Rela����es de g��nero e sexualidade na educação infantil: interfaces que envolvem as pr��ticas pedag��gicas

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

Educação infantil: o trabalho pedag��gico com o processo evolutivo da no����o de justi��a

Esta pesquisa teve por objetivos: efetuar a analise de tr��s textos da literatura infantil com o intuito de evidenciar qual conceito de justi��a permeia as a����es das personagens e, a partir da analise, discutir sobre como o educador pode utilizar este recurso pedag��gico visando a organiza����o did��tica do trabalho com a evolu����o da san����o expiat��ria para a san����o por, no enredo do texto, reciprocidade. Deste modo, as reflex��es foram feitas a partir do referencial te��rico piagetiano sobre o desenvolvimento moral da crian��a e apresenta sugest��es sobre como o educador pode preparar um ambiente adequado para tal interven����o pedag��gica, partindo do dialogo sobre as inten����es e julgamentos das a����es das personagens

Fundamentos filos��ficos e antropol��gicos da teoria do se-movimentar e a forma����o de sujeitos emancipados, aut��nomos e cr��ticos: o exemplo do curr��culo de educação f��sica do Estado de S��o Paulo

This article examines philosophical and anthropological underpinnings of the Sich-Bewegen Theory, based on the phenomenological philosophy by Merleau-Ponty and social anthropology by Mauss and Geertz. It also considers implications for Physical Education Elementary and High School curricula aimed at forming emancipated, autonomous and critical individuals, taking the Physical Education Curriculum of the State of Sao Paulo as example. It concludes that the curriculum needs to imbricate into students'social life and take into account the challenges and issues from contemporary society.

A forma����o do professor-pesquisador no curso de licenciatura em educação f��sica

A forma����o inicial do professor-pesquisador tem como pressuposto formar um docente mais aut��nomo e observador de sua pr��tica pedag��gica, relacionando ensino com investiga����o. A forma����o de um novo professor requer sua inicia����o em valores, representa����es, saberes e fazeres (SARTI, 2009) e o professor-pesquisador busca investigar sua pr��tica e resolver seus desafios, sem distanciar-se da teoria. Para abranger esta forma����o, o presente estudo prop��e como objetivo geral compreender como os estudantes do curso de licenciatura em Educação F��sica da UNESP de Rio Claro interpretam a sua pr��tica profissional em situa����o de est��gio supervisionado na perspectiva do professor-pesquisador. Como objetivos espec��ficos buscou-se: (1)Observar se os estagi��rios s��o estimulados a refletir sobre sua a����o pedag��gica; (2)Verificar se a disciplina de Pr��tica de Ensino se aproxima de uma proposta de forma����o do professor que investiga a sua pr��tica; (3)Identificar os elementos constitutivos de uma a����o reflexiva e; (4)Averiguar se os estudantes de educação f��sica se reconhecem como professores que investigam a sua pr��tica. Optou-se pela pesquisa qualitativa, tendo como t��cnicas a entrevista semiestruturada com os licenciandos, a fonte documental, a observa����o das aulas da disciplina de est��gio na universidade e a an��lise de conte��do. Na busca desses dados o trabalho de campo relacionado �� observa����o foi realizado com 15 estudantes de Licenciatura em educação f��sica do quarto ano - turma 1 da disciplina de Est��gio Curricular Supervisionado . Para a entrevista foram selecionados 6 estudantes deste grupo. Ap��s an��lise de dados encontramos tr��s eixos importantes na discuss��o do trabalho: 1) A import��ncia da postura reflexiva e investigativa, 2) Est��gio Curricular Supervisionado: A escola como local formativo 3) Profissionaliza����o docente. Como considera����es finais, encontramos a import��ncia da reflex��o,...

