Educação Literária e formação de leitores: da leitura 'em si' para leitura 'para si'

This article deals with the relationship between the reader formation and the teaching of strategies of reading. We based our discussion in reading and childhood literature researchers as: Arena (2007a, 2007b, 2008 and 2010), Bajard (2002), Chiappini (1997), Coelho (2000), Cosson (2007), Foucambert (1994), Harvey & Goudivs (2007), Perroti (1986), Smith (1999), Soares (1999), Solé (2009), Zilberman (2005), and others. We dialogue with some points from the historical-cultural perspective, having a strong focus on a humanitarian literary education in elementary schools.

Aprender em Piaget: o significado da inclusão a partir das possibilidades de desenvolvimento e aprendizagem de nossos alunos

This article proposes a reflection on the relevance of Piaget’s work when it comes to inclusion. It presents the basic concepts of development and learning in the constructivist perspective. It also reflects upon the currently emphasized conceptual and practical aspects of school inclusion, which were already anticipated by Piaget.

Experiências de estágio curricular supervisionado e portfólios de aprendizagem

This article portrays Supervised Curricular Training experiences in Paulistas Universities by means of learning portfolios. The reflections presented indicate the pathways of experiences with this feature didactic-pedagogical motivator of qualitative advances in cultural formation of students and teachers of the Pedagogy Course. The methodological approach was chosen for consistent in the defense of necessary joints of dialogical, reflexive and emancipatory dimensions in training teachers for Early Childhood Education, and to contribute in the mediation of the activities carried out by undergraduates, with individualized follow in the formation of each one of them. The experience, stand out learnings regarding limits of this practice and the significant advances realized in each student, by means of their written work, sharing of knowledge, the interlocution between them and the teachers and the link with theory and practice through the Internship Supervised and the use of learning portfolios.

Colaboração entre professores e bibliotecários no contexto escolar

The school library is a preferential placefor the contact of students with various informationresources and action of librarians and teachers, likemediators in order to enhance this experience. Thecollaborative relationship between this mediators isessential for planning and implementing activitiesfor learning. This article discusses some aspects ofcollaborative work between teachers and librarianand presents the results of applying a model ofcollaboration with the two librarians in Marília-SP, Brazil. Data collection was conducted withlibrarians from two schools, through interviews.The analysis was performed using the technique ofcontent analysis from four models of collaboration.It is noticed that the models are applicable tothe brazilian context and that there is a model ofcooperation prevailing in the participating schools.KEYWORDS: School library. Librarian. Teacher.Colaboration. Information literacy.

Escolhas de letras nas primeiras escritas infantis: função e unidade no discurso

The article deals, initially, from a theoretical point of view, the concept of function in the perspective of Vygotsky (2001), and functional equivalence from the point of view of Smith (1989) and articulates them with the letter funcion in the construction of words in discursive statements. Taking as reference these concepts, it was analysed writings of a student in early literacy at a school in a countryside city in the state of São Paulo, in a situation of writing letters of personal correspondence, whose data were collected in 2009 in order to determine which letters are chosen by the student and why they are chosen to record the speech. The concept of function in Vygotsky and the functional equivalence of Smith (1989) used for the analysis of corpus, revealed that the student’s decisions are characterized by diversity sources and criteria, and rely mainly on the basis that a letter can have the constitution of the word, in the process of enunciation, regardless of their phonetic correspondence. The letter, used as a basis, would lose its status as strictly technical element to achieve the status of a unit of sense since is a constituent part of discourse.

O ensino da filosofia no Brasil: um breve olhar sobre algumas das principais tendências no debate entre os anos de 1934 a 2008

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

O ensino da açao de ler e suas contradiçoes

The article broaches the diffi culties found by the Brazilian school on teaching the act of reading to students in the beginning of their scholarship process. In order to analyze those diffi culties, one must start from the assumption that, historically, this teaching fi nds mostly basis on the emphasis on the fl uent pronounce without considering the reader’s intention to achieve meaning before the text, in social, historic and cultural situations. On this perspective, the school usually teaches students how to dominate some of the aspects of the linguistic system, for not comprehending that the act of reading is a cultural, plural, historical and social action, that uses this system. The article concludes that Latin America’s education has a path to run: the one to learn to teach the act of reading as a cultural practice, instead of simply understanding it as the domain of the linguistic system basis.

