A propósito dos parâmetros curriculares nacionais e sua relação com o ethos cultural hodierno

The text focuses on the relation between the Law of Directives and Bases of National Education, as well as its deployment in the National Curriculum, and contemporary culture in three aspects: the predominantly naive about the relation between technological development / education, the translation rhetoric about family’s institution as a partner of educational practices, and finally, the use of systems theory applied to the context of politicaleducational diagnosis. Results from a larger research project in progress titled "Cultural Industry and formative processes: Subsidies to reflect the new educational demmands”.

As práticas pedagógicas e o desenvolvimento dos conceitos não-cotidianos na criança pré-escolas

This article discusses non-daily concept formation in children talking about contributions from historical-cultural theory, highlighting school learning and teaching mediation as effective instruments on the development of these concepts. The goal is to reaffirm the understanding that it is by teaching activity that children acquire cultural concepts that are necessary to their humanization process. It also discusses the opposition established between psychogenic understanding on the formation of non-spontaneous concepts and the perspective in this historical-cultural theory, lines of development of daily concepts and not daily ones, and finally highlights the assumption that school educative practices are universal and necessary forms for this development.

Infância e escolarização: discutindo a relação família escola e as especificidades da infância na escola

This paper aims to contribute on (re)awakening new and/or known discussions about childhood and the relation school and family, linking the debate to some confrontations that could be developed at school environment. The paper presents the following topics: 1) Childhood and Education: Family and school relationship, 2) Childhood and schooling: the child in school. This paper also seeks to discuss childhood specificities and educational practices in family and at school,allowing the construction of a school project that interweaves school cultures, childhood cultures and the families in the contemporary society

Ideologia industrial x cultura rural: o método 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.

Educação e políticas públicas para o idoso

The ‘Estatuto do Idoso’ (senior citizen statute), Brazilian federal law promulgated in 2003, defines senior citizen as the person with 60 years old, or more. Revered as a landmark recognition of the senior´s rights, it guarantees, among others, the right of education. According to the statutory provisions, the education is personal right of the elderly person and must be assured with absolute priority by the State, the family, the society, as well by entities. However, in practice, just few senior citizens enjoy the right of education, since this policy has not been developed with focus in the old age, since educational practices are aimed, in most cases, to the younger age groups. Nevertheless, some initiatives seek to invest in the education for the elderly, like happens with the University of the Third Age (U3A). Although this kind of initiatives have been reason of celebration such projects should be enforced and consolidated as an object of better political investment to enlarge the access to the education right to the senior citizens in general. Due to the visibility achieved by the senior population, a possible way to the establishment of services in the area of education, would be the formation of partnerships between educational institutions that understand old age as a potential expansion of cultural goods and production of knowledge.

O ensino de ciências e as tecnologias digitais: competências para a mediação pedagógica

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Relação entre os estilos parentais e o desempenho intelectual de crianças com pumblemia

This study investigated the children s intellectual development with high and low blood lead level with the parenting styles in the respective interactions with these children. The WISC-III and IEP (Parenting Styles Inventory) were used. Were studied 40 children, with ages among 7 to 13 years old, and 40 parents, who lived in a risk spot near the contamination area. The children were divided into two groups: G1 – 20 children with blood lead level above 10µg/dl; and G2 – 20 children with blood lead level lower than 10µg/dl. The results indicated damages on WISC-III for the children with Pb-S than10µg/dl and prevalence of practices educational negatives were found in both groups, with statistical difference (5%). The environmental stimulation can minimize the damages caused by the lead poisoning, and the parent s positive educative practice can contribute as modulator of the lead s effect.

Práticas parentais maternas e a influência de variáveis familiares e do bebê

Parenting practices can be understood as the behaviors emitted by parents to educate and socialize their children. The present study investigates the influence of the parenting practices according to the baby sex and age, family configuration and number of children. For this, 50 adult mothers were questioned according to the Parental Styles Inventory for Mothers with Babies (IEPMB). An analysis with the results indicates that mothers with baby girls normally uses a more Positive Monitoring practice when compared with mothers with boy babies. A positive correlation (r = +0.54, p <0.001) was found, between the age of the baby and the practice of negligence, meaning that there is an increase of the usage in the practical as the baby age increases. Also a significant difference (p = 0.04) in the Inconsistent Punishment practice pointed out to the fact that mothers from nuclear families seem to use this practice more than mothers from other family configurations. And multiparous mothers use more Physical Abuse practical than primiparous mothers (p = 0.02). Concerning this analysis, we support a discussion in the present work about the importance of interventions that focus on the effect of specific positive practices, the reduction of negative practices and the role of the network support on the children development.

Ser menino e menina, professor e professora na Educação Infantil: um entrelaçamento de vozes

Pós-graduação em Educação Sexual - FCLAR

Validação do roteiro de entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P)

The study of the parental educative social skills is extremely important for promoting the development and learning of children within interactive situations. The objective of this study was to assess reliability and validity of the Parental Educative Social Skills Interview Script (RE-HSE-P). It was proceeded: a) the test-retest reliability assessment, with a sample of 41 participants assessed in two distinct moments, with an interval of two months and the Cronbach's alpha was calculated; b) 213 parents of preschoolers (n =114) and school age children (n = 98) evaluated their children,were assessed for the construct and discrimination validity studies, differentiated in groups: a) demand for psychological intervention x community children without problems and b) children with behavior problems x children without behavior problems. The results showed satisfactory values of internal consistency and validity; besides, the factorial analysis pointed a unifactorial structure called positive parent-child interaction

A formação continuada, o uso do computador e as aulas de ciências nos anos iniciais do ensino fundamental

The present article aims to discuss a process of continuing education which was focused on Science teaching and computer use considering the school as the locus of training. This process was intended for teachers who taught in the first years of Primary School. The research was developed with a qualitative approach, focusing on participant observation. It was aimed to characterize the educational practices, considering the elaboration of scientific knowledge, the development of experimental activities and the educational possibilities of the Information and Communication Technologies. The results reveal the involvement of the group in an attitude of research and reflection, and the utilization of collective spaces for constant discussion regarding the issues of classroom and teaching action.

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