As contribui����es do peri��dico Educa����o & Sociedade mediante reflex��es da forma����o de professores

Este estudo teve por objetivos constituir o ciclo de vida da Revista Educa����o & Sociedade e apresentar uma discuss��o sobre a tem��tica Forma����o de Professores no interior desse peri��dico. Optou-se metodologicamente pela pesquisa bibliogr��fica, embasada na leitura, an��lise e interpreta����o de artigos presentes no peri��dico Educa����o & Sociedade, assim como de outros autores que tiveram seus trabalhos voltados para a forma����o docente. O trabalho de investiga����o foi feito na Biblioteca do Instituto de Bioci��ncias da UNESP ��� Campus de Rio Claro. Neste processo identificaram-se 33 peri��dicos, sendo que dentre eles, escolheuse a Revista EDUCA����O & SOCIEDADE, per��odo de 1978 a 2005, por ser considerada uma revista quadrimestral (1995), reconhecida como um peri��dico de n��vel internacional, tendo um forte corpo editorial nacional e internacional, publicando textos em portugu��s, ingl��s, franc��s, alem��o e espanhol relacionados a ��rea de Ci��ncia da Educa����o, divulgando trabalhos que incentivam a pesquisa acad��mica e o debate amplo sobre a educa����o nos diversos prismas de sua rela����o com a sociedade. Sobre o ciclo de vida do peri��dico observou-se que este foi publicado, inicialmente, pela Editora UNIVERSIDADE ESTADUAL DE CAMPINAS em conv��nio com a Editora CORTEZ & MORAES (1978); depois: de responsabilidade do Centro de Estudos Educa����o e Sociedade (CEDES), publicada e comercializada pela Editora Cortez & Moraes (1979) e publicada e comercializada pela CORTEZ EDITORA e AUTORES ASSOCIADOS (1980-1981); publicada e comercializada pelo CORTEZ EDITORA (1982-1989); editada e publicada pela EDITORA REVISTA DOS CEDES TRIBUNAIS Ltda (1990-1996); sendo que a partir de 1997 passou a ser publicado via on line e financiada com recurso de Programa de Apoio a Publica����es Cient��ficas (MCT, CNPq e FINEP) com responsabilidade editorial, de publica����o e vendas pelas CEDES, perdurando at�� o presente. No seu primeiro ano de vida ...

Hist��ria do ensino da literatura infantil nos cursos de forma����o de professores prim��rios no estado de S��o Paulo, Brasil (1947-2003)

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

A emerg��ncia da necessidade formativa docente no campo discursivo da forma����o de professores no Brasil

P��s-gradua����o em Educa����o - FCT

Condutas de risco em jovens mulheres: ��lcool e sexo n��o seguro, temas necess��rios na forma����o de professores

The youth has been calling attention due to the large number of social problems resulting from the risky behaviors. One of the behaviors that stand out is the use of alcohol because, besides being the first drug to be used by children and adolescents, this population begins to use increasingly early. Another behavior that is becoming concern in that particular group, also with early start, is the unprotected sex, causing problems as the unplanned pregnancy, abortions and sexually transmitted diseases. However, one factor is becoming relevant and requiring further study, the number of young women developing sexually transmitted diseases and becoming risk drinkers. In this direction, this study has as objective to discuss the high number of alcohol use among young women, the vulnerability that this use causes for the unprotected sex and the importance of these subjects teachers training. It should be noted, finally, the lack of training of teachers to work with the thematic ones, and mainly, the need to deconstruct gender stereotypes, an obstacle in preventing the use of alcohol, other drugs and sexually transmitted diseases.

Forma����o de professores: uma breve reflex��o sobre as raz��es da escolha profissional

This text, supported by the Social Representations Theory (SRT), reports some results of a research with students from the 1st/4th years of the College of Sciences and Technology from the State University of S��o Paulo (FCT-Unesp) on the teacher���s work/identity. We applied 278 questionnaires (free association questions on the teacher���s work and profile). Two groups with former students (five with teaching degrees and four with degrees in Education) were organized. We analyzed issues regarding the choice for the teaching profession (Geography - 3; Math - 04; Physical Education - 01 and Pedagogy ��� 10). Partial results: 1. There are differences between the social representations of students enrolled in Teaching and Education courses; 2. These people say the profession requires dedication and commitment; 3. They establish a strong relationship between career choice and the ���taste��� for the profession; 4. They believe that their role is greatly challenging: it involves helping prospective students and commitment to the school.

Sobre a forma����o de professores de matem��tica em Cuiab�� - MT (1960-1980)

P��s-gradua����o em Educa����o Matem��tica - IGCE

Forma����o de professores de educa����o f��sica para inclus��o educacional usando tecnologia assistiva

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Forma����o de professores para o trabalho com o tema sexualidade no cotidiano escolar

The current study aims to examine the training potential of an extension project, to work with the issue of sexuality in the daily school environment, as well as the redefinition of values and prejudices on the part of students. Sexuality relates to the pursuit of pleasure, manifested from birth to death. It is believed that the school environment is permeated with sexuality and the school can not deny its role in informing and training young people to experience it sensibly and safe. The extension project in question is intended to constitute as training space for Biological Sciences undergraduates at a public university, to provide conditions for reflection and subjectification of issues related to sexuality, favoring the training of more qualified teachers to deal with the subject in school environment. We used a qualitative methodology, using as instruments to collect data: questionnaires consisting of open-ended questions answered by members and former members of the design and analysis of mentoring records of supervision. It appears that participation in the project is perceived as significant and indicated as responsible for changes in conceptions, prejudices, stereotypes and attitudes regarding the theme of sexuality. Participants feel better prepared to work with the theme in their teaching practice.

