Pr��ticas dial��gicas em sala de aula: condi����o fundante do sujeito letrado

This research intend to situate the process of literacy as a practice interlocutive acquisition of written language, through which students interact with each other and the teacher, and through these interactions are constituted as a subject of dialogue and history. So he had as an aim to investigate through the key concepts of dialogism Bakhtin and discourse analysis, the possibilities of teaching and learning of reading and writing, using language in use, showing the dialogical practices in order to demonstrate that the verbal interactions that result from the actual discursive situations, actually originated in the classroom, from working with the genre can guide the teaching of reading and writing and its social use. Therefore, I base this research on the methodological framework of literature and field. This takes place in view of observed teaching practice related to the early years of literacy and, therefore, to investigate such activities are carried out that reading and writing during the teaching of mother tongue, as are utilized practices of orality and literacy in room classroom and, even if the teacher makes use of this type of language for the acquisition of written language. The results of analysis of data collected by the instruments used, namely, questionnaires, systematic observation and textual production of the students, point to the fact that the literacy teaching practices, classroom researched are far from forming a student literate because the fact of the teachers surveyed knew not the key content for teaching the language, means that they will lead to literacy, from the point of view of language as a monologic process.

Um estudo sobre a resolu����o de problemas e suas rela����es com a afetividade

This research aims at examining the relationship between the performance of elementary school students Cycle I in problem solving and attitudes toward mathematics. For this, a research was conducted at a state school in the city of Bauru which was selected for convenience. Participants were randomly selected consisting of 75 students, of whom 21 were third years and 57 were of three classes of fifth year. The instruments used for data collection were: a informative questionnaire to characterize the students in age, grade, favorite subjects and the least liked, among others, an attitude scale, Likert type, to examine the attitudes toward mathematics; a interviews with 11 selected students according to scores on the attitudes and mathematical problems to be solved through the method of thinking aloud. The results showed that the major difficulties encountered by students in solving problems were: to understand the problems, formalizing the reasoning, recognize in the problem the algorithms needed for its resolution, make calculations with decimal numbers, do combinatorics, using the sum of equal portions instead of multiplying, self-confidence and autonomy in what he was doing, and others; participants with positive attitudes towards mathematics showed greater confidence to solve problems as well as a greater understanding on what was required by them, but were not detected significant relation between the attitudes and performance, since it was unfavorable

Caracteriza����o do desempenho de escolares com e sem dificuldades de aprendizagem em tarefas de consci��ncia fonol��gica

Learning to read and write at an early stage is the process of transferring the sound form of the spoken language for the graphical form of writing, a process, a time that in our system of alphabetical called writing, the letters are graphical representations in the level of phoneme. So that this representation occurs, it is necessary that the individual already can of some form perceive and manipulate the different sonorous segments of the word. This capacity of perception directed to the segments of the word calls Phonological Awareness. Thus, it was established had for objective to verify the pertaining to school performance of 1�� to 4�� series with and without of learning in Tests of Phonological Awareness. Fourth children with age average of 9 years and 3 months without learning disabilities had been submitted to the Protocol of Phonological Awareness (CIELO, 2002) using of this instrument had participated of this study 80 pertaining to school of both only the phonological tasks. The data received from quantiqualitative approach whose results were extracted inferences. The statistically significant results occurred in the tasks of Realism Face Detection, Syllables, Detecting Phonemes, Phonemic Synthesis and Reversal Phonemic. Based on the results we observed that children without learning difficulties performed better on all tasks mentioned above

A import��ncia da linguagem do educador no processo de constru����o da autonomia moral da crian��a pr��-escolar

This paper demonstrates that in every society there are limits and these are imposed on its members. However, the awareness and the determination of theses limits are necessarily how they are transmitted by the educator to the learners. Its purpose is to show that autonomous, critical and cooperative individuals are result of the form they were educated and instructed in the classroom. Schools and educators should be concerned with the education of individuals able to reflect, discuss and solve the social and moral conflicts through dialogue, exposition of ideas, suggesting alternatives and the preparation and reworking of the principles and norms that govern society. The goal of this study is identify and highlight the importance of educator language in conflict resolution, its consequences and effects on the process of building the moral autonomy of children in preschool, as well as discussing, in theory the two types of language, evaluative and descriptive. In the same way, show the importance of descriptive language on the construction process from moral autonomy of learner. Several existing research about the chosen subject led to face this challenge, deepening the study to show that and educational system focused on cooperative environment, where teacher actions encourage social interaction, giving the student opportunity to talk, argue and present his thoughts, causes a significant development toward the construction of moral autonomy on the learner

