Alienação acadêmica: uma reflexão a partir de Marx, Bauman e Castoriadis

The education is a fundamental part of a human life, extrapolating formal aspects and can be experienced in different existence activities. When the education is analyzed under a cultural context, it's noticed the influence of the education on docent and students formation, being the reproduction of this context. Thus, three aims were stablished: a) revise Marx literature about alienation; b) analyze and compare the understanding of alienation in Bauman's and Castoriadis' theory; c) suggest, from the theoretical readings, a search path in education area. For this purpose, a simple theoretical research was performed, showing the recurrent categories found in a literature review. Besides, the current context is discussed from a sociological and pedagogical point of view, focusing on raise important questioning for the educational area. The results pointed out that in a society characterized by liquid pragmatism, the students turn out to reflect their current society. It is expected - inside the limit of this study - to contributing to the formation of an education more aware of its culture that surrounds them

O IDEB como política de regulação do Estado e legitimação da qualidade: em busca de significados

Abstract This paper discusses the quality of basic education legitimized by the external evaluation and publicized by the Basic Education Development Index (IDEB) - an index that combines the performance of students in the assessment and the school flow, culminating with the establishment of an objective parameter (grade) that aims to reflect the Brazilian educational quality. The arguments are based on the premise that these two elements are incipient to determine the quality of education in the country without taking into account other factors that affect quality, namely: socio-economic and cultural level of the students, teacher training, enhancement of teaching, tangible and intangible working conditions, school management, school infrastructure, supplies, etc. The reflection leading to the debate on the lack of evidence to establish the quality of education travels the ways of the external evaluation in Brazil, the technical rationality of the school management referenced primarily by the IDEB and its governance to achieve the goals determined by this index. The purpose of this essay is to contribute to the current debate on the IDEB as a proposer and mobilizer of policies for the Brazilian public schools.

A universidade e o desafio de escrever para professores

The article broaches processes relating to the production of texts aiming primary education teachers, focusing both function and role of the authors on these texts. In the present educational context, the authors of these papers perform an important purpose as their actions integrates the legitimation of specific discourses and new modalities of teacher formation. These academic researchers come across new challenges, e.g. writing for school teachers. The study which data is presented in this article was accomplished under a qualitative approach, starting with documentary analysis, and interviews, having as an empiric reference a special program for graduated working teachers.

A educação em Direitos Humanos nos projetos político-pedagógicos das escolas de São Paulo

The article presents data from a qualitative study that aimed to investigate the presence of aspects that integrate knowledge, values and practice of the Human Rights Education (HRE) in the political-pedagogical projects (PPPs) of public schools in the state of São Paulo. 15 documents were analyzed from criteria based on reference documents for HRE in Brazil. The criteria were organized into seven areas: internal and external community; principles and concepts of education; goals; curriculum; democratic participation and school environment; teacher training and evaluation. We sought to identify whether the HRE related elements were missing, or if they were just mentioned or stood out through propositional planned actions in PPPs. The data demonstrate that the contents directly related to HRE are absent from PPPs, some issues related to this type of education are weakly mentioned and there are some planned actions that promote rights. However, the intentional, systematic and conscious planning of HRE is not yet reflected in this document type.

O estado da arte sobre as temáticas sexualidade, educação sexual e gênero nos encontros nacionais de didática e prática de ensino - ENDIPE (1996-2012)

Pós-graduação em Educação Escolar - FCLAR

O ensino de estrutura da matéria na disciplina de física: uma análise de estruturas conceituais para a modelagem do currículo

Pós-graduação em Educação para a Ciência - FC

Ser menino e menina, professor e professora na Educação Infantil: um entrelaçamento de vozes

Pós-graduação em Educação Sexual - FCLAR

Especificidades da docência na infância: o foco no trabalho com bebês

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Entre o sistema e o mundo da vida: possibilidades de ação comunicativa na trajetória formativa de professores de Ciências

This study aimed at both identifying possibilities of communicative action that occur in the formative trajectory of Science teachers, and therefore collaborate in the discussion on the rationality approach that supports teacher education. Therefore, we hope to contribute for the construction of a formative model that encourages human emancipation. For this purpose, we draw concepts from Communicative Action Theory proposed by Jürgen Habermas. Data were obtained by half-structuralized interviews. Although strategic actions predominate among those used by teachers during their education period, we observed some tension focus could be identified, better recognized and built up in order to enlarge possibilities of increasing communicative actions in teacher education. We identified political and epistemological factors as obstacles for these possibilities to materialize.

