O Servi��o Social contracenando com a arte para desvelar a realidade

P��s-gradua����o em Servi��o Social - FCHS

Conhecimentos presentes na disciplina de an��lise nos cursos de licenciatura em Matem��tica no Brasil

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

A import��ncia da media����o: a situa����o do professor mediador escolar e comunit��rio na Rede Estadual Paulista de Ensino

This study aims to analyze the implementation of mediation in the school environment of S��o Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of S��o Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonaf��-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment

Orienta����es pedag��gicas no est��gio supervisionado de educa����o f��sica na Col��mbia, Brasil, Argentina e Chile

P��s-gradua����o em Ci��ncias da Motricidade - IBRC

A import��ncia da media����o: a situa����o do professor mediador escolar e comunit��rio na Rede Estadual Paulista de Ensino

This study aims to analyze the implementation of mediation in the school environment of S��o Paulo State Education Network through the figure of Teacher School and Community Mediator (PMEC). Mediation arises, as an alternative and effective method for conflict resolution from existing interpersonal relationships at school. The methodology used was the exploratory and empirical research literature on the subject mediation and the analysis of the resolutions of the Secretariat of S��o Paulo State Education establishing the School Protection System (SPE) and made possible the performance of the PMEC within that environment. Authors like Bonaf��-Schmitt (2010); Caetano, Freire and Ferreira (2009); Calcaterra (2002); Freire (2010); Jares (2002); Lederach (1996); Littlejohn and Domenici (1999); Morgado and Oliveira (2009); Torremorell (2008) and Vecchi and Greco (1999) were selected in order to provide greater familiarity with the subject mediation and conflict mediation later in the school environment. The concept of mediation, mediation templates and profiles of mediators will be explained as well as PMEC function features as regards the selection methods training main assisted cases, assignments that are stipulated by the guiding documents and what actually happens in daily practice verified the reports obtained through a semi-structured interview. Finally, we present the PMEC situation regarding the review by the leaders and attended school community and the acceptance of their work within that environment

Orienta����es pedag��gicas no est��gio supervisionado de educa����o f��sica na Col��mbia, Brasil, Argentina e Chile

P��s-gradua����o em Ci��ncias da Motricidade - IBRC

Consevat��rio Dr��matico e Musical de S��o Paulo: a primeira escola de teatro do Brasil

This article studies the Drama and Music Conservatory of S��o Paulo as an acting school since its foundation in 1906. Although the institution is currently dedicated exclusively to music education, we need to remember that it was the first drama school in South America and represented an important aspect of the growth and modernization of theater in Sao Paulo in the early 1900s. It is on this latter aspect that this study focuses on as it provides background information and examines the role of the institution in the context of S��o Paulo and Brazilian theater of that period. The essay attempts to understand the artistic orientation of the acting program (until the 1940s when the course was eliminated) and to evaluate its merits and shortcomings throughout the years

O ENSINO DA FILOSOFIA NAS DIRETRIZES DE JEAN MAUG���� E NO HISTORICISMO DO PENSAMENTO DE JO��O DA CRUZ COSTA: PIONEIRISMO NA UNIVERDSIDADE DE S��O PAULO

