A educação para os 'meios e os fins': a informação, o conhecimento e a comunicação na educação escolar básica e universitária

This research has as its main reference, the need to detect the development initiatives by public higher education, concepts, methods and teaching and pedagogical tools and to investigate the ability to transfer knowledge and practices of teaching and learning produced for other levels education. The task of providing appropriate training of teachers of basic education to university education is a vital political and administrative demands for a large country, which needs to adequately educate its people, so he can face in the right conditions, the huge and complex demands of regional and national development. The research presented here, aims to gauge the extent and adequacy of current media and information as tools for teaching and pedagogical transfer the knowledge and practices of teaching and learning as a tool for updating and also for training or non-presence blended Primary School Teacher Education. From the established goals will be carried out research, conceptual and field, to analyze and evaluate some educational practices and resulting forms of communication and also to assess the effects brought about by replacing the linear communication model and the model of unilateral to multilateral communication networks on digital models, and practices of schooling. The results obtained from both theoretical and practical will be on the selection of concepts, content production, methodologies and resources run by different "means" integrated with the cultural, economic and social development, both locally, regionally or nationally. The strategic aim will be to expand from the analysis, production and dissemination of concepts, methods and tools made by teachers of Basic Education and Higher Education, teaching and pedagogical possibilities of media and digital devices that are emerging as the derivation of network communication.

Práticas educativas de professores e comportamentos infantis, na transição ao primeiro ano do Ensino Fundamental

The objectives this research are: (a) describing positive interactions established between teacher and student, considering clinical group to behavior problems and non-clinical one; (b) describing behavior repertoire (social skills and behavior problems) of children with and without clinical classification to behavior problems, according to TRF, teacher version. The participants this study were 16 female teachers who indicated and evaluated 32 students - 16 of them presented behavior problems (with BP – clinical group), whereas the other 16 did not (without BP – non clinical group). Students aged 6 years were enrolled in the first year of elementary school. Data collection was conducted through the application of three instruments: TRF, RE-HSE-Pr and QRSH-Pr, as an interview with teachers. Data were categorized and analyzed to compare the clinical and nonclinical groups (Mann-Whitney Test). Overall, this research found that female teachers exert different practices among students who have behavior problems that do not show, being more skilled in the interactions with children without behavior problems and more agressive to those with behavioral problems. Implications for interventions and public policies are discussed.

Desenvolvimento infantil: associação com estresse, ansiedade e depressão materna, da gestação ao primeiro ano de vida

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Medicalização escolar e o processo normatizador da coação adulta: a era da palmatória química em uma sociedade hiperativa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Reflexões de professores iniciantes e experientes sobre a iniciação à docência e inclusão escolar

Pós-graduação em Educação - FCT

Um momento da história da educação brasileira cravado na literatura: as marcas dos mecanismos disciplinares na escola do final do século XIX, inscritas em O Ateneu, de Raul Pompéia

Historiography shows that the historical moment is inscribed in the culture of every time and place. Thus, it allows us to identify within the different modes of cultural production - therefore in the literature of a particular time, our research object - expressions of historical aspects. Furthermore, it is important that we know our own history, so that such knowledge help us to learn how to build, individually and collectively, more equitable societies. The objective of this bibliographic research nature was to identify historical aspects of the nineteenth century Brazilian education printed in O Ateneu (The Athenaeum), written in 1888 by Raul Pompéia. We sought for narrative passages that could reveal usual educational practices in the time context of our work in order to better understand a historical period that contributed to the establishment of our current education

Relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência pibid pedagogia e professora colaboradora: elementos formadores da atuação docente nos anos iniciais do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Cálculo mental e a produção do conhecimento matemático

