O ensino de Filosofia no Brasil: história e perspectivas para o filosofar

The following article has as the main concern and tendency to think and offer some ideas on the Teaching of Philosophy in Brazil and historically conceptions constructed about the philosophy, this constituting itself a challenge to Brazilian education and the formation of people. It is pertinent to the conciliation in the Teaching of Philosophy, from the History of Philosophy, the philosophize and not to join immediately to philosophical systems and their conceptions, but that is structured from the real problems of each situation and experienced in education space and society in general as an macrostructure that requires reflection about your problems. Note that, during the 500 years of education in Brazil, especially in this aspect of Teaching Philosophy characteristics with respect to the concerns and the philosophical problems have been modified, initially, a more obedient to the rules, passing, sometime later, the valorization of polemic and, finally, the systematization of reality and reflection of the real problems faced by a society such as the Brazilian. In this sense, it is proposed to understand and analyze the Teaching of Philosophy in both, the primary and secondary education and, especially, in the university.

Adequação curricular: alternativas de suporte pedagógico na Educação Inclusiva

The organization of the inclusive education is a slow and complex process, which has the necessity of investments in supports for all the scholar team. Aiming at spreading one of the actions carried out for the promotion of the inclusive educational practices in a municipal education system in a western city in the state of São Paulo, this paperwork has the objective of presenting an elaborated manual of orientations for the implementation of the individual curricular adaptations (ACIs) for students who demand special educational necessities (NEEs). The material was constituted on the basis of three data sets: 1) tabulation of the evaluations of the curricular adaptations already made; 2) the literature review; 3) analysis of the themes which have emerged during case discussion meetings mediated by the researchers with teachers from the Specialized Pedagogical Support Service (SAPE), with teachers and administrators from the common education system and the technical-pedagogical team. The final version of the manual contemplates the theoretical-operational aspects about the themes: flexibility and curricular adequation, inclusive education, definitions of NEEs, how SAPE works; and it finishes with a model proposal of ACI. It is expected that the spreading of this material can subside new curricular propositions for students with deficiency that are very distant from the academic level expected for the current scholar year.

Perfil dos professores participantes da 2ª edição do curso de LIBRAS a distância: uma propsota de formação continuada no contexto educacional inclusivo

This research presents an analysis of the profile of participants in the second edition of the Extension Course “Libras by distance: a proposal for continuing education of teachers in inclusive educational settings”, funded by the Program for Continuing Education of Teachers in Special Education, the SEESP / MEC and the support of the UAB, whose goal was to promote a theoretical-practical-discourse on the importance of Libras in deaf education. The course was developed by the School of Philosophy and Science of UNESP / Marília, in distance mode. practicing teachers in public schools, linked to 19 Departments and / or Directors of Education in several regions of Brazil took the course. The information was collected from the questionnaire responses of the diagnostic evaluation performed in the pre-registration course. In general, the information was about place of residence, marital status, family constitution, educational training and professional experience in special education. We performed quantitative analysis and descriptive statistics on the data. The information presented refers to a summary of results for the total sample investigated. With the release of the profile of participants we expect to contribute towards the organization of new extension courses in the area of deafness, in distance mode, aimed at the in-service training of teachers with a view to Inclusive Education.

Atendimento Educacional Especializado: análise do índice de evasão de professores em curso de pós-graduação, na modalidade a distância

This research aims to investigate the possible causes for the dropout of participants under instruction in distance courses. Data gathered from the Specialization Course in Specialized Educational Support Services - SES, sponsored by the Department for Continuing Education, Literacy and Diversity of the Ministry of Education - SECAD / MEC - and the Open University of Brazil – OUB, will be analyzed. The objective of the course is to graduate teachers who work in classrooms equipped with multifunctional resources in regular schools to give specialized educational support for students with special educational needs marked by disabilities, global development disorders and high abilities/highly gifted students. In order to analyze dropout data in the first semester of the ongoing course, a sample of 1349 participants enrolled in the distance course was considered; 216 of these had their enrollment cancelled on request or because they stopped accessing the Virtual Learning Environment - VLE / Teleduc Platform showing no interest in the course. However, the information below aims to present and discuss only the tabulated data of the 98 participants who requested to have their enrollment officially cancelled by submitting the online dropout term. The findings showed the main reasons for dropping out were personal problems, lack of time to commit to an ongoing distance course, difficulty using ICT and the tools available in the VLE. The research also highlighted the importance of developing digital inclusion initiatives as well as on-site supporting poles as a way to soften the barriers of technological accessibility and the dropout rate in this kind of courses.

A formação de professores para a educação Inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da Educação Infantil

To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of São Paulo. Such a description was guided through the of the collaborative approach taken subproject “understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education”, developed as one of the phases and as part of larger project called “depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education”. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship.

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)

Análise das produções bibliográficas sobre trabalho infantil e educação no período de 2002 a 2012

Pós-graduação em Educação - FCT

Necessidades especiais de escolares com diabetes mellitus tipo 1 identificadas por familiares

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Valores e atitudes: uma análise de artigos na educação física escolar