O presente estudo foi desenvolvido com o objetivo de refletir a relev��ncia do Ensino de Filosofia no contexto hist��rico brasileiro em conson��ncia conjectural paulistana. Apontamos atrav��s do Decreto nro. 6.283 de 25 de janeiro de 1934, o qual instituiu-se sendo a primeira Universidade brasileira (Universidade de S��o Paulo) nas palavras de Vita ���iniciativa pioneira no Brasil��� (1969, p.16). Inspirada no modelo universit��rio tradicional da cultura filos��fica francesa, a Faculdade de Filosofia, Ci��ncias e Letras adotou desde os seus cont��guos metodol��gicos aos procedimentos intelectivos, favorecendo o desenvolvimento da interdisciplinaridade da forma����o cultural. Uma conflu��ncia marcada por intensos envolvimentos ideol��gicos estruturados do progresso moderno, infundindo compet��ncias cient��ficas na faculdade profissional incorporada �� universidade, bem como formar professores para o ensino secund��rio (SCHWARTZMAN, 2006, p.163). Sendo assim, a Faculdade de Filosofia seria o n��cleo propulsor. Por��m, o modelo centralizador de pensar o Ensino da Filosofia, a atribui uma superioridade t��cnica intelectual e saber acumulado, pouco distingue da compet��ncia escolar conquistada em outros pa��ses, pelo potencial formativo dos professores fil��sofos Jean Maug���� (1955,1982) e Jo��o da Cruz Costa (1945, 1960, 1961,1967). Maugu�� aponta-nos qu��o a forma����o em Filosofia est�� diretamente atribu��da ao docente e ao aluno, que a ela se dedica. Pela obra Ensino de Filosofia e Diretrizes, ele apresenta-nos tamb��m a concep����o de doc��ncia: o docente-intelectual, comprometido com a (re) constru����o dos significados epistemol��gicos, legitimados por uma pr��tica pedag��gica entre o j�� conhecido e ao conhecer, ou seja, entre o ensinado e ao ensinar. Nesse sentido, �� not��vel que os argumentos do docente e do fil��sofo se imbricam, ao ponto de serem confundidos e potencializados durante a forma����o. Assim, Cruz Costa, tamb��m trabalha, quando assume a c��tedra, por��m ressalta que o processo formativo adquire sentido pela Hist��ria das Ideias como constru����o do pensamento filos��fico e, portanto, o ensino se faz quando se toma consci��ncia da concentricidade hist��rica, ideias que lhe concede significado conjugado ��s t��cnicas de erudi����o, o que fez advertir aos seus alunos para as vicissitudes pelas quais passaram em nossa terra, as correntes filos��ficas estrangeiras, e, sobretudo, para a curiosa significa����o que elas t��m apresentado no envolver de nossa hist��ria (VITA, 1950, p.22). O conhecimento hist��rico �� o caminho norteador a ser percorrido, necess��rio ao devir humano, isto ��, a concilia����o entre o conhecimento te��rico e as condi����es hist��ricas.

Matem��tica para o ensino m��dio: volume I

Editado em parceria com a Funda����o Getulio Vargas

Matem��tica para o ensino m��dio: volume II

Editado em parceria com a Funda����o Getulio Vargas

Matem��tica para o ensino m��dio: volume III

Editado em parceria com a Funda����o Getulio Vargas

Uma proposta para o ensino das esta����es do ano com base em um referencial topoc��ntrico

Studies carried out in several countries have confirmed the students��� difficulty in explaining the causes of the seasons of the year, and most of times their learning takes place incorrectly. The seasons of the year have been generally treated in didactic books apart from people��s routine, based on the heliocentric system, what demands abstraction to understand the phenomenon. Before this difficulty, it is necessary to think about a teaching proposal which allows the students to realize the environmental characteristics and its changes over time, as well as the seasons themselves. Thus, our goal was to work from the perspective of the observer on the terrestrial surface, therefore using the topocentric system. For that, we constructed a didactic sequence, grounded in Ausubel��s meaningful learning theory (2003) and in Moreira��s critical meaningful learning theory (2010), which was applied to students in 9th grade of elementary school and in 2th grade of high school at Escola Estadual Jer��nimo Arantes, in Uberl��ndia, Minas Gerais, owing to their previous knowledge and alternative conceptions, which were collected via interviews. Afterwards, to evaluate the applied methodology, we made new interviews, by which we realized improvement in learning in relation to the characteristics of the seasons based on Sun��s apparent path, which we attribute to reference the change of observation and the means to obtain data on the volume of rainfall and average temperature in the city throughout the year. On the other hand, there are points that were not highlighted in learning, such as the link between winter and rainy season and the causes of the seasons, points left to be discussed in future investigations.

