Uma investigação sobre a utilização de materiais didáticos manipuláveis e a resolução de problemas no ensino e na aprendizagem de matemática dos anos iniciais do Ensino Fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Saberes docentes para a inclusão do aluno com deficiência visual em aulas de Física

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

Ensino Fundamental de nove anos: articulações necessárias com a Educação Infantil

This article leads to reflect on the analysis of contexts of early Childhood Education and Elementary School concerning the space for playtime in the educational routine with groups of children between five and six years old. There was a reflection on official documents about the extension of Elementary School and the presuppositions from the Cultural- -Historical Theory. Actions related to bibliographical research, questionnaire application, photographic and written documentation of playful practices observation, collective meetings with teachers and construction of a toy library have been taken. Specifically on the studied aspect, the make-believe play is the main child activity and may be considered as a mediator from the learning and from the humanization possibilities until about six years old. With this understanding, this issue deserves attention from the government (expressed in public policies), from the teachers and from the school staff in order to offer better conditions of success on the full formation during childhood.

Ações intersetoriais de prevenção de acidentes na educação infantil: opiniões do professor e conhecimentos dos alunos

Introduction: public health politics and education privilege school for disease prevention and healthpromotion activities. Objective: this paper describes inter-sector action for childhood accidentsprevention, teachers’ assessments and the knowledge of the students involved. Methods: it wasdone in a kindergarten City School in São Paulo interior. Thirty students from the Pre school secondyear, in the 5-6 age range and the teacher through a signed Consensus Term. The actions wereperformed in the classroom. Questionnaires were used with the teacher and school books with thechildren, formulated by speech and language pathology interns, who lead the actions in school.Results: the results showed an improvement in knowledge about children accident risks and formsof prevention by children and teacher. Conclusions: the educational activity was positively evaluatedfor both participant segments, being suggestive for other classes and/or schools, with health andeducation professionals’ partnership.

Jogo de papéis e linguagem: diálogos possíveis entre Vigotski e Bakhtin

In this paper we present ongoing research in which we approach the regulatory role of language in role play in children aged six and seven. In research, we seek an understanding of the relationship between language, ownership and complexity of the children's game. The hypothesis guiding the research is that the dialogical relations between children and adults and among children, while playing, contribute to children's learning game. Procedures are being used interpretive ethnographic research that focuses on the human meaning of social relations, waged by the subjects in a particular historical context and its elucidation and exposition by one researcher. This approach allows closer studies of Vygotsky and Bakhtin scholars of language that emphasize the regulatory role of language in human relationships and value the dialogic exchange between researcher and researched; active subjects of the research process. The data were produced by means of observation and interview, in a field diary records, photographs and audio recordings. They are being screened in thematic groups and analyzed using interpretative narration. The participants were two teachers and two classes of the first year of an Elementary school (EMEF) School of Municipal Elementary School Crane, State of Sao Paulo, totaling 45 subjects. Bearing in mind the above assumptions, are presented and analyzed data that allow to anticipate some results.

Percepções sobre trajetórias escolares de alunos do ensino fundamental: os contextos, os tempos e as relações

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

Competência de juízo moral dos estudantes de medicina: um estudo piloto

The authors conducted a cross-sectional short-term study using Lind's Moral Judgment Test (MJT) to compare the moral judgment competence (C-score) among students in the first and eighth semesters from a medical school in the Northeast region of Brazil. This study also evaluated the influence of such factors as age and gender on moral competence. A difference equal to or greater than 5.0 points (absolute effect-size) on the C-score was considered significant. A regression of moral judgment competence among the students in their eighth semester in relation to the students in the first semester (C-score: 20.5 and 26.2 points, respectively) was observed. In the analysis of the students' performances in terms of MJT dilemmas, the phenomenon of moral segmentation was observed in both semesters, and the students performed better on the worker's dilemma than on the doctor's dilemma. Among students in the same semester of study, older students had lower C-scores. When comparing performance by gender, there was no significant difference between men's and women's C-scores. The finding of regression or stagnation in moral competence among the medical students demands deep reflection by those who work with the political-pedagogical projects of medical schools and by the entire faculty, in order to seek strategies to reverse this condition.

