História do ensino primário rural em São Paulo e Santa Catarina (1921-1952): uma abordagem comparada

Pós-graduação em Educação Escolar - FCLAR

Sentido pessoal, significado social e atividade de estudo: uma revisão teórica

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

Problemática psicosocial y educacional de los niños marginados

The marginalized children’s psychosocial and educational issues, in this essay, are referred to the theoretical debate upon knowledge development and the possible solutions for those children.This issue will be addressed through the analysis of structures or forms of knowledge organization and from the necessary differentiation of social and individual cognitive development. Basedontheseobjectives, we will analyzethe classical theoriesrelated to cognitive developmentofdisadvantaged children, discussindividual andsocialcognitive developmentand, based on our empirical research, postulatean explanationforthese children’s cognitive development. Finally we will discuss and propose some educational solutions.

Desafios da formação docente no curso de Pedagogia: aligeiramento e pragmatismo

This paper analyzes recent policies of teacher eduation in Brazil related to the employment and professional dimmensions of the teaching career. It analyzes teacher education policies, and the guidelines established by the World Bank in the 1990s, to reform higher education in the so-called developing countries, focusing on th implementation of neolibera educational policies. These policies have produced a "new" value for educational insititutions: they are emptying schools of education; “defertilization” of schools; “deintellectualization” of the teacher profession; pauperization, fragmentation and emptying the contents teacher education programs and recontextualization of the nexus theory-practice. The reforms after the Directives and Bases of Education - Law No. 9394/1996, with respect to the education of teachers, are analyzed in relation to the process of productive restructuring. We analyze the relation between theory and practice, given the National Curriculum Guidelines for the Education Course (DCNCP, 2006), focusing on the Course of Pedagogy for the Faculty of Philosophy and Science, at the Paulista State University, Campus of Marilia. This course offers an extensive practical training, but restricted as to the academic content offered, limiting the possibilities of an in-depth training for the future teachers. Discussing these relations, this article presents the assessment of the students in the course and concludes offering perspectives for a humanizing and critical training.

As concepções de gestão e a vivência da prática escolar democrática

This study aims to analyze the possibilities and limitations to building democratic experiences within school management and practice, using action research prioritizing the training of education professionals based on dialog and inquiry. Conceptions of school management are discussed at both the academic and the practice levels, after which we point to what may be new possibilities in building democratic school practices.

Análise do curso de extensão em Libras, na modalidade a distância, para formação continuada de professores no contexto educacional inclusivo

The inclusive education policy implemented by state and municipal educational systems of Brazil, contemplates that students with hearing loss can study in regular education classes. In this context, the use and knowledge of the Brazilian sign language is essential. Therefore, in 2009, an extension course of Libras of 120 hours in distance mode was developed in partnership with the FFC / UNESP, funded by the Program for Continuing Education of Teachers, the SEESP - MEC for Brazilian public school teachers. In the presence of this reality, this research sought to examine the course content, the evaluation of teachers about it and also verify the impression of teachers on a course offered in distance mode. We analyzed: the course design, the scientific report and the evaluation sheets filled in by pupils. It was found that the course had three modules: introduction to distance education; theoretical reflection on the use of Libras in inclusive education, practical activities and the use of Libras. 548 public school teachers linked to 19 departments and/ or boards of education in various regions of Brazil participated in the study. The analysis showed that teachers evaluated the course satisfactorily, pointing out that they favored the interaction with deaf students. Regarding the use of the modality of distance learning, the teacher students had difficulties with the Internet, which hampered access to the materials. However, the teachers considered distance learning interesting, because they learned to tinker with previously unknown tools, and had the opportunity to hone their technology skills.

Estratégias pedagógicas e inclusão escolar: um estudo sobre a formação continuada em serviço de professores a partir do trabalho colaborativo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Gestão democrática na escola pública: uma experiência educacional do MST

The purpose of this work is to discuss the pedagogy of Movimento dos Trabalhadores Sem Terra through the analysis of the main pedagogical elements present in the Escola Municipal de Ensino Fundamental Construindo o Caminho. The school which is ruled by the Movimento has different functioning and organization of those usually found in official schools, highlighting educational categories as: union between teaching and work, and democratic administration shared by students, teachers, other workers and community.

