A dimens��o est��tica da educa����o ambiental nos entendimentos e pr��ticas de arte-educadores e de professores da escola de ensino fundamental

A crise ecol��gica, considerada reflexo de uma crise social por v��rios autores, tem na Educa����o Ambiental (EA) um dos caminhos poss��veis na revers��o desse quadro. Para isso, acreditamos que ela deva contemplar tr��s dimens��es (conhecimentos, participa����o e valores) que se articulam e se complementam. Particularmente interessadas na dimens��o dos valores, voltamo-nos �� quest��o da valoriza����o est��tica da natureza. A dimens��o est��tica, com destaque aqui para sua associa����o com a arte em geral, pode contribuir para a constru����o de uma vis��o de mundo menos fragmentada, na medida em que propicia ao educando a constru����o de novos valores e o desenvolvimento da sensibilidade, ampliando a perspectiva desenhada pela cultura em que ele est�� inserido. Reconhecendo o desafio que significa a abordagem da dimens��o est��tica em projetos de EA, objetivamos com esta investiga����o, de car��ter qualitativo, identificar os entendimentos e pr��ticas de professores e de arte-educadores interessados no trabalho com EA, analisando os limites e possibilidades para o trabalho com essa dimens��o. A pesquisa envolveu quatro professores de escolas p��blicas da cidade de Rio Claro-SP, participantes de um curso de forma����o docente cujo tema foi a EA e o trabalho com valores, e quatro arte-educadores que realizam trabalhos de EA. Os dados foram coletados a partir das transcri����es de filmagens e de relatos das reuni��es ocorridas ao longo do referido curso, da análise documental dos Planos de Ensinos e di��rios dos professores, observa����o das pr��ticas dos professores, entrevistas e question��rios respondidos pelos arte-educadores. Um dos principais aspectos que emergiu da análise dos dados refere-se �� necessidade de se romper com o modelo racionalista adotado por nossa sociedade, o qual, dentre outras coisas, nega a sensibilidade a ponto de tornar a dimens��o est��tica... (Resumo completo, clicar acesso eletr��nico abaixo)

A gin��stica no ensino fundamental e m��dio na cidade de Rio Claro/SP: a perspectiva dos alunos

The Gymnastic as a manifestation of the Body Culture Movement should be part of the contents worked in scholar Physical Education, throughout the process of Basic teaching. However, according to studies conducted by researchers from academic Gymnastics school knowledge involving the gymnastics have been tentatively taught in school by numerous factors. For this, the objective of this research was to understand and analyze the opinion of students in middle and high school about gymnastics classes developed with the involvement of graduation scholarship holder and the coordination of the project Gymnastics Goes to School from the UNESP/Campus Rio Claro ���N��cleos de Ensino���, in 2012. This research used a questionnaire with topics about the Gymnastic with options: Never Practiced, Like a Lot, Like, Am Indifferent, Dislike, Hate with a space for writing and drawing, relevant to the research objectives. The research was performed with 79 students in middle and high school. With data analysis, it was observed that the students identified themselves more with the Artistic Gymnastic, followed by Rhythmic and Acrobatic Gymnastic and, at last, the General Gymnastic, both through the questionnaire and trough the drawings, which goes against the results from the article published in 2010 by Pereira et al, entitled The students detest the contents gymnastic in physical education classes: motives and alternatives, where the students understand the gymnastics activities only as support, abdominal and stretching. Therefore, to have a real understanding of gymnastics in school, there is a need for teachers to explain and develop the contents gimmicks, so the students could understand the difference among Gymnastics activities and, at the same time, discovering the pleasures of this body practice

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

Ensino fundamental de nove anos: processo de implanta����o no mun��cipio de Rio Claro

The object of this study was to analyze the process of implementing the compulsory education to nine years, according to the Law 11.274/06, in Rio Claro. Thus it was established a brief analysis of the trajectory of Brazilian educational policy that began with the Law of Directives and Bases 4.024/61 and was followed by the Law 5.692/71, the 1988 Federal Constitution, the Law of Directives and Bases 9394 / 96, the National Educational Plan - Law 10.172/01, Law 11.114/05, 11.274/06 and the Constitutional Amendment. 59/2009, pointing to increase access to education that aims to expand and ensure free education and compulsory basic education for children aging from 04 to 17 years old. The research has been based on collecting bibliographical data, information and data for the municipality of Rio Claro, through official documents, semi-structured interviews, and research on government websites. The expansion of basic education to nine years has been securing the rights gained over time through education. Moreover, this expansion of education promotes a questioning about the quality of teaching and a concern for the financial contributions required for education.

A democratiza����o do ensino fundamental de 06 a 14 anos: que concep����o de democracia tem sido adotada nas leis federais?