Concepções de professores sobre a temática das chamadas dificuldades de aprendizagem

This study aimed to identify the conceptions of learning difficulties of teachers working in the beginning years of elementary education. In order to analyze such conceptions from the perspective of inclusive education, the study was carried out in two schools in a city of the State of Paraná. Sixteen teachers (mean age of 41 years) participated in the study. Of these, only one had no higher education. Interviews were carried out individually in the teachers` schools. The interviews were conducted with the support of a topic outline including: aspects of classroom management of the classes in which teachers worked; how to identify students with learning disabilities; causes of learning difficulties; how the school can help a student with learning difficulties. Each interview lasted 50 minutes on average. They were transcribed in full and submitted to thematic analysis. Four categories of analysis were determined: characterization of educational institutions' proposal; conceptions on the identification of students with learning difficulties; conceptions about causes of learning difficulties; possibilities for assisting students with learning difficulties. The results indicated that the main factors reported by the participants on the characterization of pupils with learning difficulties were of the cognitive order. The data also showed that the teachers based their opinions on family aspects in order to focus on causes of learning difficulties; they attributed the largest parcel of responsibility for solving such situations to students' families. One of the main conclusions of this study allowed us to consider that the schools that were investigated reported a practice that doesn't meet the inclusive education assumptions, denoted by the attempt to homogenize regular classes.

Um estudo sobre a exclusão e a reinserção escolar de alunos da educação de jovens e adultos no município de Rio Claro

Os mistérios que permeiam a Educação de Jovens e Adultos são capazes de fazer com que as pessoas que possuem contato com esse tipo de educação se envolvam em suas questões mais profundas, buscando compreender a relação que se estabelece entre as mesmas e a educação. Dessa forma, ao entrar no projeto EJA/PIBID (Programa Institucional de Bolsa de Incentivo à Docência) como estagiária-bolsista, projeto este que visa atuar em uma sala de EJA que esteja vinculada a uma escola periférica do município, com alunos alfabetizados ou semi-alfabetizados, que vem sendo desenvolvido no Campus da UNESP de Rio Claro, juntamente com a Escola Municipal Celeste Calil localizada no bairro Jardim Novo Wenzel. Composta também de alunos da comunidade do entorno, a classe define-se como multiseriada e funciona no período vespertino.Dos problemas que norteiam a Educação de Jovens e Adultos, principalmente aqueles que atingem as camadas mais populares da sociedade, optou-se por trabalhar com o tema na busca de reflexões a duas questões centrais: os motivos que levaram as pessoas matriculadas na EJA nas referidas escolas a desistir de seus estudos e quais são os fatores motivadores que as levaram a retornar à educação escolarizada, ainda que tardiamente. As reflexões pautadas por essas duas questões serão discutidas a partir de uma pesquisa de abordagem qualitativa que tem como técnica de coleta de dados um questionário, elaborado para as turmas de EJA. A análise desses dados pode contribuir para levantar e entender a trajetória escolar desses alunos e os impactos que a vivência da exclusão escolar e o da reinserção escolar trouxeram a eles, tendo como base de estudo de fatores históricosociais/ políticos da EJA, teóricos como: Paulo Freire, Vanilda Paiva, Álvaro Pinto, Sérgio Haddad, etc

A aventura da escrita. A produção do diário como instrumento didático pedagógico ou de como as crianças escrevem e tecem considerações sobre o ato de escrever

The diary - considered here as a writing instrument that allows reflection of who reads and who writes - was chosen as a didactc and pedagogical, to follow the trajectory of the writing of the research subjects, which are 30 children, two groups of participants school support, offered by the ONG Núcleo Artevida, and have between 06 and 14 years of age. These children are also attending meetings of the municipal schools of the city of Rio Claro-SP, and in general, have difficulties especially in activities involving the practices of reading and writing. By the writing of the diaries, pretend to, beyond to follow the trajectory of the writing of these children, attend to theirs writing production – on the diaries - attending to what they say about the act of writing. The open pages of each book are invitations to readings, to possible readings. These readings indicate possible dialogical relations and dialogues, and indicated widespread practice of writing. Note that the written diaries is diferente of the school writing, because it doesn't carry the obligation of school tasks, and doesn't require forms, rules and pre-set styles.