This text presents the research developed with students of the 5th year of elementary school at a public school in the city of Taubaté-SP, involved in solving problems involving the Mental Calculation. The read authors show that the Mental Calculation is relevant for the production of mathematical knowledge as it favors the autonomy of students, making it the most critical. Official documents that guide educational practices, such as the Parâmetros Curriculares Nacionais also emphasize that working with mental arithmetic should be encouraged as it has the potential to encourage the production of mathematical knowledge by the student. In this research work Completion of course the tasks proposed to students, who constituted the fieldwork to production data, were designed, developed and analyzed in a phenomenological approach. The intention, the research was to understand the perception of students in the face of situations that encourage them to implement appropriate technical and mental calculation procedures. We analyze how students express and realize the strategies for mental calculation in the search for solution to problem situations

David Bancroft Johnson Travel Journals - Accession 32 - M9 (32)

The David Bancroft Johnson Travel Journals Collection consists of a diary of a trip taken by David Bancroft Johnson, Founder and First President of Winthrop, to Belgium, Holland, Germany, Switzerland, France, England, and Scotland during October- December 1908. The journals contains descriptions of areas visited, social life and customs. Also included is a description of his trip to Denver, Colorado in July 1909 in which he describes the area and its people.

Cálculo mental e a produção do conhecimento matemático

This text presents the research developed with students of the 5th year of elementary school at a public school in the city of Taubaté-SP, involved in solving problems involving the Mental Calculation. The read authors show that the Mental Calculation is relevant for the production of mathematical knowledge as it favors the autonomy of students, making it the most critical. Official documents that guide educational practices, such as the Parâmetros Curriculares Nacionais also emphasize that working with mental arithmetic should be encouraged as it has the potential to encourage the production of mathematical knowledge by the student. In this research work Completion of course the tasks proposed to students, who constituted the fieldwork to production data, were designed, developed and analyzed in a phenomenological approach. The intention, the research was to understand the perception of students in the face of situations that encourage them to implement appropriate technical and mental calculation procedures. We analyze how students express and realize the strategies for mental calculation in the search for solution to problem situations

Educación física y su relación con la salud en la formación integral. Experiencia desde el contexto educativo en Venezuela

[ES] El presente artículo describe la problemática poblacional venezolana en relación con sus patrones de comportamiento (hábitos), que vienen causando un deterioro gradual de la salud. Refiere la reseña histórica de la Educación física partiendo de su incorporación en el currículo educativo, transitando por sus cambios y transformaciones hasta la actualidad. Aborda la educación física en Venezuela en correspondencia con las políticas educativas y de la actividad física para la salud. Presenta los programas que viene direccionando y desarrollando el Estado con la intencionalidad de crear conciencia hacia la importancia de la actividad física para contribuir, con disminución del sedentarismo, uno de los factores causantes de la obesidad a escala pandémica. Resalta las prácticas actuales asociadas con programas educacionales relacionados con la educación física y la salud. Por último describe programas innovadores, implementados en las instituciones educativas y en las comunidades para la adquisición de hábitos y patrones de conducta saludables.

Promoting Student Collaboration in a Detracked, Heterogeneous Secondary Mathematics Classroom

Detracking and heterogeneous groupwork are two educational practices that have been shown to have promise for affording all students needed learning opportunities to develop mathematical proficiency. However, teachers face significant pedagogical challenges in organizing productive groupwork in these settings. This study offers an analysis of one teacher’s role in creating a classroom system that supported student collaboration within groups in a detracked, heterogeneous geometry classroom. The analysis focuses on four categories of the teacher’s work that created a set of affordances to support within group collaborative practices and links the teacher’s work with principles of complex systems.

Na 1 Nachlass Max Horkheimer, 700 - "Labor Under National Socialism" "Notes on a Study in News Commentators" Forschungsprojekte und Memoranden zur Umgestaltung Nachkriegs-Deutschlands, besonders zur Umerziehung (p. IX 170a - IX 172.2-8)