Imagens para des-focar: possibilidades de inf��ncias outras

No contexto de meu envolvimento em tr��s projetos de pesquisa, que objetiva uma reflex��o em torno dos processos de produ����o imag��tica de/e com crian��as, muitas quest��es no tocante aos modos de conceber a inf��ncia aparecem. A crian��a, pelas imagens, nos apresentam um mundo recortado por olhares r��pidos, que produzem imagens nem sempre exatas e n��tidas, sendo assim, no percurso das pesquisas, h�� imagens que chamam aten����o por aquilo que nelas pode ser diferente, produzindo outros sentidos, sentidos outros. No contexto de produ����o de diversas imagens realizadas pelas crian��as envolvidas na pesquisa, este trabalho objetiva refletir sobre o conceito de inf��ncia, partindo do que emerge das imagens que aqui chamaremos de ���imagens desfocadas���. Para um fot��grafo criar uma imagem com a intensidade de movimento apresentada nas ���imagens desfocadas��� das crian��as, existem in��meras t��cnicas: c��meras especializadas, photoshops. Apesar disto, o que verificamos com as crian��as, �� que estas s�� precisaram do movimento do corpo, do clicar do bot��o e o desejo de brincar para produzir tais imagens. Pensando nessa quest��o, vemos que, ao passo que a sociedade nos molda, vamos nos ���desinfantilizando��� e perdemos a ���capacidade��� de nos movimentar a ponto de apropriar-nos de recursos tecnol��gicos para substituir o que poder��amos fazer no movimentodo corpo. Neste contexto, conjeturar os conceitos de inf��ncia a partir dessas imagens desfocadas,pode criar caminhos para pensar possibilidades de uma educa����o do olhar e a necessidade de uma pedagogia menor, ���infantilizada���

Preval��ncia do aleitamento materno na unidade b��sica de sa��de Cervezon

N��o dispon��vel

Concep����es pedag��gicas da escola Bauhaus

Levando em conta o contexto hist��rico, art��stico e filos��fico da Alemanha no in��cio do s��culo XX, bem como as iniciativas que buscavam uma nova concep����o no ensino de Artes, os objetivos deste trabalho referem-se �� realiza����o de um estudo das concep����es pedag��gicas e metodol��gicas que permearam a escola de artes Bauhaus desde sua funda����o, em 1919, at�� sua dissolu����o, em 1933, partindo das concep����es pedag��gicas daqueles que estiveram, de alguma forma, relacionados �� hist��ria da institui����o. A escola Bauhaus teve sua origem na Rep��blica de Weimar, Alemanha, em um contexto de descontentamento com o ensino vigente das artes que n��o mais cumpria sua fun����o na forma����o dos artistas. Propunha, dessa forma, uma volta ��s t��cnicas artesanais, realizando uma s��ntese entre o ensino das artes aplicadas e das artes livres. Assim, vemos que a Bauhaus, no ��mbito do ensino de Artes, pode ser considerada como uma das mais relevantes iniciativas, procurando contemplar, em seu ensino e metodologia, tanto a arte aut��noma quanto as artes aplicadas, promovendo uma uni��o entre a t��cnica e o potencial criativo inerente ao ser humano. Diante se sua trajet��ria e concep����es pedag��gicas, vindas daqueles que sobre ela exerceram influ��ncia, �� poss��vel perceber a marca deixada pela exist��ncia da Bauhaus no cen��rio art��stico, social e educacional no per��odo que precedeu a Segunda Guerra Mundial, preservando-se ainda nos dias atuais

Implante coclear: o que modifica na escola para uma crian��a surda?