Medo e vergonha na Educação Física escolar: perspectivas da psicologia do esporte

É sabido que o movimento humano é mais do que simples deslocamento do corpo no espaço. Ao movimentarem-se, os alunos expressam sentimentos, emoções e pensamentos, ampliando as possibilidades do uso significativo de gestos e posturas corporais. A vergonha é tida como um sentimento (desde que se tenha sua percepção) de desconforto, podendo comprometer o relacionamento do indivíduo socialmente e seu equilíbrio interior. Trata-se de uma emoção de auto-avaliação, um sentimento de insegurança, provocado pelo medo do ridículo. Esse processo se instala a partir do momento que somos observados, julgados e sofremos comparações pelos nossos pares, ou por nós mesmos. Os sentimentos de medo, ansiedade e vergonha se associam. Dentre as situações de medo, relacionadas à exposição, o medo de fracassar em um jogo; medo do vexame, por exemplo, leva o indivíduo a duvidar de suas capacidades, interferindo negativamente em sua atuação. Durante as aulas de Educação Física na escola, os alunos se sentem livres para se expressarem demonstrando suas emoções mais facilmente, construindo suas personalidades e manifestando suas individualidades, que muitas vezes, em outros departamentos da escola são reprimidas. Desta forma, este estudo analisou as alterações nos estados emocionais dos alunos, com idade entre 16 e 18 anos, durante as atividades desenvolvidas nas aulas de Educação Física Escolar; bem como verificou a existência e quais as principais causas das emoções “medo e vergonha” e por fim avaliou se essas emoções podem interferir na participação dosalunos nas aulas. Os participantes constituíram-se de 40 alunos, sendo que 20 alunos do sexo feminino e 20 alunos do sexo masculino, com idade entre 16 e 18 anos. Todos os participantes eram estudantes de duas turmas do 3º ano do Ensino Médio de uma escola estadual de Rio Claro. Os dados coletados... (Resumo completo, clicar acesso eletrônico abaixo)

Resolução de problemas no ensino da matemática: uma experiência com base no rali matemático

Since the 1980s, problem solving has been recommended by international curriculum proposals for the teaching of mathematics. In Brazil, with the publication of the National Curriculum Guidelines in 1997, this trend was reinforced and became the central activity of the classroom. Troubleshooting is seen as an asset in the learning process of the student, providing a context for learning concepts, mathematical methods and attitudes. However, this methodological approach requires deeper research, especially for new teaches. This work aims at a further study in this subject and in the experiences with problem solving in the classroom of High School students. The ground basis for this was the Mathematical Transalpine Rally, a competition between classrooms that seeks to facilitate the problem solving within mathematics teaching, and through an autonomous and creative work, performed collectively. The results of this experience, as well as the contribuition for the student’s education are presented

