Contribuições da TIC e da inclus��o digital para alunos e professores das escolas participantes do Programa Acessa Escola

This study has its objective to analyze how the Technology of Information and Communication-TIC will be applied in the construction on new knowledge in the schools bounded to the program Acessa Escola.( School turned on) This program from S��o Paulo���s Government, developed by the Secretary of Education of the State , under the coordination of the Foundation to the Development of the Education-FDE, which has the work proposal to promote the digital inclusion to all the educational community. Making it possible the access of the Technology of Information and Communication to the users; Students, teachers, and school employees to have the exchange of information and knowledge. Therefore, there is the collaboration between teachers and student.For the development of this research, there will be semi-structured interviews with high school teacher from 3 different High Schools of Piracicaba-SP. These interviews will be done in a qualitative approach and will be submitted to the Ethic Committee from the University

Sala de recursos para deficientes visuais: contribuições para o processo de inclus��o escolar

This work is situated in the universe of resource rooms with a focus on the teachinglearning disabled students with low vision and visual in two cities of S��o Paulo. The paper discusses theoretically the historical emergence of these rooms, the deployment in the State of S��o Paulo and its importance within the context of school inclusion of students with visual impairments. Its purpose is to conduct a general survey of the operating conditions of the rooms from the perspective of the teacher of students. The results verified the contribution of this service as a complementary tool of the ordinary classroom, the use of specific instructional materials and overall educational performance of students. The results indicate that this type of specialized care while receiving criticism, does not promote segregation, but what about the educational needs of these students, who despite the lack of vision, school performance is equal to or better than the other students in the classroom common, it all depends on family support, and dedication to studies by the student. Research has shown students satisfied with the services provided in the resource room, as well as integration and good relationships between teachers and students. We could also highlight the importance of specific training and mastery of knowledge by the teacher to work with the visually impaired person. At the end the results were sent to the schools of this research object of study so that it can contribute to effective work in the educational process for visually impaired students in resource rooms

Forma����o continuada em educação f��sica e inclus��o do deficiente no ensino regular sob a ��tica de professores =: The ongoing graduation in physical education studies and the inclusion of disable people in regular schools under the teacher's perception

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

Forma����o-Arte-Escrita: contribuições est��ticas para a no����o de experi��ncia

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

O brinquedo na educação infantil: algumas reflex��es do uso do brinquedo �� luz da sociedade disciplinar foucaultiana

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A����es de educação ambiental para conserva����o e preserva����o do C��rrego Bela Vista, Piacatu-SP

P��s-gradua����o em Geografia - FCT

Concep����es epistemol��gicas que fundamentam pr��ticas educativas do professor de ber����rio: contribuições de uma leitura piagetiana

P��s-gradua����o em Educação - FCT

Forma����o continuada de professores de matem��tica com enfoque colaborativo: contribuições para o uso reflexivo dos recursos da Web 2.0 na pr��tica pedag��gica

P��s-gradua����o em Educação - FCT

Uma proposta de educação musical para a sensibiliza����o ambiental

P��s-gradua����o em Educação Escolar - FCLAR

Teoria cr��tica, neoliberalismo e educação: an��lise reflexiva da realidade educacional brasileira a partir da reforma educacional de 1990

P��s-gradua����o em Educação - FFC

Pesquisa em Educação Ambiental: compromisso com a vida

Different environmental disasters registered around the world and their consequences to nature and to the biodiversity, including the human beings, lead us to deal with nature���s mysteries and with our limits In controlling technological apparatus that make us proud enough to think that we can control nature���s processes. These kinds of experiences, considered as a real ���being-event���, make us experiment processes of disillusion related to the possibilities of science and technology. Considering this frame and the historical human experiences, one fundamental question is related to our position, our professional and ethical commitments and our responsibilities facing this reality. How can we deal with these facts that are continuously announcing the limits of nature, of science, technologies and our self-limits? As researchers involved with environmental education, it seems plausible for us to ask about the ethical commitments related to our ���acts��� of investigation. So, considering different and stimulating possibilities opened by intellectual and philosophers who are adding significant contributions to these debates, my proposal for this essay is to invite environmental education researchers to carry on a dialog involving these questions with some perspectives proposed specially by Bakhtin (1895 ��� 1975) and some other authors affiliated or not to his approach. This seems to be an opportunity which allows us to realize that our commitments as environmental education researchers would be identified with our commitments with life

Os estilos cognitivos na educação escolar e sua dimens��o conceitual como aporte te��rico para a orienta����o do ensino e da aprendizagem

The contributions of studies on Cognitive Styles are presented and discussed in this text, introductory and conceptually, in order to clarify and facilitate the discussion within the school education. With the theoretical origin in the cognitive psychology, more specifically, in studies of human cognition in differential perspective, the Cognitive Styles, are constructs developed to describe perceptual characteristics of the individual called "Dependence and Independence Field." In the course of this conceptual construction it is evidenced that individual perceptions are part of a broad set of interrelated factors that reflect the level of psychological differentiation of individuals. The studies show subjects with different Cognitive Styles, that are distributed in a "continuum" in order to set up a statistical normality. Therein some educational implications related to the Cognitive Styles are evident in relation to how the students learn, how the teachers teach, to the formal education in itself and to the career plan. The Cognitive Styles has a broad spectrum of influence on the relationship established in the teaching-learning process. So, these concepts need urgently to be better understood in the context of education.

A educação e a sustentabilidade: o desafio de um paradigma e a d��cada da educação para o desenvolvimento sustent��vel da UNESCO (2005-2014)

This paper aims at proposing a discussion on the role of education in a pragmatic plot. It intends to offer some contributions to the consolidation in the essence of sustainable development and of a contextualized sustainability as well as its respective dimensions. Therefore, some conceptual evolutions of such expressions and the implications for when they are being used, especially parallel to the UN Decade of Education for Sustainable Development, UNESCO (2005-2014) are presented. This paper also intends to promote some reflection on how much environmental and general education are important with regard to the challenge of multidimensional balance proposed, as seen from the perspective of a paradigm that has been constantly shaped since the Stockholm Conference of 1972, going through the given contributions in 1992 by The Earth Summit in Rio de Janeiro ��� Eco 92 / Rio 92; and from there to the United Nations Conference on Sustainable Development, of Rio+20, in 2012.

Contribuições da pedagogia hist��rico-cr��tica para a forma����o de professores

Teacher training is a frequent academic theme and object of various approaches. This article aims at presenting a few contributions of historical-critical pedagogy to this debate. It takes into account the concept of human-being, development and role of the school, opposing current parameters which empty and devalue teachers and, consequently, school education.

Contribuições da psicologia hist��rico-cultural para a pedagogia hist��rico-cr��tica

This article aims to show elements based on historical-cultural psychology, which are reiterative of historically systematized scientific knowledge transmission as condition of human development and essential function of school education. In that way, it points the sign appropriation as decisive mark in the natural psychic basis overcoming towards to culturally established psychophysical properties formation, characterizing the psychism as an interfuncional system answerable for the constitution of the subjective image of objective reality. In the face of such presuppositions, it firms the role of school education in the mentioned image formation, highlighting the qualitative differences resultant of education based to quotidian and spontaneous concepts, as well as scientific ones. It pleads that the defense of sign quality offered to appropriation by school education is the main intersection point between the historical-cultural psychology and the historical-critical pedagogy.