O processo de configuração curricular: uma análise da compreensão de professores de educação física das séries iniciais do ensino fundamental

Pós-graduação em Educação - IBRC

Corporalidade neopentecostal: análise e concepção de corpo na Igreja Bola de Neve de Marília, SP

Pós-graduação em Ciências Sociais - FFC

Os efeitos do Programa Minha Casa Minha Vida para a população de baixa renda em Marília-SP: a construção de uma ilusão

Pós-graduação em Ciências Sociais - FFC

Perfil do gestor municipal da saúde e a percepção da Estratégia Saúde da Família-DRS IX-Marília-SP

Pós-graduação em Saúde Coletiva - FMB

Terceirização e terceirizados: um estudo sobre os impactos objetivos e subjetivos da terceirização sobre trabalhadores terceirizados que atuam no setor de limpeza em Escolas Estaduais no Município de Marília-SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de professores de educação física para inclusão educacional usando tecnologia assistiva

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Procedimentos de pesquisa em Geografia do Comércio e do Consumo: delimitação, intensidade e especialização de áreas centrais. Análises a partir de Marília/SP, São Carlos/SP e São José do Rio Preto/SP

This academic report presents results of the research developed between 2012 and 2015, and it had as main goal the development of new mapping possibilities of the central areas of the cities of Marília/SP, São Carlos/SP and São José do Rio Preto/SP. We developed this research using mostly the database from Cadastro Nacional de Endereços Para Fins Estatísticos (CNEFE), and after processing the information, it was added the typology established in the Cadastro Nacional de Atividades Econômicas (CNAE). This database, after the final treatment process, provided us information that made possible the production of thematic maps which are used to study central areas, allowing the analysis of spatial logics of companies, the identification of concentration and dispersion of economic activities, arrangement of specialized axis, expansion of the central area, reorganization of the city, among other process and phenomena

Formação inicial de professores e educação de jovens e adultos: possibilidades da extensão universitária

The present work aimed at investigating the possibilities and limits of academic extension programs as an environment for initial teacher learning and training. It also focused on investigating the main difficulties identified by Pedagogy and Social Science students about this initial training regarding its use in actual teaching activities. It focused on undergraduate students’ perceptions concerning their involvement in an academic extension project which enabled them to interact with students as teachers in a Youth and Adult Education program, during a whole academic year. Semi-structured interviews were done with nine participants. The content of these interviews was analyzed and divided into four thematic categories. The results show that, for these students, what makes this kind of project unique is the possibility of acting in real situations, under supervision, which provided a moment for reflection. Focusing on supervision, the students point out that this resource is not usually there in traditional internship situations – and that they consider it an important and necessary aspect. It was also indicated the relevance of practice, self-awareness and teaching activity experiences. In conclusion, it was perceived that academic extension programs must be more intensively appreciated, given the coordinating role it can play between investigative and didactic activities, both key to initial training.

Cenários prospectivos e desenvolvimento de cidades a partir da visão de atores sociais: um estudo sobre o município de Marília/SP

Pós-graduação em Ciências Sociais - FFC

Formação docente e o ensino da educação física junto às crianças com 6 anos de idade no 1º ano do ensino fundamental: a perspectiva dos professores de educação física

Since there are few physical education teachers working in kindergarten, now, due to the elementary school for nine years - getting children 6 years of age, this seems to be a challenge for teachers. Therefore, interested in mobilizing efforts to understand how your training is on this new context, and how is this entry of students from 6 years old in elementary school. From the perspective of the physical education teacher who is acting in this context. In this sense, the objective of this study was to analyze teacher training and teaching of physical education among children 6 years of age entering the first grade of elementary school from the perspective of physical education teachers who work in this field. This study was guided by the principles of qualitative research, making the collection through semi-structured interview, 11 participated in the investigation of physical education teachers working in the first grade of elementary school. The categories of analysis that have emerged from our study were: 1 Teacher training; 2 The 9-year elementary school for children 6 years of age; 3 Teaching physical education in early childhood education: Reflections on its limits and its possibilities. We can point out that physical education in school is still recognized as unimportant, although the LDB 9394/96 art. 26 § 3, have given your requirement, this is not enough to change the scenario that presents itself. School is still considered by many as a space in which the body is separated from the cognitive. Therefore, for many, the play of children is worthless and physical education is worthless. Teachers interviewed here reveal that has focused efforts on making a better quality of physical education, especially among children 1 year, trying to meet their expectations and need characteristics of the universe of childhood

O papel do professor de educação física na gestão democrática

This study aims to conduct a survey on the concepts that the teacher of physical education has on their role in areas of activity in the democratic management of public and private schools. They are job-specific goals: to raise theoretically as it is currently the training of physical education teacher to work in the administrative and participatory management in schools, pointing out possible instances of action of the physical education teacher in meeting the democratic management of official documents (NCP and RCN) and propose inserts that will guarantee their professional practice responsible, ethical and participatory; and check what is the concept that the physical education teacher has on their role in school activities beyond the classroom. For both methodologically this is configured as a qualitative research, in the form of literature review and field research. 30 Teachers participated in the survey, these being of public and private schools. For data collection a questionnaire was designed open dealing on the profile of teachers and their perceptions of their performance in school. The results show that in the case of conceptions that physical education teachers have about their role in the democratic management of the results lead us to infer that they all feel if done professionally, both in public schools as those of individuals, despite the difficulties encountered in their day to day

Using captive sentinels to collect wild triatomines in the region of Marília-SP, Brasil

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

Qual a maior contribuição do ensino de ciências à sociedade? O que revelam professores da educação infantil ao ensino médio

Este estudo teve como objetivo mapear as concepções de professores de diferentes níveis de ensino sobre a maior contribuição do Ensino de Ciências para a sociedade. A proposta faz parte de uma pesquisa realizada pelo grupo de pesquisa Formação e Ação de Professores de Ciências e de Educadores Ambientais. Os dados foram coletados por meio de uma questão contida em um questionário, com 75 professores. As respostas foram organizadas em categorias relacionadas: à maior contribuição, às características envolvidas e ao elemento objeto da contribuição. Os professores revelam aproximação com discurso hegemônico e distanciamento das perspectivas críticas, indicando a necessidade de problematização da perspectiva política–pedagógica dos professores de Ciências Biológicas.

Prática como componente Curricular e estágio supervisionado na formação de professores de Educação Física

This study aims to investigate the main issues presented in the literature relating to teacher training during the period 2005/2014. Particular attention is paid to articles that address the Supervised Training and Practice as a Curriculum Component. For the analysis of the articles from the literature, the technique of Content Analysis was used. The results showed that the potential which is attributed to these curricular components depends on the ability to put the trainee teacher in touch with the experience of being a teacher, whilst enabling the approach of the training content to be consistent with professional practice. The technical and fragmented curriculum for training and the extensive content in the disciplines, limited by outmoded practices, is presented as a barrier against this occurring. This shows a discrepancy in the proposed training between the pedagogical design of the course and, what is actually designed as concrete action in its development.