As Tecnologias de Informa����o e Comunica����o TIC na forma����o de professores em educa����o sexual: o caso das E-Oficinas na I COES

This article aims to describe how ICT can contribute to the training of teachers on sex education through the lived experience with the implementation of Workshops, which occurred on I COES - I Conference online of sexual education. This Conference was organized by the University of Lisbon-PT, in partnership with UNESP, SP and SC-UDESC. I COES involved education professionals, who work directly in the school to discuss and exchange their experiences related to sexuality education and related fields, through an online space. The research on teacher formation, initial and continuing on sexuality, sex education, gender and sexual diversity, have demonstrated the need to promote and encourage teachers from all areas, to adopt an intentional and emancipatory, their role as sexual educators . Through web conferencing tool Cisco System, I COES was enable the interaction and questioning of ninety five teachers from various parts of Brazil and Portugal, providing opportunities for rich moments of dialogue and reflection on the issues already mentioned, referring to the brazilian and portuguese realities.

A Universidade e as quest��es ambientais: a forma����o de professores em destaque

At the beginning of the 21st century, several crises are intertwined and the environmental crisis is the most global of them all. For a complex and global crisis, which has implications of a social, economic, technological nature, etc., solutions will probably not come from a single source, but rather the sum of efforts of society as a whole (including all its instances, government, business, population, etc.). The objective of this review was to discuss the need to produce ���environmental��� professionals who, through their activities, are in some way involved with the quality of the environment. We believe that, ultimately, it is the quality of the environment that will ensure the quality of life in a fairer society. Thinking about the training of teachers, as environmental educators in undergraduate (bachelor) universities, means having as a reference the idea of wholeness (environmental, political, educational, social, scientific, etc.) in the diversity that these areas possess. Even though there are many difficulties involved in getting this topic included in the university structure, based on a complex approach, we believe this is one of the best paths toward environmental training.

Educa����o ambiental e forma����o de professores de biologia no munic��pio de piracicaba/speduca����o ambiental e forma����o de professores de biologia no munic��pio de Piracicaba/SP

Early this century, several crises are intertwined and the environmental crisis is the most global of them all. In this context, emerged as an environmental education learn to overcome the crisis. This article aims to discuss the ideas of biology teachers in the city of Piracicaba-SP on Environmental Education and from there to reflect on the theme of inclusion in the initial training of teachers. The methodology used a structured questionnaire-based instrument VOSTS (Views on Science-Technology-Society), produced by Aikenhead and Ryan (1992) and the data were analyzed qualitatively. The results indicate that the biology teachers surveyed still have a naive conception of environmental education and training courses need to commit to structural and curricular changes that make the effective insertion of the subject in teacher training in the region studied.

Forma����o de professores �� luz de Meirieu: intera����o reflexiva sobre a pr��tica educativa

Action-research conducted in a a Brazilian public elementary school. Using the tools provided by Meirieu, the point was to offer teachers the possibility of improving their perception of their own knowledge and practice. The process consisted in filming classes and watching the films together for reflexive interaction. When given the chance to look at themselves, their practice and their students, the teachers started to do build a new perspective of the learning process and to deconstruct certain truths regarding their interventions, which brought in new outlooks, new discourse and new practices.

An��lise das diretrizes curriculares dos cursos de licenciatura em rela����o �� forma����o de professores para inclus��o de alunos com necessidades especiais

As pol��ticas educacionais inclusivas, difundidas a partir dos anos 1990, v��m favorecendo o aumento do n��mero de alunos com necessidades educacionais especiais (NEE) matriculados em classe comum, no entanto, os professores que os recebem, em sua maioria, est��o despreparados para atend��-los. Tomando como base essa situa����o, o presente estudo teve o objetivo de analisar as orienta����es contidas nas diretrizes curriculares dos cursos de licenciatura em rela����o �� prepara����o dos futuros professores para inclus��o de alunos com NEE. Para tanto, realizou-se uma pesquisa documental. Foram selecionados recortes tem��ticos nos textos das referidas diretrizes de maneira a identificar os extratos que contemplavam recomenda����es ou coment��rios referentes ao processo de forma����o dos professores em rela����o �� inclus��o de alunos com NEE. Pelos resultados obtidos nos documentos analisados, constata-se, com raras exce����es, uma significativa car��ncia de orienta����es claras e amplas a respeito do tema em quest��o. Portanto, considera-se que as referidas diretrizes precisam ser aprimoradas em rela����o �� quest��o em pauta. Com base nos conhecimentos desenvolvidos na ��rea, sugere-se que as mesmas orientem a inser����o de pelo menos uma disciplina sobre o tema inclus��o de alunos com NEE; a inser����o de conte��dos afins nas demais disciplinas dos cursos de licenciatura; a disponibiliza����o de est��gios em salas de aulas inclusivas, bem como a indica����o dos conte��dos a serem trabalhados. Avalia-se que a efetividade do processo de inclus��o dos alunos com NEE assenta-se na articula����o entre as pol��ticas educacionais e as pol��ticas de forma����o dos professores.

Sexualidade e orienta����o sexual na escola em foco: algumas reflex��es sobre a forma����o de professores

This article discusses the training of teachers to work with sexuality issues in regular school environment after the creation of the National Curriculum (PCNs) in 1997. The authors note that over a decade there have been no official regular and systematic initiatives or incentives to provide teachers with sex education disciplines at undergraduate level in Pedagogy, Teachers��� Training, Continuing Education or Initial Training courses, with rare exceptions. Generally the work with sexuality and sex education carry with it some coadjutors such as ignorance, prejudice, taboo and discrimination. In this way, if teachers are prepared to approach the field, they will experience a significant gain in performance and in the psycho-social development of their students, as well as work in a process of citizenship education.