Neumann, Franz L.: "Labor Under National Socialism", 19.03.1942. Typoskript, 66 Blatt; Löwenthal, Leo: "Notes on a Study in News Commentators" 23.01.1943; "Notes on a Study on News Commentators". Typoskript, 34 Blatt; "Treatment of Selected New Topics in News and News Commentator Programs". Typoskript, 53 Blatt; Forschungsprojekte und Memoranden zur Umgestaltung Nachkriegs-Deutschlands, besonders zur Umerziehung, 1942-1949; 1. "Project To Survey Present German Educational Practices in the Field of Social Sciences as a Means for Democratization. Supplementary Statements" 28.02.1949; a) Teilstück, Typoskript, 1 Blatt; b)-f) Typoskripte, zum Teil mit eigenhändigen Korrekturen von Max Horkheimer, 21 Blatt; g) Eigenhändige Notizen von Max Horkheimer, 1 Blatt; h) Eigenhändige Notizen von Theodor W. Adorno, 1 Blatt; 2. Marcuse, Herbert: 2 Briefe mit Unterschrift an Max Horkheimer und Beil, ohne Ort, 1949; 1 Brief mit Unterschrift von Max Horkheimer, Pacific Palisades, 25.02.1949; 3. "German Project" a) Typoskript mit handschriftlichen Korrekturen, 12 Blatt; b) Typoskript mit eigenhändigen Korrekturen von Max Horkheimer, 12 Blatt; c) Typoskript mit eigenhändigen Korrekturen von Max Horkheimer, 5 Blatt; d) Eigenhändige Notizen von Max Horkheimer, 1 Blatt; 4. Emhardt, K.H.: 1 Briefabschrift an Max Horkheimer, München, 20.06.1948, 1 Blatt; 5. "Untersuchunge über die Durchführung und das Ergebnis der politischen Säuberung an den Hochschulen der Westzone" a) Typoskript, 4 Blatt; b) Typoskript mit handschriftlichen Korrekturen, 2 Blatt; 6. Über Antisemitismus und politische Fragen im Nachkriegsdeutschland. Auszug aus einem Brief von "F.L.", 1949, Typoskirpt, 9 Blatt; 7. "Liste of Signers of the 1933 manifesto". 1 Blatt; 8. Marcuse, Herbert: Über Probleme der Demokratisierung und des Chauvinismus im Nachkriegsdeutschland. Teilstück eines Typoskripts, 4 Blatt, mit einem eigenhändigen Brief mit Unterschrift an Leo Löwenthal, ohne Ort, 25.11.1948, 1 Blatt;

Entre La Formación Docente en Educación Especial y las Prácticas Educativas

En el presente trabajo se realiza un análisis cualitativo- descriptivo de la relación que se establece entre los planes de formación docente en Educación Especial y las prácticas educativas relacionadas con la inclusión escolar. Para ello se consideran por un lado tres de los planes de formación docente, correspondientes a los años 1974, 1998 y 2010 respectivamente. Y por otro la organización curricular existente en el área de Educación Diferencial del año 1974 y hasta el año 1998. Así como la del área de Educación Especial a partir del último año mencionado. El propósito es brindar elementos sobre el espectro complejo y heterogéneo de la educación de niños con NEE como modo de plantear la necesidad de instrumentar a los futuros docentes para reconocer y aceptar las diferencias, y favorecer la construcción de espacios educativos donde se posibilite su desarrollo autónomo, la reflexión, selección y evaluación de condiciones en las que deberá desempeñar su rol para que pueda dar las respuestas que cada personas requiera.

Las Políticas TIC en la educación de América Latina : Una oportunidad para saldar deudas pendientes

En los últimos años los esfuerzos de las políticas educativas de los países de América Latina dan cuenta de importantes logros, en particular en lo relativo a la inclusión . Sin embargo, es posible identificar la persistencia de algunas brechas relevantes tales como la desigualdad en el acceso al conocimiento vinculada con los procesos y los resultados académicos obtenidos por los niños, niñas y jóvenes a lo largo de sus trayectorias educativas. Este artículo analiza el potencial y también los desafíos de las políticas de integración TIC para el abordaje de este problema. Lo hace de modo articulado en tanto el aprovechamiento de este potencial supone garantizar un piso de ciertas condiciones mínimas y la construcción de otras posibles y deseables. Entre estas, se focaliza el tema pendiente de la conectividad y la cuestión del cambio en las prácticas educativas.