Propostas e discussões para o ensino de astronomia nos 1º e 2º ciclos do nível fundamental e na educação de jovens e adultos

This work aims to propose and to discuss methodologies and practical activities for Astronomy teaching in the 1st and 2nd cycles of the primary education and in the adult education. The proposals presented here were applied to students from the metropolitan region of Natal (RN), including students of the called normal education (formerly magisterial education) and of the undergraduate formation in pedagogy at the Instituto de Formação Superior Presidente Kennedy , and also, in particular, to teachers and students of public municipal school Escola Municipal Djalma Maranhão at the district of Felipe Maranhão II, also analyzing some didactic books used by these institutions. Several elements which we confronted with during this didactic-pedagogical experience were systematized, indicating principles, contents, reflections and procedures related to Astronomy teaching to students of those levels of education. Doing this we aim to make such an experience accessible to those interested in developing a similar approach involving the themes treated here as well as other ones related to Astronomy for those levels of education. The resources and practices implemented here aim to contribute to the effective realization of an interdisciplinary and contextualized education according to orientations proposed by the Parâmetros Curriculares Nacionais (Brazilian National Curricular Guidelines). In order to guarantee a broad accessibility to what we propose in this work, we intend to make available in printed form and also in an Internet page the procedures, instruction materials and texts we developed

Didática do plurilinguismo: efeitos da intercompreensão de línguas românicas na compreensão de textos escritos em português

This exploratory study aims to present some readings as Doyé (2003), Carrasco Perea (2003), Melo Araújo e Sá (2004), Chavagne (2009) and Alas-Martins (2010; 2011) which helped to confirm some ways for showing that a plurilingual environment can enable a trend in improving the understanding of written texts in the mother tongue, and can collaborate on a better perception of the world around a person with all their different nuances. The study describes the methodology and some results of our doctoral research that resulted in the insertion of the experimental discipline called Intercomprehension of Romanic Languages (ILR) in the curriculum in the city of Natal / RN / Brazil, and it was justified because of high functional illiteracy degree among young people up to 15 years old according to the educational data from IBGE research on 2010. The results were verified through an experimental action-research which was characterized by Lewin (1946); Nunan (1992); Thiollent (1994) and Trip (2005) in two schools: Professoara Terezinha Paulino de Lima (municipal school) and Professora Ana Julia de Carvalho Mousinho (State of Rio Grande do Norte), with 95 students from the final years of primary education. The corpus of this research was subjected to a series of condensed techniques like the nonparametric test from Kruskal and Wallis (1952) and the parametric test ANOVA as an effort to provide statistical significance to the analysis of the results indicated in the book of ILR activities. The research presented some skill views about reading comprehension of written texts according to perspective of Ringbow (1987), Giacobbe (1990), Alarcão (1991; 2009a and 2009b), Corder (1992), Castellotti (2001) and Degache (2003), and the possibilities of transfer these skills for learning Portuguese as pointed out by Meissner, Klein and Stegmann (2004); it indicates a positive trend towards the understanding of LM according to analyzing the scores of written tests and texts by participants in solving tasks

O planejamento turístico e o comércio ambulante : uma análise à luz da teoria das representações sociais

The Social Representation Theory provides subsidies to scientifically analyze what is called common sense, suggesting that thought be given credibility to the individual, from the assignment of logic to it. The Representations allow us to interpret, understand, explain and thus classify information, events and people. In this sense, this study aimed to analyze how social representations of the actors of the intinerant traders who operate in Ponta Negra/RN can be used as an element for tourism planning. To achieve the desired goals, we conducted a qualitative study, from a descriptive study, using methods of data collection the research literature, the technique of free association of words and the questionnaire, applied with 90 intinerant traders who work in Ponta Negra/RN beach. As tools of data analysis were used to analyze literature, and software EVOC and SPHINX. This research has revealed the predominance of people in itinerant male, between 18 and 28 years, with incomplete primary education, no contributors of Previdência Social and working seven days a week. The core elements of representations brings that explain that their knowledge is guided by collectively shared knowledge in the culture of tourism, which is seen as something that brings economics benefits (money) to the society, from the travel and entertainment. The plan represents the forward thinking, based on development plans that seek improvements and organization. The structure and operation of tourism planning in Natal/RN, there were no representation of intinerant traders. It is concluded that understanding the needs of itinerant traders provides grants to developing strategies for the development of tourism. This is achieved from its inclusion in tourism planning, since it enables tourism managers to understand how they are capturing, interpreting and acting on their next reality, since these representations are fundamental in forming opinions and the establishment of individual attitudes and collective. Thus, it is an important theory to be used to subsidize social research with individuals living reality and local needs, but which is the margin of decision-making processes of economic in the Brazil

Os jogos com regras na educação matemática inclusiva

This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended

Socioeconomic and demographic profile of leprosy carriers attended in nursing consultations

A hanseníase é doença infecto-contagiosa para a qual, além das condições individuais, outros fatores relacionados aos níveis de endemia e às condições socioeconômicas desfavoráveis influem no risco de adoecer. Objetivou-se reconhecer o perfil socioeconômico e demográfico e o grau de incapacidade instalado dos portadores de hanseníase, atendidos no Centro de Saúde Escola de Botucatu, São Paulo, Brasil. Fizeram parte do estudo 37 pacientes. Os dados foram obtidos por meio do instrumento de consulta de enfermagem. Os resultados mostraram predominância de indivíduos com união estável (78%), brancos (92%), com idade entre 30 e 49 anos (51%), com baixo nível de escolaridade e com renda familiar per capita menor que um salário mínimo. Mais de um terço dos pacientes investigados (35%) apresentavam algum grau de incapacidade física. A associação do baixo perfil socioeconômico com a presença de incapacidades físicas imprime maior vulnerabilidade a essa população, podendo impactar negativamente a sua qualidade de vida.

