Formação profissional e mediação pedagógica na era digital: educar para os meios e os meios para educar

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Educação física escolar e currículo do Estado de São Paulo: possibilidades dos usos do celular como recurso pedagógico no ensino do Hip Hop e Street dance

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Gênero nas aulas de educação física: diálogos possíveis com os conteúdos do currículo do Estado de São Paulo e o Facebook

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

In search of the autonomous and critical individual: a philosophical and pedagogical analysis of the physical education curriculum of São Paulo (Brazil)

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

Uma abordagem didático-pedagógica do cálculo diferencial e integral I na formação de professores de matemática

Pós-graduação em Educação Matemática - IGCE

As tecnologias da informação e comunicação na formação continuada de professores: uma proposta para o uso do laboratório de informática

Pós-graduação em Docência para a Educação Básica - FC

As Tecnologias da Informação e Comunicação (TIC) e a formação de professores: um estudo qualitativo com professores da educação básica no município de Araraquara, SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino de ciências e as tecnologias digitais: competências para a mediação pedagógica

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A História do Esporte, os valores e as Tecnologias da Informação e Comunicação no ensino do atletismo

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

Metodologia para seleção e implantação das Tecnologias da Informação e Comunicação no ensino da educação básica

Pós-graduação em Matemática em Rede Nacional - IBILCE

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Subtitling as a pedagogical tool for language teaching in journalism

This study was designed to present and discuss some results produced by a research involving the use of English subtitles of some news videos from the webiste Reuters.com (http://www.reuters.com) with pedagogical reasons in a Brazilian context (Academic English for Journalism). We have developed the research during two semesters at UNESP (Universidade Estadual Paulista Júlio de Mesquita Filho). The professor in charge of the study has chosen the students of Journalism as the audience to whom the videos were presented. The assumptions of many theorists and experts in Audiovisual Translation were adopted as our Theoretical Sources. The first step of the study was the assessment of the syllabus of each course. This was very helpful as a guidance in order to choose the most relevant and interesting videos for students. After the evaluation of academic and professional interests, we chose some videos to insert appropriate subtitles, according to some strategies suggested by Panayota Georgakopoulou and Henrik Gottlieb. Finally we presented the videos during the English classes. At the first time, they were presented without subtitles just to notice the comprehension level of the students. After that, the videos were presented with English subtitles. As we first assumed, the students haven’t had the whole comprehension of specific details during the first presentation, they have just used their previous knowledge and the visual aids to help them in a superficial understanding of the news. As the subtitles appear, the process of communication was finally accomplished.

TIC nas aulas de educação física: para ensinar basquetebol

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Challenges of Students’ Industrial Work Experience Scheme (SIWES) in Library and Information Science in the ICT Environment

The ICT revolution has permeated every profession and all areas of human endeavour. Professions such as law, medicine , engineering, and library and information science are adjusting to the ICT environment through re-tooling, retraining, and curriculum revision. The purpose of this study is to explore the impact of ICT on the student industrial work experience scheme (SIWES) of library and information science students. It traces the historical development of the scheme, the ICT development trends in LIS, and the challenges this development brings to SIWES. Strategies to absorb this shock created by ICT are offered.

Information Acceptance and ICT Resistance: Promoting the Role of Information in Rural Community Development

Rural community development is a major issue for developing countries. Much attention has been given Information and Communication Technology (ICT) projects to connect rural communities with the global network. However, ICT resistance is a deterring factor in addressing the digital divide in developing countries. It is postulated that reversing the resistance to to ICT can be strategizedthrough "information acceptance." ICT can be accepted by rural communities by creating demand for information. The paper calls for the refocusing on the role of information in rural community development and ICT as a tool for change agent. Initiatives for rural community development must emphasize the importance of information in rural communities.