Novas responsabilidades para o professor na educação básica

The goal of this study was to identify some of the new responsibilities that have been assigned to the elementary school teachers , under the mediation of continuing education courses . We start from the idea that these courses , especially those offered by the SECADI, are proposed teachers and aims to train them for a performance at school that exceeds the activity of teaching in the classroom . The teacher has been summoned to attend these courses in which is prepared to act on school performing tasks rather related to the care of students than teaching , assisting them in their basic needs such as health, protection, inclusion and human rights. Asked ourselves if there was a reconfiguration of the responsibilities of education professionals in order to make use of oneself given by the State. We chose as sources of research documents the SECADI such as legislation , manuals and instructional materials that will proceed to the analysis , in each course , the target populations privileged , purpose, remuneration and certification , pre - requirements to participate in the courses and duration ; partnerships involved if the courses are face , semi-distance or distance ; activities that teacher should develop in school after completion of the courses ; loads hourly . We will seek to analyze the documents and materials of School programs that Protects, School Health Program , Network Education for Diversity. The theoretical and methodological framework is dialectical and historical materialism, from assumptions which we choose as the class character of society in capitalism and alienation as a phenomenon that affects the work in all its manifestations . Thus , our general hypothesis is that the enrichment tasks of teachers in public schools can contribute to basic disposition Teacher education

Alguns conceitos teóricos sobre o fracasso escolar e a percepção de professores de uma escola de ensino fundamental

This work aims at identifying, in literature and in the design of some elementary school teachers I, (s) concept (s) of school failure. This investigation was made from literature review, also had a period of data collection, which occurred through questionnaires sent to teachers in state schools. The first part of this work is aimed to study the literature on school failure. Looking up this part to understand the different concepts that underlie the subject. From this the questionnaires were organized by teachers of a school State elementary school in a city in the state of São Paulo, seeking to uncover the concepts they had on the subject. Subsequently the questionnaires was made comparing the data obtained from the literature. With the results of the questionnaires, we found that many historical perspectives remain in the design of teachers, especially those perspectives that relate to individual causes school failure and family. To counteract the data found with signs placed in the literature it can be stated that the teachers surveyed did not recognize the theory of social and cultural reproduction, as in this research as a source of explanation of school failure. Note that all the teachers who participated in the study said they believe experiences of failure can be overcome

Associação entre posicionamento do aluno na sala de aula e desempenho escolar

This research was aimed at analyzing whether there is an association between the positioning of the pupil in the classroom and his academic performance, as well as to diagnose the main factors underlying the association. Thus, this study analyzed 4 Elementary School II institutions of both public and private educational systems, in Botucatu, São Paulo, Brazil during a school year bimester. To register the positions students were seated, 29 similar classes (containing 6 rows x 6 columns) were investigated, each one with around 30 students, which resulted in a sampling of 859 students. For the questionnaire application, which objective was to verify the main reason for students’ seat choice, the same 29 classes were investigated. However, the sampling number was reduced to 692 students. In turn, for the collection of school performance and absence percentage of each student for the bimester in question, teachers’ evaluation books were used. As a result, it was found that the lower the percentage of the student's absences, the greater is their performance at school, and the greater their performance at school is, the closer up front to the board they are seated. Finally, the closer up to the board they are seated, the more their motivation and interest in learning increase. Therefore, there is an association between the position of a student in the classroom and his or her academic performance, where the association is conditioned by the motivation and interest in learning

As implicações do programa 'São Paulo faz escola' no trabalho docente de professores iniciantes: um estudo de caso

Pós-graduação em Educação - IBRC

O trabalho e os desafios do professor coordenador na rede municipal de Rio Claro

Pós-graduação em Educação - IBRC

Professor coordenador na formação contínua de professores: um estudo em escolas do município de Limeira

Pós-graduação em Educação - IBRC

A presença das TIC no curso de licenciatura em matemática da UNESP - campus Guaratinguetá

This research shows an investigation on teaching formation in regards to the TICs. Our interest in this subject is due to the fact that new generations of students who attend school require that the classes make use of technology in the classroom environment. By following the phenomenological orientation we have carried out a study which involved a field research at the College of Engineering in Guaratinguetá using the graduate as well as senior students of the Bachelor's Degree in Mathematics of this university. We have analyzed the data under the light of texts of the following authors: Filho (2007), Valente (1993), Miskulin (2006), Borba and Penteado (2001) among others in order to understand the teacher`s formation process to act using technologies in the classroom and its relevance. The data that has been analyzed was obtained in interviews which were conducted with the students of this university. The interviews were transcribed and analyzed according to the rigor of phenomenological research procedures involving ideographic and nomothetic analysis. This analysis has led us to three open categories: 1) Mathematics learning through TICs; 2) Technologies that have been used; 3) Teacher`s role. By understanding the open categories we have been able to grasp that the students -future teachers- admit feeling capable of using technology in their classes, however their testimonies in regards to the TIC`s have led us to believe that there would be a reproduction of the content studied at their time at college without using further reflection upon the subject or autonomy in order to create new projects for teaching Mathmatics using these TICs

Percepções de professoras de escolade públicas eucação infantil acerca de sua formação e prática educativa: o caso de Medianeira - PR

Pós-graduação em Educação - FFC

A Educação Não-Formal a partir dos relatórios da UNESCO

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Modelos didáticos dos professores: conhecimentos implícitos e explícitos de professores de Química em exercício

Pós-graduação em Educação para a Ciência - FC

Entre livres e oficiais: a expansão do ensino normal em São Paulo (1927-1933)

Pós-graduação em Educação - FFC

Ser professor e a relação ensino-aprendizagem: uma contribuição piagetiana

Pós-graduação em Educação - FFC

O processo de elaboração de saberes por professores-pesquisadores de educação física em uma comunidade colaborativa

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

Educação sócio-comunitária para crianças em situação de risco social: atuação de um projeto social de pedagogia Waldorf

Education is an essential part of the overall development of a human being. There are opportunities of knowledge production and teaching and learning in many environments, so education is not limited to the school environment. A possible field of teacher's performance takes place in the context of educational social projects, therefore, the importance of knowing and evaluating this environment. Rise to concern about how important and what the reflection of the social projects in the lives of children who often find themselves in a social risk to the margins of society and the research is justified by considering the community education as an opportunity to change lives and society itself. Thus, a qualitative study of descriptive type in a social project based on the Waldorf was developed, aiming to know how the project was carried out and verify the importance of it in a poor neighborhood of the city of Botucatu-SP

A contação de histórias no ensino de ciências: um recurso didático

The present study aims to analyze the contribution of storytelling as a didactic resource in science education. The stories represents effective indicators to challenging situations as well as strengthen social, educational and emotional bonds. The research reported here allowed to present new ways to work the contents of Science Education, using the stories as interaction capabilities between content and affection. Keeping this in view, this work objectives was to observe the story telling as a resource for Science Education as well as identifying, analyze and to ponder which meanings assigned by teachers to this technique, their frequency of use and difficulties encountered in carrying out the activity. By the means of qualitative research, this study collected through interviews and by observations of practice in the classroom by their teachers from a municipal school in Pederneiras-SP. We concluded that the activities in the classroom, with the children propitiated them an interaction with the scientific content in a playful and pleasurable way, playing an important role in the formation of a critical and creative individual