Com que conteúdo eu vou ao currículo que você me convidou? Geografia e história no ensino fundamental

This paper intends to reflect on the search, in the process of teaching formation, of pre-defined contents for the teaching of Geography and History in the series of primary school. This desire for clarity about the appropriated contents for the various series often overshadows the real need to clarify what is the goal of teaching this or that content. It is necessary, in the teacher training, resume and historically contextualize this search for curriculum contents. The risk of prioritizing the discussion about contents is transforming the contents itself into the content goals of education. Reifying the contents contributes to the common process of disconnect teaching from learning. In this case, the educational process becomes a contest of teaching contents, not bothering if these contents were or not learned by the students, which makes education extremely conservative. This phenomenon has it origins in the 1970s, during the curriculum discussions of the various areas of school knowledge. Since then, the concept of didactic transposition has been questioned progressively, in which the curricula were designed as adapted teaching to lower levels of scientific knowledge produced in universities – the place for higher education. The school knowledge, since the 1970s, is considered as autonomous. In other words, knowledge in dialogue with university science, but with typical characteristics of education in school systems. If the curriculum of primary and secondary educations is not the result of the didactic transposition, what content it should be made of? The current paper touches this issue, but subordinates it to most relevant questions about the purposes of learning in inseparable connection with teaching.

O conhecimento biológico nos documentos curriculares nacionais do ensino médio: uma análise histórico-filosófica a partir dos estatutos da biologia

We analyzed the National Curriculum for Secondary Schools with respect to the ontological, epistemological, historical, social and conceptual biology. This study aims to bring information and thinking about the inclusion of history and philosophy of biology for secondary education and for teacher training. We performed an analysis of PCNEM, PCNEM+ and Curriculum Guidelines as a whole from established categories. The results indicate a predominance of the ontological view of mechanistic biology. Epistemologically, although acknowledged, the question of scientific method is rarely discussed. The historical approach and social scientific activity and scientific knowledge are recognized by the documents, but an instrumental view prevails. The conceptual aspects are comprehensive and take into account the theories of structural biology. A philosophical discussion on the biology is missing in the parameters, indicating the need for the inclusion of issues related to ideas of determinism, chance and teleology.

Profissão professor: olhares de professores de Educação Física escolar

No presente artigo abordou-se o processo de profissionalização e formação acadêmica em Educação Física, buscando evidenciar as implicações surgidas em decorrência da trajetória de formação do professor dessa área. Embora esta se configure também como uma profissão docente, sua história apresenta particularidades com relação às outras áreas da docência escolar. Diante disto, o objetivo do estudo consistiu em estabelecer um diálogo entre as dimensões da profissionalização e da formação de professores de Educação Física para auxiliar na compreensão da situação atual da disciplina e do processo de construção da profissionalidade docente. Em articulação com a revisão da literatura foram discutidas as concepções de um grupo representativo de professores de Educação Física escolar da rede pública de ensino estadual de São Paulo - Brasil, coletadas por intermédio de entrevistas semi-estruturadas. Constatou-se que para os depoentes persistem, ainda, equívocos no imaginário da comunidade escolar a respeito do valor e da função da disciplina Educação Física para o desenvolvimento do alunado, sendo a disciplina freqüentemente indicada como sinônimo de esporte. Entende-se que a compreensão da trajetória dessa profissão até o momento (que pode ser considerada uma profissão recente), assim como os fatores que contribuíram para a desvalorização do professor da área, são importantes recursos para começar a pensar o futuro. Concluiu-se que cabe, especialmente, à formação docente constituir-se num componente que efetivamente contribua para a (re)construção da profissionalidade do professor e para a legitimação da disciplina Educação Física no campo educacional.

Evidências formativas da extensão universitária na docência em Educação Física

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Representações sociais de professores sobre inclusão e o projeto político pedagógico: a escola em movimento

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

O estágio supervisionado da educação infantil no curso de Pedagogia da FCT/UNESP: a práxis na visão dos alunos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)