to ten years. With the support of the group Pibid Physics city of Rio Claro, I realize my observations and practices at the Municipal School Marcelo Schmidt, which proved to be available and open for acceptance of this proposal

A evolu����o na pr��tica da educação: o uso das m��dias como ferramentas no ensino/aprendizagem da educação matem��tica

It is possible to note that the teaching done in the usual way goes against the language of youth today. It is essential that there be incentives and subsidies regarding the use of such media, whether the responsible government agencies and their members, be they principals and teachers, so there is a reform in the existing educational models and teaching. Currently, teaching is in a purely encyclopedic context of teaching models with pre-defined, ignoring the teaching based on the context in which the student lives (ethnomathematics). The objective of this work is to show how the use of audiovisual best known, such as newspapers, magazines, TV and computers can assist in teaching and learning of mathematics education, making teaching more enjoyable and inserted into the day-to-day student

Um Estudo da modelagem matem��tica na educação matem��tica e seu potencial para o desenvolvimento do pensamento cr��tico

The implementation of mathematical modeling curricula represents a great challenge, both for teachers and students, since it escapes the traditional teaching methodology, i.e. when the teacher speaks to his/her students. This work presents, at least, one possible way of implementing mathematical modeling inside the classroom, and how this way encourage critical thinking in students. I see mathematical modeling as an opportunity to minimize student's rejection and increase their interest for mathematics, promoting their competencies to give points of scene in every day situations. The history of mathematics shows that mathematical modeling had developed since almost the beginning of human live, when men needed to solve problems that arose in the course of his life. Mathematics has become more and more abstract, but it is important to recall what was originated it. In this way, it is possible to make this subject matter more meaningful to students. I will make an introduction of mathematical modeling, presenting some important definitions. Based on this framework, I will present a classroom instruction understand on a 7 th grade classroom by myself. With this in instruction I sustain the idea that mathematical modeling has, in fact, a great potential to improve the quality of mathematics teaching. I also sustain that, the development of critical thinking, as a competence, way be achieved with it

Proposta curricular do estado de S��o Paulo de Educação F��sica: pontos negativos segundo a vis��o dos docentes do ensino m��dio

Nos dias de hoje, com o grande interesse da popula����o sobre esportes e lazer, a Educação F��sica vem se propagando e se desenvolvendo de diversas formas, entre elas a Escolar e a Acad��mica. Em fun����o disso, surgiu o interesse de descobrir como s��o as aulas de Educação F��sica no Ensino M��dio. Para tanto, procuramos averiguar, a partir da vis��o dos professores, quais s��o os principais pontos negativos da Proposta Curricular do Estado de S��o Paulo de Educação F��sica rede P��blica Estadual de Ensino. Tendo por base os professores da rede Estadual de Ensino demos in��cio a esta investiga����o. Para tanto, foi aplicado um question��rio, contendo 6 quest��es, em 9 professores da ���rede���. Ap��s as an��lises, os resultados mostraram que grande partes dos entrevistados ap��iam a iniciativa do Governo Estadual em criar a Propostas Curricular. Tais professores dizem tamb��m que o ensino melhorou, por��m �� necess��rio que melhore e que tanto o profissional de Educação F��sica como a disciplina escolar devem ser mais valorizadas.

O ensino da l��gica na educação b��sica

This work has as its aims to offer a general view on the teaching of logics in the basic education by means of different materials on the theme. There are highlighted considerations on academic works in the area of math education that claims the teaching of logics on basic education as a means of developing the reason and promote the learning. It is done a bibliographic review on works that approach the theory of formal logics that presents different ways of working the teaching of logics. The curricular proposition of S��o Paulo State for the Math area is analyzed and its characteristics are discussed. The learning evaluation in a large federal scale for the teaching of middle and basic education are detailed in its matrix of references and content approached in its editions searching the evidences of a logical reasoning worth. A portal M3 Multimedia math is presented in activities in video format for the teaching of logics. After an analyze of the references where the focus was related to the learning of Math by means of an approaching where logics acts as a tool. It is possible to consider that there is a relevant number of researches and publishing in the area of Math education that approaches the concepts of formal logics. There is also evidences of a changing in National and State orientations for a basic education that reflects in its didactics resources and evaluations in a large scale. Even though, we can face difficulties on implementation of these proposes that is pointed out by constant critics by teachers concerning the changes in the resources and cited evaluations by the resistance of a considerable percentage of teachers to adopt the didactics materials distributed by the State and by the low performance of students in Public Schools in tests of learning

Os saberes, os desafios e a utiliza����o de jogos no ensino da matem��tica na EJA: um estudo

A matem��tica est�� presente nas mais diversas atividades do nosso cotidiano. O interesse em realizar o Trabalho de Conclus��o de Curso no ��mbito da Educação de Jovens e Adultos/EJA, surgiu a partir do meu ingresso no Programa Institucional de Bolsa de Inicia����o �� Doc��ncia - PIBID no in��cio do ano de 2010. O PIBID vem sendo desenvolvido em v��rios campi da Unesp, somente nos cursos de licenciatura e tem como financiadora a CAPES/MEC. No curso de licenciatura Plena em Pedagogia, o Programa EJA/PIBID Rio Claro atua na escola Municipal Celeste Calil, localizada em um bairro perif��rico, que tem como p��blico alvo pessoas de baixa renda, alfabetizadas ou n��o. O trabalho que a cada dia vem sendo constru��do com as educandas me despertou muito interesse, principalmente com rela����o ao ensino da matem��tica, uma vez que a mesma est�� presente nas diversas esferas do cotidiano. Podemos acompanhar (observar) que as alunas j�� trazem consigo uma experi��ncia de vida muito grandiosa com rela����o �� solu����o de quest��es pertinentes a matem��tica. Para auxiliar na aprendizagem, recursos matem��ticos v��m sendo introduzidos nas aulas, entre eles jogos, onde as educandas podem reviver situa����es cotidianas que, �� primeira vista, facilita o processo de aprendizagem e resolu����o de problemas. O presente trabalho tem como objetivos fazer um levantamento de jogos matem��ticos que poder��o ser utilizados nas aulas da EJA, e tamb��m analisar o caderno de registros matem��ticos do PIBID, no ano de 2010. Quanto �� metodologia, buscam-se elementos na pesquisa qualitativa, bem como an��lise bibliogr��fica de jogos que foram levantados e tamb��m an��lise documental do caderno de registros do PIBID 2010, constru��do conjuntamente, pelo grupo de educandas e bolsistaseducadores

O processo de configura����o curricular: uma an��lise da compreens��o de professores de educação f��sica das s��ries iniciais do ensino fundamental

P��s-gradua����o em Educação - IBRC

Podcast e educação: um estudo de caso

P��s-gradua����o em Educação - IBRC

A profana����o como possibilidade para a educação em filosofia no ensino m��dio: an��lise dos programas de filosofia entre 1940 e 1961

P��s-gradua����o em Educação - FFC