A educação crist�� por princ��pios e sua aplica����o

A educação crist�� na atualidade tem gerado novas vertentes e abordagens de ensino, entre elas a Educação por Princ��pios. Com origem nos Estados Unidos, essa abordagem chegou ao Brasil em 1988, e j�� possui um n��mero consider��vel de escolas que aderem a essa perspectiva, por��m, ainda n��o �� conhecida no contexto educativo. A partir deste pressuposto, o seguinte trabalho tem como objetivo ampliar a compreens��o da Educação Crist�� por Princ��pios, seu hist��rico, sua filosofia, seus m��todos de ensino e a aplicabilidade dos princ��pios no curr��culo escolar. Para isso foi desenvolvida uma pesquisa qualitativa seguindo a metodologia de pesquisa bibliogr��fica e an��lise documental. Concluiu-se que alguns dos pontos da abordagem apresentada dificilmente poderiam ser inseridos na escola regular, por esta ser laica. Entretanto, os sete princ��pios b��sicos que caracterizam a Educação por Princ��pios trariam grandes contribui����es, principalmente por resgatar valores de conviv��ncia social

O ensino de filosofia no Brasil: a sua forma����o discursiva no contexto universit��rio de 1930 a 1968

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

As concep����es de fun����o de Frege e Russell: um estudo de caso em filosofia e hist��ria da matem��tica

P��s-gradua����o em Educação Matem��tica - IGCE

Curr��culo na educação infantil: implica����es da teoria Hist��rico-Cultural

P��s-gradua����o em Educação - FFC

Educação e sustentabilidade: rela����es poss��veis

Considering the defi nition of Environmental Education as a human development process that seeks the transformation of the relationship between society and environment, this paper ��� collectively written by the members of the research group ��� discusses the theoretical framework of our studies, understanding them not as ���straitjackets��� that force us to repeat and reproduce predetermined analysis, but as a pathway, a method to interpret reality, a method to look for the essence of the studied phenomena, the real world. The theoretical framework we present helps us, therefore, to overcome the fragmented feature of the construction of knowledge proposed by methodologies in whose epistemological axis are located empiricism, positivism and idealism, as well as to fi nd out the laws of the phenomena whose study concerns us. It also helps us to capture in detail the details of the problems, to analyze their evolution and track the connections between phenomena that surround them. That is the Historical, Dialectical and Materialistic method formulated by Marx and those who came after him, also known as the philosophy of praxis. Based on this reference, we discuss here the relationship between environmental education and sustainability, bringing the concepts of sustainable development and sustainability into the debate, concluding that for the critical perspective explained here, environmental education for sustainability is a process that joins theory and practice for the transformation of the relationships between societies and the environment. This is the critical dimension of environmental education as we comprehend it.

A teoria, a pr��tica, o professor e a educação ambiental: algumas reflex��es

The acceleration of economic and scientific development caused by the production system and mechanistic science, have created new power structures and new political and social problems, including environmental ones, consolidating a period of widespread crisis in different spheres of society. In this context, reflection about the major causes of environmental problems is necessary in the field of environmental education. Therefore, considering that the current environmental crisis is directly related to the mode and the devices of production of the capitalist system, initiatives on environmental education should reflect, from a historical and dialectical process, on what is advocated by capitalist society. Considering the various theoretical-practical concepts and approaches in environmental education, the principles of Critical Environmental Education can provide conditions to confront the structural crisis that we are facing, through the educational process. It is a political process of reflection and critical appropriation of knowledge, attitudes, values and behaviors that aims to contribute to build a sustainable society from the social and environmental points of view. We intend to articulate it through the theoretical formulations of Historical-Critical Pedagogy with the purpose of presenting a reflection that may contribute to a pedagogic response to environmental issues, especially regarding the formation of teachers who develop projects in schools. Thus, this present study intends to highlight the contributions of the philosophy of praxis in the formation of environmental educators, grounded in theoretical aspects of Critical Environmental Education.