P��s-gradua����o em Educa����o - IBRC

Um estudo longitudinal sobre as hipersegmenta����es de palavras escritas nos anos finais do ensino fundamental

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Estudo sobre os aspectos culturais da terminologia dos contratos de presta����o de servi��os em língua portuguesa e língua francesa

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

FUNDEF e municipaliza����o do ensino fundamental: breves considera����es

Objetiva discutir os aspectos determinantes da descentraliza����o da Educa����o B��sica brasileira no per��odo p��s-1988 (nova Constitui����o Federal), com um enfoque na municipaliza����o do Ensino Fundamental a partir da institui����o do Fundef (Fundo de Manuten����o e Desenvolvimento do Ensino Fundamental e de Valoriza����o do Magist��rio). Investiga os sistemas de ensino de quatorze munic��pios que comp��em a Diretoria Regional de S��o Jos�� do Rio Preto (SP). A partir desta amostra, busca identificar quais aderem �� municipaliza����o por meio da análise da evolu����o das matr��culas nos sistemas municipais de ensino no per��odo compreendido entre 1997 e 2007, visto que grande parte da literatura aponta o Fundef como um fator indutor do processo de municipaliza����o do Ensino Fundamental. Os resultados indicam que uma parte desses munic��pios inicia um processo de municipaliza����o das matr��culas do Ensino Fundamental com a implementa����o do Fundef. No caso espec��fico da Regi��o Administrativa estudada, �� no ano de 2002 que ocorre a invers��o do contexto anterior, qual seja, a partir deste ano o n��mero de matr��culas nos sistemas municipais de Ensino Fundamental supera o total de alunos matriculados na rede estadual de ensino.

Oficinas de leitura, interpreta����o e produ����o textual no ensino fundamental

This paper describes a project called ���Development of educational workshops on text reading, interpretation and writing in elementary school���, which took place at the S��o Paulo State University (UNESP) with financial support given by the PROEX-UNESP (Pro-Rectorate of Extension). This project aimed to organize and run educational workshops on reading, interpreting and writing different genres for students enrolled at a public elementary school in S��o Jos�� do Rio Preto, S��o Paulo state. The analysis of the texts produced by the students unfolded the project into two essential approaches. In the first one, it was possible to identify problems and inaccuracies in language usage, which was the starting point to prepare the minicourses that would be offered. These mini-courses promoted a deep involvement of undergraduate students (in Portuguese Language and Literature) with the practice of Portuguese teaching at the school. In the second one, 5.468 texts, which were produced during the four-year project, founded researches whose goal is to describe processes in which there is a relation between speech and writing, and are based on a theoretical framework that values the multiplicity of literacies associated with social practices experienced by the students. Thus, this extension project aimed to articulate the service to the external community ��� in this case, public school students - to the internal community ��� undergraduate students in Portuguese Language and Literature.

A segmenta����o n��o-convencional de palavras em textos do ciclo II do ensino fundamental

This paper deals with unconventional segmentations of words in texts produced by students of the last four years of elementary school. The main hypothesis is that these data allow us to observe the characteristics of written and spoken utterances. Through analysis of data on prosodic constituents, we argue that students deal with (conflicting) hypotheses on the organization of unstressed syllables into prosodic constituents: metric feet, prosodic word and clitic group. We found evidence that unconventional spellings have their main motivation in the difficulty of students to assign the status of written word to grammatical items that are prosodic clitics.

Transposi����o de metros cl��ssicos em língua portuguesa: hist��rico e estudo do caso das Odes e elegias, de Magalh��es de Azeredo

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Representa����es sociais de g��nero pela linguagem de moda em um grupo de estudantes do Ensino Fundamental II

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Ensino de ci��ncias no 5�� ano do ensino fundamental: o curr��culo modelado e aspectos do curr��culo em a����o

P��s-gradua����o em Educa����o Escolar - FCLAR

Imagens do professor na Revista Língua Portuguesa: considera����es sobre ethos e representa����o

In this paper, we analyze reader���s letters of the first copies of the Revista Língua Portuguesa. This work aims to expand the study of the relations, in this magazine, between discourses that come from different spheres of communication, as the Bakhtin Circle considers. The intention is to develop by studying the speech genre ���reader���s letter��� a reflection on the construction of the recipient���s image in the journal, i.e. the teacher. It is analyzed the discursive ethos and the representation of the teacher created by the readers.

Intersubjetividade e interlocu����o nas rela����es de causalidade: a funcionalidade dos juntivos causais na língua portuguesa

This study approaches the expression of causality in the clause combining in Portuguese, considering, as fundamental, the thread that exists between the performance, in the socio-interaction, and cognitive trigger, based on intersubjectivity. Given that grammar is responsible for the functional organization of those relationships, the study examines the conjunctions traditionally considered as ���causal���, especially those constructs invested with effects that go beyond the strict direction cause-consequence. After evaluating the proposal of formation of ���causal��� conjunction blocks with similar behavior, in contrast with others, we arrive at the discussion of the functional uniqueness of the conjunction porque (because).