É notória a crescente preocupação com os aspectos éticos e morais quando se refere à Educação no Brasil. Não poderia ser diferente com a Educação Física escolar, já que se trata de um componente curricular obrigatório dentro da Educação Básica. Apesar da tentativa crescente de conscientização da importância dos valores enquanto conteúdos explícitos na educação formal, não se têm claro quais deveriam fazer parte do planejamento dos professores. Esta pesquisa teve como objetivo geral realizar um levantamento de artigos em periódicos científicos da Educação Física que abordassem valores e atitudes presentes na disciplina. Em outras palavras buscou-se mapear e analisar quais valores e atitudes são esses na Educação Física, no contexto escolar. Para a seleção dos periódicos científicos analisados, foram seguidos os seguintes critérios: revistas específicas da Educação Física; trabalhos propostos à publicação julgados por pareceristas; acesso tanto ao resumo quanto ao trabalho na íntegra; acesso a todos os números das revistas publicados entre os anos de 1998 e 2007. A análise quantitativa constatou que o número de artigos científicos que abordaram o tema valores e atitudes nos últimos dez anos foi pequeno. Entre aproximadamente 1000 artigos analisados, foram localizados apenas 40 artigos. Apesar do número reduzido de artigos, observou-se uma tendência no aumento das publicações a partir de 2002, seguindo tendência da área da Educação. Valores como alteridade, socialização, voluntariedade, estética e saúde apareceram nos artigos analisados. O tema de valores e atitudes é discutido na produção científica da Educação Física, embora ainda de forma incipiente, e os temas analisados são bastante abrangentes.

A importância do jogo simbólico na educação física infantil e o papel do professor no seu desenvolvimento

O presente estudo se propos a verificar as diversas formas de manifestação do Jogo Simbólico nas crianças durante as aulas de Educação Física no Ensino Infantil, as diferentes formas de abordagem e o desenvolvimento de atividades por parte dos professores durante esse processo. Por meio de entrevista com o uso de questionário semi-estruturado, investigou com os professores, quais as estratégias utilizadas para o desenvolvimento do Jogo Simbólico nas aulas, tanto de modo coletivo quanto individual e qual o papel do Jogo Simbólico no desenvolvimento dos alunos. Os dados foram analisados e interpretados frente ao referencial teórico levantado e pode concluir que os professores fazem uso do Jogo Simbólico em suas atividades, mas que na maioria das vezes não valorizam a manifestação do mesmo de forma individual.

Dança e educação: a arte em incluir

O trabalho proposto irá destacar as possibilidades que a Dança traz para o aluno com necessidades educativas especiais em sua inserção escolar, seus elementos de desenvolvimento, na busca de romper assim modelos e paradigmas que a sociedade por anos tenta conservar. As revisões literárias irão compor todo o procedimento metodológico, resultando então em uma pesquisa bibliográfica. Arte e educação poderão apontar que podem produzir conhecimentos científicos e significativos. Nesse sentido, a Dança tornará um subsídio que tende a facilitar o processo de desenvolvimento das pessoas com deficiência. A inclusão atualmente adentra-se em um caminho social, cultural, político e educacional e assim exige atuações que inovem todo esse processo. A escola poderá se utilizar dessa inovação, juntamente com o educador? Assim o trabalho explicitará que a Dança possui funções que desenvolverá esse processo, pois essa poderá então favorecer nesse processo buscando inovar e criar identidades. Então é necessário buscar a compreensão dessa arte, para que se torne significativa e produza conhecimentos, podendo assim criar novos sentidos de viver as pessoas com deficiência. Por fim pretendo mostrar que a Dança possui ações, movimentos e expressões que são elementos que possibilitam a interação com o outro dentro do contexto escolar, proporcionando assim aos alunos com necessidades educativas especiais uma visão do meio em que vivem, sabendo respeitar seus limites. Nesse sentido, a Dança apontará que possui capacidades de nos revelar que a arte não se encontra no que é belo, mas no que é sentido

Formação inicial de professores de ciências biológicas no contexto da educação inclusiva: o que revelam licenciandos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação em direitos humanos: cidadania ou emancipação humana?

This study aims to identify the horizon of emancipation in Human Rights Education, using the philosophy of praxis as a theoretical framework, basing on authors as Tonet, Losurdo, Marx, and Saviani and Duarte, taking as a privileged locus analysis of the Plan National Human Rights Education (PNEDH, 2007). The discussion about the historical development of the movement of the struggles for human rights was a starting point to indicate how, in general, these struggles have been developing since the context of bourgeois revolutions. From there we tried to discuss how the prospect of citizenship has been treated within the Rights Education, the latter being a reflection of social movements' struggles for rights from the year 1980. Situating this movement within a larger movement on the issue of education in Brazil in the twentieth century, we tried to discuss the flags such as citizenship, the strengthening of civil society and creating a culture of rights as a goal of emancipation. Seeking to differentiate between citizenship as political emancipation and human emancipation, was placed the imperative to take the citizenship as a mediator and not as an endpoint in order to equip a culture of struggle for a classless society without exploitation of man by man

Políticas públicas na educação inclusiva: da legislação a concepção docente

This project was grounded in public policy for inclusive education in the city of Bauru / Brazil. Its objective was to examine the struture of these public policies aimed at inclusive education, which are in place and their effectiveness from the viewpoint of specialist teachers in municipal schools in Bauru/ Brazil. Subjects were 20 teachers of special education specialists who work with students from kindergarten and elementary school in the city of Bauru. To collect data were questionnaires and interviews. The theoretical studies carried out showed that the legislation today was the result of many years of changes in structure and design on the figure of people with disabilities and their integration into society. As a result it was possible to draw a profile of specialist teachers, their training, and that has knowledge about the specific legislation. As the profile of the specialist teacher noticed that they have good training, but this should be a continuous process, during his performance.Public policy for Special Education but there are geared towards a macro-structure, which makes them often decontextualized from everyday classroom, and often not enforced because of lack of policies in other areas of basic needs that are constitutional law as well as education

Formação continuada em educação física e inclusão do deficiente no ensino regular sob a ótica de professores =: The ongoing graduation in physical education studies and the inclusion of disable people in regular schools under the teacher's perception

Pós-graduação em Ciências da Motricidade - IBRC