Um olhar epistemol��gico sobre o voc��bulo ambiente: algumas contribui����es para pensarmos a ecologia e a educação ambiental

After the presentation of semantic and etymological considerations given to the word environment, this paper discusses how this term was appropriated and re-signified in different historical moments. Based on previous studies, it is noted that there were two appropriations of the word environment: one whose origin was in the Natural Sciences and one that would be related to the Human Sciences. At the end is argued that such appropriations can be found today, respectively, in Ecology and Environmental Education

Entre fadas e alien��genas: desenhos animados televisivos, ��tica e educação f��sica nos primeiros anos do ensino fundamental

This paper seeks to understand the mediation of cultural products devoted to childhood in the children's play culture. This research focused on a dialogue between the TV cartoons, which are foods to playfulness and fantasy that characterize childhood cultures; the ethics, because the questioning of symbolic mediators (ideas, values, norms, rules) are essential to reflect on the society we want to live, and Physical Education as a curriculum component, shall contribute to the critical mediation of the body culture and the sports arising out from the media, which has close relation with the practical and moral problems that arise in the classroom. To analyze the narrative structures of cartoons we have adopted the comprehensive methodology of Joan Ferr��s. Such method suggests a hermeneuticphenomenological approach, which allowed to access Paul Ricoeur���s hermeneutics; as one interpretative method, it allows the reflection on our values, and also the values presented by the audiovisual product, and possible changes. Successive readings indicate that the narrative structure of TV cartoons responds to a double moral standard, which are constructed from stereotyped models between good and evil, right and wrong, villain and hero, and propose universal role models of conduct. However, some cartoons, mostly based on anim�� productions, have broader visions of the human common living experiences. We concluded that the current symbolic production of childhood cultures proposes one challenge to the Physical Education teacher: the critical mediation of values related to the movement body culture. Along with the support of moral philosophy, it can target his/her practice for understanding the different manners of (re)creation of the ways, and the living in society.

Nanotecnologia e nanoci��ncia em livros did��ticos de f��sica do n��vel m��dio: discursos sobre a tecnologia e a educação cient��fica e tecnol��gica

In this contribution, we analyze conceptual approaches to nanotechnology and nanoscience in recent issues of secondary education of Brazilian physics textbooks. We analyzed fifteen collections of Physics textbooks of recent editions, however, only two books, belonging to different collections incorporate considerations about nanotechnology and nanoscience in their approaches. We focus our analysis on three aspects, namely: the place dedicated to approaches to nanoscience and nanotechnology, notions about technology and its contributions to critical scientific education. This is a qualitative research; it was used as conceptual approaches the Philosophy of Technology, The Discourse Analysis (DA) and Science, Technology, Society (STS) concepts. We found that in two examined textbooks the approaches to nanoscience and nanotechnology is a complementary description of modern physics, associated with quantum theory. In this context, the concepts of nanoscience and nanotechnology focus superficially in the genesis of the field and some possible areas of applications. It was not identified in all textbooks warnings about the potential risks to human health and the environment from the use of nanotechnology and nanoscience. We understand that textbooks approaches about nanotechnology and nanoscience round a instrumental technological perspective, however keep away from the scientific and technological critical education.

Est��dio Ghibli: um aparato sobre as t��cnicas ilustrativas e filosofia oriental dos principais longas metragens de Hayao Miyazaki

In front of the vast and widespread use of new technology in 3D animation currently, this research aims to give an overview adjacent to major film productions with Studio Ghibli and its main director/animator: Hayao Miyazaki. Showing up as an interesting exception to worldwide success, the Ghibli feature films are made with the predominance of 2D hand-drawn art. Its process dates back to the first animations created in the early twentieth century, though such tools have been ���overcome��� by big studios like Walt Disney, Pixar and Dreamworks, the works of Miyazaki still get considerable highlight, preferring the pencil and paper than the computer. With the aid of some authors in particular as McCloud and the founders of Anima Mundi, and other theorists of design and subjective philosophy, some analyzes are mapped to better understand the connection between the work of Miyazaki and his contribution to the field of illustration and originality as a whole. The objective is to find the key points of Ghibli animations which will drive new parameters between creativity, illustration and Western and Eastern praxis.

Mercadoriza����o da educação: elementos que circunscrevem a forma����o inicial de professores

P��s-gradua����o em Educação - FFC