Proposta de gestão ambiental para o Instituto Federal de Educação, Ciência e Tecnologia do Piauí, campus Teresina Central

Pós-graduação em Geografia - IGCE

Juventude e meio ambiente: pesquisa-ação em educação ambiental realizada no programa Projovem Adolescente de Franca/SP

Pós-graduação em Serviço Social - FCHS

Registrar oralidades, analisar narrativas: sobre pressupostos da História Oral em Educação Matemática

The discussion about some features of the general framework which allows the use of Oral History in Mathematics Education is the main theme of this paper. Also the conception about what Oral History is, its theoretical baskgrounds, some of its purposes and the range of its results to Math Education research community are considered, as well the link between such method and the narratives, focusing what narratives are and how narratives can be analysed. A brief description of specific themes and researches developed in such approach, in Brazil, ends this article.

Necessidades atuais para a educação ambiental: serão possibilidades?

This study had two objectives: to build theoretically the hypothetical landmarks of the environmental crisis and to conjecture new horizons or utopias which can fulfill themselves in the future in search of another being of the man in the world. Therefore, a bibliographic research has been done and, as methodology of analysis, a dialectic critical method has been used to understand the reality in its contradictions and in the totality of the history, through some suggestions, going toward the domain of the state of things which we can verify in the world nowadays. It has been observed that the hypothetical landmarks of the environmental crisis had and have its origins in the Jewish-Christian monotheism, in the exacerbation of the reason as the only way of knowledge and in the process of capitalist accumulation. Therefore, these landmarks, in almost their totality, have historically been built even before the advent of the capitalism. From this point, three suggestions were launched as questions, or so, possibilities, to open a discussion about the construction of another paradigm: Is it necessary another sense of religion? Is it necessary another sense of reason? Is it necessary another sense of sustainable development? Thus, these questions which have been launched, were thought as the current necessities for the environmental education and they implicate in another historical condition to the mankind.

Educação e sustentabilidade: relações possíveis

Considering the defi nition of Environmental Education as a human development process that seeks the transformation of the relationship between society and environment, this paper – collectively written by the members of the research group – discusses the theoretical framework of our studies, understanding them not as ’straitjackets’ that force us to repeat and reproduce predetermined analysis, but as a pathway, a method to interpret reality, a method to look for the essence of the studied phenomena, the real world. The theoretical framework we present helps us, therefore, to overcome the fragmented feature of the construction of knowledge proposed by methodologies in whose epistemological axis are located empiricism, positivism and idealism, as well as to fi nd out the laws of the phenomena whose study concerns us. It also helps us to capture in detail the details of the problems, to analyze their evolution and track the connections between phenomena that surround them. That is the Historical, Dialectical and Materialistic method formulated by Marx and those who came after him, also known as the philosophy of praxis. Based on this reference, we discuss here the relationship between environmental education and sustainability, bringing the concepts of sustainable development and sustainability into the debate, concluding that for the critical perspective explained here, environmental education for sustainability is a process that joins theory and practice for the transformation of the relationships between societies and the environment. This is the critical dimension of environmental education as we comprehend it.

Sobre a identidade do Centro de Educação Matemática (CEM): acidentes de uma leitura cartesiana

In this paper we present results of research conducted on the constitution of the identity of CEM (Centre for Mathematics Education), a group of mathematics teacher educators from the city of São Paulo, Brazil (1984-1997). We emphasize the processes of constitution of CEM’s identities, on the perspective of Oral History in Mathematics Education, of the Model of Semantic Fields and of theories of identities. As part of the broader endeavor of examining possibilities for constituting identities for the group, from several theoretical standpoints, here we report an exercise on constituting the identity of CEM from a Cartesian standpoint; the overall assumption is that we are not properly interested in what CEM is or was, but on the possibilities themselves. We argue that such analysis leads to an understanding of the group as being an accident involving the individual identities of its members but not to an understanding of CEM’s group identity as such.