Normaliza����o de dispositivos m��veis no processo de aprendizagem de ingl��s : um estudo �� luz da complexidade

We live in a world inherently influenced by technology and in which education is immersed in realities made possible by the support of digital technologies, such as electronic mobile devices. Thus, the general aim of this study lies in mapping and analysing the influence of mobile devices on teaching, especially with reference to learning the English language. The specific aims are to investigate how the use of mobile devices is present in the research participants��� practices, consider whether such use is beneficial, according to the students, to the English language learning as well as mapping how the use of mobile devices favours the normalisation stage, taken in this research as a complex process.The theoretical background of this study includes the premises of the Paradigm of Complexity, especially concerning the acquisition of a second language, as well as the precepts of Normalisation, which is related to the total integration of digital technologies into the English teaching and learning process in such a way that they become invisible, and the theories of language learning mediated by computers and mobile devices. Methodologically, this is an ethnographic qualitative research and its context is a language institute located in the Tri��ngulo Mineiro region. In addition to students from five groups in the institution, two teachers and an administrative assistant participated in the survey. Data was collected through an online questionnaire, learning reports produced by students and interviews with teachers and administrative staff. The analyses indicate that mobile devices are present in the daily practices of English learners, but these uses, in most cases, are carried out through the teacher's encouragement. Moreover, despite having positive sayings on the role of digital technologies in the process of English teaching and learning, there is, among students and teachers, a dichotomy between saying and doing about the learning contexts considered valid. Additionally, the use of mobile devices in the English learning process is not yet established as a normalised issue because the process of integration of technology in teaching is still ruled by traditional uses of the technology. I conclude that the use of mobile devices in the English learning process is still not normalised, because even if students use their mobile devices every day, they generally do not realize the affordances of such use as possibilities to learn English.

Educa����o bil��ngue para surdos : um estudo acerca de pr��ticas de letramento cr��tico com alunos surdos usu��rios da L��ngua Brasileira de Sinais

At a time when the issue of the inclusion of hearing-impaired students in regular schools has been discussed, it becomes necessary to reflect upon the relevance of a recurrent educational process in schools specialized in education for the hearing-impaired: the bilingual schools. Such institutions, still scarce in Brazil, offer an oriented and specialized education to hearing-impaired children and adolescents, since they have the Brazilian Sign Language as a language of instruction in all subjects, and the Portuguese written language as an additional language, which gives them the bilingual status. This research aims to investigate how the practices developed in my Portuguese classes in a bilingual school have contributed to the development of student���s literacy, specifically the Critical Literacy (STREET, 1985, 1990, 1998), in two classes of hearing-impaired students enrolled in the final grades of elementary school. It is a qualitative, ethnographic research, which uses the triangulation system for analyzing data: (i) the pedagogical sequences; (ii) the students��� activities and (iii) the teacher���s and students��� written accounts registered as field notes. Through the intersection of the data, this work evaluates whether students have achieved some level of Critical Literacy, and what kind of collaboration and/or activity is relevant during this process. This research is justified by the need to evaluate practices at bilingual schools that, although supported by current law in Brazil, are still a minority whose work is still not acknowledged or valued. The results show that activities using real texts of different genres can contribute to the development of Critical Literacy, and also to dynamic classes, with discussions about relevant topics to society in Sign Language. Also, activities that encourage students to do research and that provide to the hearing-impaired student, the understanding of the real usefulness of Portuguese as an instrument for the social inclusion of the hearing-impaired providing opportunities for them to change their social position can collaborate to this process.

O tema ��gua no ensino de ci��ncias:uma proposta did��tico pedag��gica elaborada com base nos tr��s momentos pedag��gicos

Science and technology are increasingly present in society���s everyday living, interfering with the appearance and social relationships, which requires from the population: knowledge, skills and actions to intervene consciously and responsibly in the new socio-cultural setting. The science education might become a great ally in the task of literacy and / or enable students to live consciously and critically in a world even more influenced by scientific and technological aspects. The aim of the dissertation is to develop a didactic-pedagogic proposal for science classes of the 6th year of elementary school, based on the "Generator Theme: Water and its treatment", involving the dynamics of the Three Pedagogic Moments. Such proposal consists of a Course which embraces seven teaching modules containing topics related to Generator Theme. The modules were designed and developed with four student groups of 6th year in twelve hours / class per group, with a total of approximately 120 students. The interpretation of the developed content, resulting from the thematic modules with students, led to the creation of five analysis categories. Considering the results, it is possible to conclude it is necessary, for successful teaching practices in the school environment, that the teachers embrace the aim of teaching in a meaningful way, drawing up activities that really recognize and include the student as an active subject of the educational and learning process. The use of activities that lead students to recognize themselves as main process actors, developing practices based on previous knowledge and on their specific learning, results in a situation which they will recognize the science in their lives, learn to be reflective and aware of their attitudes about the world where they live.