Filosofia da Educação no Brasil: concepções, impasses e desafios para a sua constituição como campo de pesquisa e o seu ensino nasduas últimas décadas

This article analyses the constitutions of the Philosophy of Education’s field in Brazil, from 1990 to the present day, with the purpose of analyzing the genealogy of his “crisis” as a discipline, discussing the dilemmas of its development and to indicate their main challenges today. For such purposes, by means of a genealogical method, we analyze the conceptions of philosophy of education drawn from the theoretical perspective, as well as rebuild historically the clashes caused about certain topics and, particularly, about the human formation. We conclude that the thematic shifts produced and the proliferation of those perspectives were responsible for producing lands to the dialogue between them, however, this strategy does not alleviate some problems of Philosophy of Education in Brazil, demonstrating the presence of two philosophical traditions in the current debate and demanding position of those who work in this field of research and teaching in relation to them.

Da prescrição curricular ao currículo como ação compartilhada: dilemas das tentativas de renovação dos programas de ensino de Matemática no estado de São Paulo pós-64

The present study is the result of joint actions between education, research and outreach that is focused on the training of educators and its implications for the renovation of teaching Mathematics. Its objective is to analyze the attempts to reorganize in mathematics curriculum implemented in the state of São Paulo in the post-64. It makes use of documentary analysis and interviews of teachers for reasons of discussion and conclusions. Situated in the theoretical and methodological context of collaborative research and historical-cultural theory. The research results which shows that mathematical activity is the centrality of the discussion about learning mathematics, which has consequences for the organization, of teaching programs. This is a genesis school thinking that motivates the students to the reconstruction of ideas and thinking a production process in the classroom that considers the conditions of the school, other than the conditions that governs the production of knowledge of mathematical science, which requires thinking about the formation of a teacher epistemologically curious.

A alfabetização sob o olhar da Teoria Histórico Cultural: sobre a necessidade e a atividade de estudo

Studies on activity and learning in the cultural-historical approach involves, most cases, the discussions on the higher psychological functions and areas of proximal and real development. Having said that our objective in this paper is to make a discussion about the activity of study and the concepts that involve the teaching of the mother language from the Historic-Cultural theory. We point this way, the importance of this approach in studies on literacy and knowledge of the activity of study as central to the creation of humanizing need of reading and writing, starting from the principle that the creation of needs requires the production of discourses, which have their materiality in the text.

NUTRITIONAL STATUS AND DRY MASS PRODUCTION OF ALFALFA IN FUNCTION OF POTASSIUM RATES IN TWO SOILS

Potassium fertilization is very important to alfalfa crop in terms of yield, quality and persistence of forage, especially on soils naturally poor K. Thus, to assess the effects of K fertilization in alfalfa production and nutritional status, was carried out an experiment in a greenhouse using samples of a Dystrophic Oxisol medium texture (LV) (0.6 mmol(c) dm(-3) K) and a Dystrophic Ultisol sandy/medium texture (PVA) (2.2 mmol(c) dm(-3) K). A completely randomized design in a factorial arrangement 6 x 2 (six K rates and two soils) was used, with four replications. The K rates used were: 0, 25, 50, 100, 150 and 200 mg kg(-1) K. Potassium fertilization increased K content in soil and shoots. Dry matter production was increased with the K addition. However, in the PVA, this occurred only in the second cut. In LV, potassium fertilization increased N concentration in alfalfa shoots in both cuts. Plants with K concentration around 10 g kg(-1) had typical symptoms of this nutrient deficiency. The K critical levels of K in soil and shoots were 1.8 mmolc dm(-3) and 16.7 g kg(-1), respectively.