Compreensão de rigor nas pesquisas realizadas em trabalhos de formatura do curso de Educação Física, licenciatura e bacharelado

Esta pesquisa revela o rigor adotado nas pesquisas dos cursos de licenciatura e bacharelado em Educação Física, aplicando a Pesquisa do Fenômeno Situado. Primeiramente expõe o mundo vida do autor , passa a uma pré-reflexão sobre o assunto, o rigor nos TCCs, situa o fenômeno na consciência dos alunos que entregaram seus TCCs o ano passado e segue o método da análise apresentando as análises ideográficas e a construção dos resultados. O rigor nos TCCs não é alcançado e chega a ser menos importante que o retorno social da pesquisa. O rigor não é alcançado por falta de conhecimento dos alunos em métodos e técnicas mais eficientes para serem usados em suas pesquisas

Entre fadas e alienígenas: desenhos animados televisivos, ética e educação física nos primeiros anos do ensino fundamental

This paper seeks to understand the mediation of cultural products devoted to childhood in the children's play culture. This research focused on a dialogue between the TV cartoons, which are foods to playfulness and fantasy that characterize childhood cultures; the ethics, because the questioning of symbolic mediators (ideas, values, norms, rules) are essential to reflect on the society we want to live, and Physical Education as a curriculum component, shall contribute to the critical mediation of the body culture and the sports arising out from the media, which has close relation with the practical and moral problems that arise in the classroom. To analyze the narrative structures of cartoons we have adopted the comprehensive methodology of Joan Ferrés. Such method suggests a hermeneuticphenomenological approach, which allowed to access Paul Ricoeur’s hermeneutics; as one interpretative method, it allows the reflection on our values, and also the values presented by the audiovisual product, and possible changes. Successive readings indicate that the narrative structure of TV cartoons responds to a double moral standard, which are constructed from stereotyped models between good and evil, right and wrong, villain and hero, and propose universal role models of conduct. However, some cartoons, mostly based on animé productions, have broader visions of the human common living experiences. We concluded that the current symbolic production of childhood cultures proposes one challenge to the Physical Education teacher: the critical mediation of values related to the movement body culture. Along with the support of moral philosophy, it can target his/her practice for understanding the different manners of (re)creation of the ways, and the living in society.

PROFIX: método de avaliação on-line da proficiência digital

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A dialética materialista histórica na Educação Matemática

Apresentamos nosso entendimento, confirmado por pesquisa e pela prática em diversas situações de sala de aula, de que o método da Dialética Materialista Histórica pode e deve ser utilizado no ensino e na aprendizagem de Matemática. Neste artigo, exemplificamos a abordagem sugerida, discutindo dialeticamente a expressão matemática do Fator Previdenciário.

Aplicação de um método ergonômico em área de convívio em um campus universitário

The study presents the application of an ergonomic method based on graphical mesh, created to analyze the attributes of public open space and that influence on their usability. It was based on DePAN method, created to classify the service level offered by niches present in open relationship spaces. However, this method adopted Geographical Information System (GIS ) to make maps that represent the space attributes. This study proposed an adaptation of this method, which replaces GIS by AutoCAD software to generate maps . The goal is to test the feasibility and efficiency of producing maps in AutoCAD software to represent the service niches level. An relashionship area on a college campus for data collecting in graphical meshes and maps confection. By applying the graphical mesh the attributes of that space were evaluated to help promote people permanence on site. Although the process through AutoCAD seems to be harder by being mechanical it guarantees a satisfactory result for analysis, resembling images generated by GIS. Therefore, it is concluded that it’s possible to represent graphically the riches service level.

Ajustes de metodologia de ensino para atividades de Educação Ambiental considerando a unidade espacial Bacia Hidrográfica

From the concept of Environmental Education proposed by I.U.C.N. in the 1970’s and considering some of the main teaching methodologies adopted in activities regarding Environmental Education, this paper aims to analyze the methodology named Pedagogy of the Project and presenting some alterations of this method, especially in relation to considered study unity: the watershed. Some teaching techniques are also presented, as well as didactic resources and considerations regarding the questions that can be developed for the students within the teaching or evaluation process. This purpose is complementary to others already existents and can be applied in many environmental or socioeconomics situations.

Formação Continuada em Serviço para professores da educação infantil sobre o brincar

Pós-graduação em Educação - FFC

As contribuições do uso de infográficos, Storytelling e Mapas Mentais em vídeo na Educação a Distância: exemplo de aplicação na plataforma Já Entendi ENEM

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Imagens e histórias em arte terapia: experiências nas interfaces da psicologia, da educação e da arte

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)