Nesta pesquisa apresentamos indicadores de um ensino de qualidade para crian��as deficientes auditivas em geral, e em especial, as que se submeteram �� Cirurgia de Implante Coclear viabilizando sua reabilita����o na vida escolar. Observamos quanto ��s atividades educacionais propiciam o desenvolvimento de Portadores de Defici��ncia Auditiva, como �� feito o programa de habilita����o das crian��as que se beneficiam com a cirurgia, enfocando a import��ncia dos pais assumirem uma atitude ativa na pr��pria vida e na vida dos filhos, decidindo nas escolhas e decis��es no que diz respeito �� educa����o e o comprometimento de professores e profissionais da ��rea que devem expandir seus conceitos e pr��ticas adotadas, assumindo um compromisso com a educa����o e ideais de cidadania.

Inclus��o escolar de um aluno com autismo: descrevendo pr��ticas de alfabetiza����o em uma escola p��blica - ciclo I

Learning the written language has been the subject of research and study of various sciences in recent decades, in the same way that inclusion in regular education of students with disabilities such as autism, also has been the subject of discussions in the academic and even political. However, it can be observed that these two topics are disjointed, despite the importance of ownership of the system of writing by students with autism, because that would be a way to facilitate social interaction, which is the principal difficulty of this students. This research intend to describe the inclusion process of a student with autism into a common room of the initial years, in a public school, observing which are the strategies used by the teacher in the literacy process, as well as analyze the collaborative process developed by the researcher. The methodology was a qualitative and collaborative research, the kind of case study. The participants were a teacher and her students, from the cycle I of Primary School of a public school, among which, one is diagnosed with autism. The instruments used to the data���s analysis were interviews, with the teacher and the mother of the student with autism; the written productions of the student during the research; camp diary; and the observations made during the research. To the interventions, were used alternative practices, including material production (a mobile alphabet and a album of photos), that make more easy the process of literacy, The results showed the great difficulty in performing the interventions in a collaborative process, considering that in the observations, it was found that the practices of this teacher were traditional, and also there was no planning, on her part, content to be deal with the students. Otherwise, related to the development of the autism student���s written language, it could be seen like a breakthrough, have in...

A produ����o de texto no ensino fundamental: uma experi��ncia pedag��gica

From a diagnostic on the learning of written text, this research aimed to carry out educational activities aimed at textual production, performing operation and activity of reflection on texts written by students in a learning situation of parallel recovery, aiming to improve the standard textuality of his written production. These actions were guided from the conception of language as social practice and discourse and, later, a survey was made in the standard of textuality textual productions resulting from such actions. 5 students participated in the research of a 4th grade of elementary school, a School of Duartina peripheral zone integrating the local school system of that city. The textual productions written by these students were analyzed from three categories: common mistakes in the process of literacy, with subdivisions: phonetic transcription, dialeta����o, hollow hipossegmenta����o or vocabulary, or improper separation hiperssegmenta����o, overcorrection, exchange, omission or addition letters, phonemes homorganic exchange; factors textual and contextual, in which it reviewed the following factors: coherence, cohesion and story elements, clarity, in which category were analyzed: the segmentation of text into paragraphs, grammar errors of different nature, use of direct and indirect speech. The results of the intervention and ongoing analysis of data shows that there has been considered developments in the performance of the written production of the research subjects

A roda de conversa e sua import��ncia na sala de aula

O presente trabalho estuda quest��es relativas �� ��rea da Educa����o Infantil, no que tange �� sua metodologia, em espec��fico, ao m��todo da Roda de Conversa e sua import��ncia na sala de aula. Objetiva-se com este estudo, levantar o aporte te��rico dessa estrat��gia metodol��gica, considerada por diversos autores e especialistas da educa����o, como uma ferramenta importante para os educadores, porque contribui no relacionamento e na intera����o entre professor e aluno e entre alunos e seus colegas, pois com o m��todo da Roda de Conversa, o aluno passa a ter voz, �� estimulado a se comunicar, melhor contextualizando seu aprendizado. O processo de ensino aprendizagem centrado nos m��todos tradicionais de ensino, em geral, n��o valorizam o di��logo, ou seja, o professor �� o ��nico detentor do ���status��� do saber. Diversos autores que tratam do assunto foram abordados nessa pesquisa bibliogr��fica, com o intuito de oferecer subs��dios para reflex��es sobre a metodologia em pauta, considerando que ela pode se constituir em um importante instrumento para que o professor levante os conhecimentos pr��vios dos alunos, permitindo a eles, a express��o de suas id��ias, o desenvolvimento da imagina����o e da curiosidade, superando a rela����o controladora que normalmente est�� presente nos processos educacionais tradicionais, al��m de fomentar conceitos de democracia, respeito, valores, regras, cidadania e facilitar a an��lise de aspectos importantes do desenvolvimento, como a fala, a postura e a dic����o. Parte-se do pressuposto, de que a Roda de Conversa pode auxiliar o aluno a tornar-se mais cr��tico, participativo e equilibrado na sua rela����o social

