As contribuições do periódico Educação & Sociedade mediante reflexões da formação de professores

Este estudo teve por objetivos constituir o ciclo de vida da Revista Educação & Sociedade e apresentar uma discussão sobre a temática Formação de Professores no interior desse periódico. Optou-se metodologicamente pela pesquisa bibliográfica, embasada na leitura, análise e interpretação de artigos presentes no periódico Educação & Sociedade, assim como de outros autores que tiveram seus trabalhos voltados para a formação docente. O trabalho de investigação foi feito na Biblioteca do Instituto de Biociências da UNESP – Campus de Rio Claro. Neste processo identificaram-se 33 periódicos, sendo que dentre eles, escolheuse a Revista EDUCAÇÃO & SOCIEDADE, período de 1978 a 2005, por ser considerada uma revista quadrimestral (1995), reconhecida como um periódico de nível internacional, tendo um forte corpo editorial nacional e internacional, publicando textos em português, inglês, francês, alemão e espanhol relacionados a área de Ciência da Educação, divulgando trabalhos que incentivam a pesquisa acadêmica e o debate amplo sobre a educação nos diversos prismas de sua relação com a sociedade. Sobre o ciclo de vida do periódico observou-se que este foi publicado, inicialmente, pela Editora UNIVERSIDADE ESTADUAL DE CAMPINAS em convênio com a Editora CORTEZ & MORAES (1978); depois: de responsabilidade do Centro de Estudos Educação e Sociedade (CEDES), publicada e comercializada pela Editora Cortez & Moraes (1979) e publicada e comercializada pela CORTEZ EDITORA e AUTORES ASSOCIADOS (1980-1981); publicada e comercializada pelo CORTEZ EDITORA (1982-1989); editada e publicada pela EDITORA REVISTA DOS CEDES TRIBUNAIS Ltda (1990-1996); sendo que a partir de 1997 passou a ser publicado via on line e financiada com recurso de Programa de Apoio a Publicações Científicas (MCT, CNPq e FINEP) com responsabilidade editorial, de publicação e vendas pelas CEDES, perdurando até o presente. No seu primeiro ano de vida ...

Experiências Comparadas na Educação do Campo entre Brasil e Cuba e as Possibilidades de Formação Omnilateral na América Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the “Third World “, i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the “field schools” in Cuba (1960-1975). The issue of “intellectual and organizational culture”, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009-2010). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

O espaço dos homens plenos: experiência comparada na educação do campo entre brasil e cuba e as possibilidades de formação omnilateral

This text aims to present the challenges and opportunities of omnilateral formation as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices originating from the educational experience of Brasil and Cuba. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the field schools in Cuba (1960-1975). The issue of intellectual and organizational culture, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

Práticas Educativas Comparadas em Educação do Campo e os Desafios da Formação Omnilateral na América Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the "Third World ", i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to “intellectuals and the organization of culture” in "schools in the countryside" in Cuba (1960- 1975). The issue of "intellectuals and the organization of culture", in a gramscian perspective (GRAMSCI, 2000), was addressed in several works throughout our academic career (VILLELA, 2003; 2008; 2009-2010). In order to further these issues, we address the challenges of formation for children and youth of the field in Latin America. By analyzing the educational practices in the schools in the countryside, emerges the theme of contemporary global justice.

O craque, o sex symbol e o homem de sucesso: a construção da imagem de Neymar no mercado brasileiro de revistas (2010/2011/2012)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A educação matemática e o cuidado de si: possibilidades foucaultianas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A violência em espaço escolar: o que dizem pesquisas brasileiras (2001-2010)

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

Cooperación internacional en ciencia, tecnología e innovación entre Brasil y Colombia durante los gobiernos Lula da Silva (2003 - 2010)

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

O cotidiano escolar na Revista Brasileira de Estudos Pedagógicos (1984-2014)

Pós-graduação em Educação - IBRC

Registrar oralidades, analisar narrativas: sobre pressupostos da História Oral em Educação Matemática

The discussion about some features of the general framework which allows the use of Oral History in Mathematics Education is the main theme of this paper. Also the conception about what Oral History is, its theoretical baskgrounds, some of its purposes and the range of its results to Math Education research community are considered, as well the link between such method and the narratives, focusing what narratives are and how narratives can be analysed. A brief description of specific themes and researches developed in such approach, in Brazil, ends this article.

Programa ReAção: uma análise das contribuições de uma pesquisa colaborativa com professores para a melhoria do ensino de ciências

The teaching of Science is one great challenge not only for educators but also for researchers in our country. In a globalized world where the social foundations, cultural and economic depend fundamentally on science and technology, science education is a basic requirement for the exercise of citizenship. Multiple initiatives have been taken to improve the quality of teaching of science practiced in our schools: the ReAction Program is the result of a set of actions developed by a public educational policy that invests in improving the Teaching of Science the elementary school. In this work, we present a history of this program and the search on the contribution and the actions developed, the collaborative research with a group of teachers-multiplier, and the evaluation of the teaching of science, measured from notes, frequency and speech teacher.

A contribuição da história para educação ambiental em comunidades

The relationship between human beings and between them and nature are the result of a historical and social context in which they are inserted. The man is a natural living being who can only survive by the exchange with nature’s metabolism, but over time and human’s decisions this relation was interrupted, which strengthened by capitalism logic resulted as a civilization crisis. With these concerns, it’s necessary to overcome the context in which the crisis was generated, transforming the relationship between men and nature. This study, based on Critical Environmental Education and qualitative research methodology, occurred on a seashore community on Guarujá, investigated the the involvement of its population on social activities already developed on Prainha Branca: how they exercise their community citizenship, which factors limit these processes, and how responsible the residents feel about their own reality, in order to elucidate the aspects that involve that dynamics and population’s potential to build their own history.

História oral em educação matemática: contribuições para um referencial

The main intention of this paper is to present how a Research Group in Mathematics Education – known as GHOEM, “Oral History and Math Education” Research Group – is taking Oral History into account in Mathematics Education researches, sometimes challenging and expanding this specific methodological approach in order to better answer questions in Math Education field. The composition of such group, as frequently occurs in a research community, is dynamic. So, the works taken into consideration in this paper were those written by researchers which were GHOEM members at the time they published their results.