Tempos de infância, tempos de escola: a ordenação do tempo escolar no ensino público paulista (1892-1933)

O texto analisa a ordenação do tempo nas escolas primárias paulistas no final do século XIX e início do século XX, período em que se institui e se consolida a arquitetura temporal escolar. Compreende, pois, as primeiras prescrições detalhadas sobre o tempo constantes na reforma republicana da instrução pública de 1892, as regulamentações instituídas no decorrer da Primeira República, até o momento de criação do Código de Educação de São Paulo em 1933, quando se inaugura uma nova fase da instrução pública no estado. O texto busca mostrar como o tempo constitui uma ordem que se experimenta e se aprende na escola. Para a realização deste estudo foram utilizadas fontes documentais, especialmente a legislação e textos oficiais da administração do ensino. As análises incidem sobre dois aspectos: a formulação política do tempo escolar e a organização pedagógica e disciplinar do tempo na escola. em relação ao primeiro aspecto, mostra como a ordenação do tempo pautou-se pela aspiração de uniformização e controle. Nesse sentido, as autoridades do ensino público procuraram regulamentar a obrigatoriedade do ensino, a freqüência, a duração do curso primário e a jornada escolar. em relação à organização pedagógica e disciplinar do tempo, põe em destaque a ordenação minuciosa do emprego do tempo compreendendo a racionalização curricular - a seleção e distribuição do conhecimento por séries, aulas, lições, e a definição dos horários.

A militarização da infância: expressões do nacionalismo na cultura brasileira

O texto compreende um estudo sobre as práticas de militarização da infância, isto é, práticas de natureza patriótica, cívico-militar que predominaram no ensino primário, no início do século XX. Nesse sentido, destaca a introdução da disciplina Ginástica e exercícios militares nos programas de ensino e seus desdobramentos mediante a criação dos Batalhões Infantis. Analisa, também, o escotismo escolar, movimento efervescente no estado de São Paulo nas décadas de 1910 e 1920, identificando-o como mais uma expressão do militarismo e do nacionalismo na educação brasileira. Para a realização deste estudo foram utilizadas fontes manuscritas encontradas no Arquivo do Estado de São Paulo e periódicos educacionais da época.

Do trabalho coletivo na escola: encontros na diferença

O presente artigo trata da constituição de um grupo de formação composto por professoras das primeiras séries do Ensino Fundamental de uma escola municipal no interior do Estado de São Paulo. O grupo redefiniu a prática do reforço instituída na escola e assumiu a corresponsabilidade pela aprendizagem dos alunos dessas séries que precisavam de outros tempos para aprender. Esse fato potencializou o empenho conjunto das professoras ao promover um trabalho coletivo para acolher todas as crianças. A dimensão coletiva apareceu quando o grupo, perante os conflitos vividos a partir da prática escolar, tomou consciência deles e definiu objetivos e ações que possibilitaram aos seus alunos aprender. Explicita-se que desenvolver um trabalho coletivo não implica o apagamento das diferenças e considera-se que, com elas, é possível haver coincidência dos objetivos pelos quais os participantes de um grupo trabalham.

Indoor air quality assessment of elementary schools in Curitiba, Brazil

The promotion of good indoor air quality in schools is of particular public concern for two main reasons: (1) school-age children spend at least 30% of their time inside classrooms and (2) indoor air quality in urban areas is substantially influenced by the outdoor pollutants, exposing tenants to potentially toxic substances. Two schools in Curitiba, Brazil, were selected to characterize the gaseous compounds indoor and outdoor of the classrooms. The concentrations of benzene, toluene, ethylbenzene, and the isomers xylenes (BTEX); NO2; SO2; O3; acetic acid (HAc); and formic acid (HFor) were assessed using passive diffusion tubes. BTEX were analyzed by gas chromatography-ion trap mass spectrometry and other collected gasses by ion chromatography. The concentration of NO2 varied between 9.5 and 23 μg m-3, whereas SO2 showed an interval from 0.1 to 4.8 μg m-3. Within the schools, BTEX concentrations were predominant. Formic and acetic acids inside the classrooms revealed intermediate concentrations of 1.5 μg m-3 and 1.2 μg m-3, respectively. © Springer Science + Business Media B.V. 2009.

El Bono Juancito Pinto del Estado Plurinacional de Bolivia: programas de transferencias monetarias e infancia

Incluye Bibliografía

México: impacto de la educación en la pobreza rural

Incluye Bibliografía

Less advanced sectors in the Latin American fertility transition

Includes bibliography

Inequality in Central America in the 1990s

Includes bibliography

Adaptação transcultural do questionário para avaliação das atitudes dos pais com relação a saúde bucal dos filhos

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

Imprensa, educação e sociedade no interior paulista: Ribeirão Preto (1948-1959)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)