Construtivismo e m��todos tradicionais: uma an��lise dos processos de alfabetiza����o atuais

The constructivist methodology of literacy has been adopted in many schools, however, there are many criticism regarding the way teacher are devising the way how to teach children. To reflect on this aspect this research were carried out theoretical studies about the subject, as well as observations and reflections about the current process of literacy in Brazilian schools. Thus, in this research, the constructivist methodology of literacy was analyzed from its bases, in order to observe if the teachers are actually accomplishing their practice according to this ���theory���, as well as the difficulties encountered by students on this methodology. Also was analyzed the methodology syllabic literacy, to be able to make a mapping of the positive aspects and the limitations presented by this method, in this way being able to reflect about adequacy of the analyzed methods of a better learning process of written language by children. This research aims to show that more important than the stark choice between a literacy method and the another is the commitment of the literacy teacher with the students who want to alphabetize, noting that the teacher should used, sometimes several methods to get the largest number of literate children in the classroom, emphasizing the work with good texts, so that children feel the taste and enjoyment of reading in their daily lives

As rela����es interpessoais e a ludicidade no contexto do 1�� ano do ensino fundamental

The aim of this study is to investigate the importance of playfulness and interpersonal relationships at school. The methodology of the study was divided into three phases: the first phase was a survey and analysis of studies in the field of childhood playfulness and interpersonal relationships, from a reference from a multidisciplinary reference, supported in the areas of Educational Psychology and history and sociology of childhood and the second was the realization of an empirical study in a classroom of 1st year of elementary school, in which we use as instruments the use of participant observation, semistructured interviews with six selected students and collected school records and the third phase focused on analysis of data from a qualitative perspective with dialogues between literature in the area and data analysis. Among the main directions of study have the following problematizations: school world not adapted in order to enroll in elementary school, lack of playfulness, interpersonal relations in this context. By analyzing this information and the main results we have the advancement of education in the new environment where playfulness, as the jokes were not taken during the year by the teacher, but remained present in the actions of children, highlighting also the symbolism and sets of rules. Interpersonal relationships were present at all times, between being a friend, share and discuss, through the interactions. Therefore, we consider that there are still challenges to deal with this new child who enters school as it relates to your mood, the play, study or friendship

A pr��tica de treinamento dos corpos dentro da empresa: um estudo sobre uma ferramenta de controle da qualidade

Befor the vast economical growth and wild scientific and technological development, the companies are demanding, more and more qualification and acting of the services rendered by their employees. Like this, tasks are restricted the they be done with excellence, because the companies are always controlling the worker's development. They are several the tools used by the companies, as acting indexes to control the course of the worker's activities or certain section, integrations for new employees with the objective to present the line of work of the company so that the new employee is framed in these patterns, trainings offered for the employees to carry out their services with quality and compromising, evaluations of year end in order to test the worker's knowledge and to demand better results, finally, the companies hope the employee integrates normativamente into the reality of the company, in way to contribute for the atingimento of the organizational strategies, always collecting for this to obtain the best results and contribute to the growth of the company. This way, that research will present a tool of control of the total quality applied in a company in Rio Clearing's city and that it is managed by an educador. They will be verified the objectives that the company has in relationship a this control, the worker's subjectivity as participant subject of the tool of control of the System of Administration of the Quality and the worker's different glances before these aspects throught an interview.

Sala de recursos para deficientes visuais: contribui����es 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