MORPHOGENESIS AND PRODUCTION OF TANZANIA, MOMBACA AND MULATO GRASSES UNDER NITROGEN FERTILIZATION

A field trial was conducted designed in a completely randomized block in a 4 x 3 factorial arrangement to evaluate the application of nitrogen doses (N) (0, 40, 80 and 160 kg/ha) on the morphogenical characteristics and dry matter partition of three forage grasses (Panicum maximum cvs. Mombasa and Tanzania and Brachiaria sp. Hybrid Mulato). The leaf appearance (LAR, leaf/day) and stretching (LER; mm/day) rates, the number of green leaves per tiller (NLT) and the average weight of tillers (MTW; g) presented s positive linear response to the N dose while the phyllochron (Phil; day/leaves) showed a negative linear response. The highest LER, IAL and final leaf length (FLL; cm) occurred in the Mombaca and Tanzania grasses, while the highest LAR occurred in the Mulato grass. There was a negative quadratic effect of the N dose on the stem elongation rate (SER; mm/day) and LF. The Mombaca and Tanzania grasses presented the highest SER; however, in just two forages. The production of total dry matter (TDM; kg/ha), leaves (LDM; kg/ha) and stems (SDM; kg/ha) increased linearly and quadratically with the N dose, respectively, for the Mombaca and Tanzania grasses. There was a high positive correlation among DM, LDM and SDM and the Mombaca grass MTW. The dry matter production and morphogenic characteristics were influenced by the nitrogen fertilization as a result of the substantial increase in the flow of tissues stimulated by fertilization, proving the importance of N for forage biomass accumulation.

ASIAN SOYBEAN RUST INTEGRATED MANAGEMENT POTENTIAL: DISEASE SEVERITY, PLANT DEVELOPMENT AND YIELD COMPONENTS, CULTIVAR MG/BR-46 (CONQUISTA)

Soybean rust caused by Phakopsora pachyrhizi Sydow & P. Sydow is one of the major diseases of the soybean crop. The aim of this study was to evaluate the effects of sowing dates, plant populations and reduced doses of fungicides on soybean rust severity and its effects on plant development and yield, cultivar MG/BR46 (Conquista). Field experiments were conducted in the 2009/2010 and 2010/2011 harvests, under natural rust infestation of soybean rust. As from the appearance of the first disease symptoms, also began the fungicide spraying and the disease severity assessments. To understand the nature and extent of the effects of different treatments, a multivariate analysis of factors was applied. For the majority of the agronomic characters and factors, one-third to two-thirds of their variability can be explained by changes in plant populations or by differences in the fungicide treatments, and the remainder, was explained by sowing date variations. The fungicide treatments and sowing dates are determinants in disease severity and its interference on crop productivity. The characters of plant growth are more dependent on plant population variations. Treatments with azoxystrobina + ciproconazol promoted smaller disease severities, reflecting in productivity increase. The plant populations can be reduced up to 160.000 plants ha(-1) without losses in the disease control and the soybean yield. In general, the earliest sowings provided increase in the plant development, although the rust control was less efficient.

LIMING AND POTASSIUM FERTILIZATION FOR TIFTON 85 GRASS

Despite the high nutritional requirements of Tifton 85 grass, often the importance of liming and potassium fertilization for this forage has been neglected. In order to evaluate the effects of such practices on shoots dry matter and tillering of this forage, was carried out an experiment in green-house conditions, by two cuts, using samples of an Oxisol medium texture and a sandy soil. Efforts were also made to determine parameters to support recommendations for liming and potassium fertilization. Was adopted the completely randomized design with four replications in a factorial scheme 4x4x2, with four K rates (0, 60, 120 and 180 mg kg(-1) K), four pH values (original, 4.9, 5.9 and 6.4) and two soils. Potassium fertilization and liming promoted a significant increase in shoot dry matter and tillering in Tifton 85 grass, in both soils and cuts. The highest yields of shoot dry matter were associated with a base saturation of 56% and pH 5.2. The critical levels of K in soil and plant were 1.7 mmol dm(-3) and 14.0 g kg(-1), respectively.

POTASSIC FERTILIZATION FOR CRAMBE CROP

There are few studies for the crambe crop (Crambe abyssinica Hochst), and studies that characterize the sufficiency level of K in the soil and leaves are indispensable to support future programs potassium fertilization for this crop of fall/winter. An experiment was carried out to investigate the response of crambe to K soil. The experiment was carried out on a clayey Red Latossol under no-till in Botucatu, S (a) over tildeo Paulo State, Brazil. Treatments consisted of seven K levels in the soil, resulting from the application year (2000 to 2010), the summer crop (soybean), 0, 30, 60, 90, 120, 150 and 180 kg ha(-1) K2O. Before starting the experiment, soil samples were collected at depths of 0-20 cm and soil K contents determined by the resin and Mehlich-1 method. The sufficiency levels of K in soil and leaves were obtained considering the relative yield of 90%. When the levels of soil K extracted by resin and Mehlich-1, are above 88 and 94 mg dm(-3), respectively, equivalent to 26 g kg(-1) K in the leaves, the increase in crop yield of crambe is unlikely. These values should match the sufficiency level of crop and are sufficient to achieve relative grain yield of 90%.