Caracterização metamórfica do Greenstone Belt de Guarinos - GO

The study area comprises Guarinos Greenstone Belt which is located in the centralwest state of Goias and has an approximate size of 280 km2. The present work has as main objective to characterize the metamorphism of the greenstone belt and the relationship between the tectonic events and the metamorphism. For the execution of the work we used data collected in the course Geological Mapping of Crystalline Area of the geology course of UNESP, classes 2009 and 2010, the data collected by Alex Choupina Joaquim Andrade Silva in his master's thesis and the information collected in field in the study area. This compilation of data allows approximately 200 thin sections have been evaluated and allowed the construction of the metamorphic map in scale 1:125.000, also allowed the preparation of the geological map in scale 1:125.000 greestone belt, based on 1:25.000 scale maps performed by students of UNESP and the mapping conducted by Silva (2011). The study area was divided into two tectonic compartments depending on the Shear Zone Engenho Velho that longitudinally crosses study area, with direction approximately NW-SE. The west compartment is bordered by granite-gneiss complex and the east compartment, seems thicker to the south and narrows gradually towards the north and its structure is seen in general as a great monoclinal with NW-SE direction with trim to SW, this way your stack was considered as a package of rocks at the base and metaultramafic metamafic the top, with a second package in tectonic contact, which is composed of detrital and chemical metasedimentary rocks. The east compartment is represented by the intrusion of a large granitic body surrounded by amphibolites and metasediments, is bounded on the east by a granite-gneiss complexes through thrust fault, and is bounded on the west by the other compartment. The structure of the compartment is seen as a major axis oriented roughly... (Completo abstract click electronic access below)

Percepções de uma pesquisadora aprendiz em busca da compreensão da escrita significativa na EJA

O estudo aqui apresentado integra o Projeto de Educação de Jovens e Adultos: práticas e desafios (PEJA), que é um projeto de extensão desenvolvido na Unesp – Rio Claro, com uma das turmas - a turma da Comunidade - que é composta, na maioria, por mulheres. Sendo a multisseriação uma característica desta turma, fazse necessário um trabalho diferenciado dos que ocorrem em escolas que tem Educação de Jovens e Adultos (EJA) “regular”. Tendo como foco a escrita significativa e sua prática, o estudo objetivou buscar compreendê-las na visão dessas mulheres, que estão imersas na sociedade letrada. Por meio do trabalho desenvolvido nos encontros, a cada aula, com diversos tipos de textos, principalmente poemas, procurei considerar o ponto de vista das educandas, tomando como aporte metodológico o relato de alguns aspectos de suas histórias de vida; ao mesmo tempo, tais relatos eram considerados em suas possibilidades criativas para a aprendizagem e uma aproximação do que poderia ser uma escrita significativa, para as próprias mulheres. Entre os estudos teóricos que deram sustentação à pesquisa, estão escritos de Jorge Larrosa e Paulo Freire, considerando, também, outros autores. Trata-se de uma pesquisa de cunho qualitativo e teve como sujeitos participantes, educandas e educadores e a pesquisadora, aprendiz. Para desenvolver a pesquisa utilizei-me de elementos da história oral como recurso teórico-metodológico. Compõem o material de análise as produções escritas das educandas e os registros em diário de campo das atividades realizadas e observações pela pesquisadora. Como objeto de reflexão destaco dois conjuntos de atividades que nomeei de Projeto Poemas e Projeto Palavras Verdes, os quais sustentaram este trabalho. O estudo realizado traz argumentos que podem contribuir para a educação de jovens e adultos... (Resumo completo, clicar acesso eletrônico abaixo)

O desenvolvimento de habilidades argumentativas no ensino médio: perspectiva a partir de um minicurso investigativo com base na história da ciência

The performance of investigative activities with lessons in teaching Science and Chemistry has promoted meaningful learning of scientific knowledge. This study aimed to develop the links between higher education for research and skills argumentative, aimed at building the scientific concept on combustion of the candle in a closed container, for students from two classes of 3rd year of high school, two city schools Bauru, São Paulo. We decided to do a short course investigative, to respond argumentative skills which are developed during the minicourse using investigative activities, knowledge from the history and philosophy of science. The results were gathered from analysis of video recordings of episodes of the short course in both the groups, to produce a higher rate of use of argumentative skill, which were classified into categories according to the prior knowledge of the subject, 'factual knowledge' , 'understanding of concepts' and 'reasoning and analysis.' From the information obtained, it was found that both the teachers and the students were consistent in their actions, and that the activity of reasoning is key to learning. Thus, one can realize that knowledge is not acquired all at the same time, each individual depends on the mediation of the teacher in order to reach different design more appropriate teaching and investigative linked with the argument can be the key tool to acquire this knowledge