O lúdico no ensino de espanhol como língua estrangeira

Este trabalho discute a importância do lúdico no processo de ensino e aprendizagem de espanhol como língua estrangeira. Para tanto, apresenta um panorama histórico com as principais concepções filosóficas, psicológicas e educacionais acerca da prática dos jogos. Os marcos de referência são, sobretudo, os estudos de Kishimoto, que operam uma releitura dos postulados de Froebel, Piaget, Vygotsky e Bruner. Esses pressupostos teóricos são levados ao contexto de aprendizagem da língua espanhola e constituem uma defesa de um ensino significativo do idioma, que se baseia na capacidade de criação, exploração e argumentação do aluno, e privilegia um ambiente de motivação e descontração. A partir de uma proposta educativa que valoriza a formação cognitiva, social e afetiva dos aprendizes, e se atenta a questões como o prazer e a alegria, encaminha-se uma breve análise dos livros didáticos de espanhol selecionados pelo PNLD, bem como uma observação da presença de atividades lúdicas nesses materiais. Diante da expressiva oferta de cursos de idiomas para idosos, e do crescente interesse desse público em aprender uma segunda língua, este estudo contempla, também, a cultura lúdica inserida no espaço de ensino a grupos da terceira idade, uma vez que os benefícios dos jogos e brincadeiras se estendem a qualquer faixa etária. São elaboradas, ainda, algumas atividades destinadas ao ensino de espanhol para esse público, pois nunca é tarde para brincar

Corpo e escola: o cuidado de si como atitude moderna

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A coordenação pedagógica nas escolas estaduais paulistas: as resoluções recentes e a atuação cotidiana na gestão e organização escolar

This article analyzes the pedagogical coordination work in public schools of the state of São Paulo within a context of educational reforms occurred between 1996 and 2010. The paper analyzes the main resolutions published by the Secretariate of Education regarding the functions performed by coordinating teachers, and discusses data obtained from empirical research conducted with three schools in inner cities of the state of São Paulo, specifically in the final years of elementary school and high-school. The analysis has enabled us to identify the implications of educational reforms on the functions of coordinating teachers. In addition, we have identified and interpreted the ways in which subjects are (re)adjusted in school management and organization.

Cenas didático-pedagógicas e suas relações com o desenvolvimento da racionalidade tecnológica

Marcuse’s concept of technological rationality is still quite real because it allows for a critical analysis of our society. When applied to education it shows how our social practices, objectively organized with the help of technological devices, supercede themselves and create systemic consequences. This article analyzes some of these consequences for educational policies and forms of school management by investigating day-to-day occurences in a small school in the São Paulo countryside.

O olhar do professor e dos alunos do ensino médio sobre o currículo de educação física do estado de São Paulo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Marcos legais para os cursos de graduação em pedagogia no Brasil: análise das atribuições do pedagogo

The current National Curricular Guidelines sets as parameters for Education’s programs the teaching and professional training in order to allow the realization of activities of school tutoring (management) and educational research. Our objective was to analyze educators’ attributions since 1930. For that, we made an analysis of the main laws that guided the activities of these professionals. We tried to demonstrate how the educator became from an “old” school teacher (1854-1880) to a primary education professor (end of XIX and XX centuries) and, nowadays, in a “make it all” in schools and in the administrative tasks into the schools. We hope, with this analysis, to contribute to the definition of attributions of the educator in current days and to offer subsidies for a better thinking of the process to students of Education in Brasil, helping in the tutoring of those future professionals.

A formação de professores no âmbito da abordagemmultirreferencial

In this work we propose a reflection on education and, more specifically, on theprocess of teacher’s education. To approach this discussion we assume the necessityof addressing this issue in its complexity. We used the multi-referential approachthat has the perspective to study educational phenomena considering the heterogeneitytypical of educational relationships. We are holding this discussion by identifyingseveral aspects of the formation of teachers from the fields of education andpsychoanalysis. This route allowed us to deepen and clarify some concepts: education,the teaching relationship, the experienced and lived, suggesting perspectives for theprocess of teacher´s education.