A formação continuada, o uso do computador e as aulas de ciências nos anos iniciais do ensino fundamental

The present article aims to discuss a process of continuing education which was focused on Science teaching and computer use considering the school as the locus of training. This process was intended for teachers who taught in the first years of Primary School. The research was developed with a qualitative approach, focusing on participant observation. It was aimed to characterize the educational practices, considering the elaboration of scientific knowledge, the development of experimental activities and the educational possibilities of the Information and Communication Technologies. The results reveal the involvement of the group in an attitude of research and reflection, and the utilization of collective spaces for constant discussion regarding the issues of classroom and teaching action.

A educação para os 'meios e os fins': a informação, o conhecimento e a comunicação na educação escolar básica e universitária

This research has as its main reference, the need to detect the development initiatives by public higher education, concepts, methods and teaching and pedagogical tools and to investigate the ability to transfer knowledge and practices of teaching and learning produced for other levels education. The task of providing appropriate training of teachers of basic education to university education is a vital political and administrative demands for a large country, which needs to adequately educate its people, so he can face in the right conditions, the huge and complex demands of regional and national development. The research presented here, aims to gauge the extent and adequacy of current media and information as tools for teaching and pedagogical transfer the knowledge and practices of teaching and learning as a tool for updating and also for training or non-presence blended Primary School Teacher Education. From the established goals will be carried out research, conceptual and field, to analyze and evaluate some educational practices and resulting forms of communication and also to assess the effects brought about by replacing the linear communication model and the model of unilateral to multilateral communication networks on digital models, and practices of schooling. The results obtained from both theoretical and practical will be on the selection of concepts, content production, methodologies and resources run by different "means" integrated with the cultural, economic and social development, both locally, regionally or nationally. The strategic aim will be to expand from the analysis, production and dissemination of concepts, methods and tools made by teachers of Basic Education and Higher Education, teaching and pedagogical possibilities of media and digital devices that are emerging as the derivation of network communication.

Movimentos de um movimento: um estudo sobre os significados atribuídos ao escolanovismo e seus ritmos

Um conjunto de depoimentos coletados oralmente e de fontes escritas disponíveis no arquivo inativo de um antigo Grupo Escolar paulista é analisado em paralelo à literatura sobre o Movimento Escolanovista visando a compreender os modos como um ideário se impõe, no cotidiano das práticas escolares, num ritmo constante de avanços e resistências, alterações e manutenções. Ao mesmo tempo, defende-se que o Movimento Escolanovista – ou qualquer proposta educacional – não é um bloco maciço de significados fixos, mas uma leitura, uma mobilização, uma apropriação que, segundo os vários significados a ele atribuídos, implica a efetivação de algumas práticas no interior da escola.

Intelectuais brasileiros em disputa pela Escola Nova na década de 1930

In the first decades of the last century, Brazilian intellectuals played an im- portant role in the new configuration to the country reached. Brazil had then passed by rapid process of moderniza- tion. The educational field was place of contention between different currents of intellectuals. The idea was to create a new society through what is called the New School. In Brazil, unlike in Europe, most of the population had no access to school. Therefore, the New School was not privileged to critique existing school system, but the actual construction of the large Brazilian childhood schooling. Thus, we crea- ted libraries in teaching urban school groups, with the aim of improving the training of primary school teachers in the pedagogical ideas of the New School. This work has for objective to understand the conflicts among Brazi- lian intellectuals on the list of recommended readings for teacher training schools in the first half of the twentieth century. This paper presents an exam- ple of this intellectual dispute through the analysis of a Brazilian school li- brary copy of the 1930s.

A inclusão de estudantes com deficiência intelectual na educação básica primária da Colômbia: políticas públicas e práticas pedagógicas / Diego Fernando Rosero Ruiz

Pós-graduação em Educação - FFC

A narrativa transmídia como proposta metodologia para a educação de ensino médio: um modelo aplicado

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Projeto gráfico de livros didáticos da educação de jovens e adultos: análise sob a perspectiva dos docentes de escolas de Bauru (SP) e de Avaré (SP)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Caminhos e descaminhos da educação brasileira: um estudo dos problemas que motivam a evasão escolar no Ensino Médio, no município de Franca

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

Prevalência de bexiga hiperativa e avaliação do impacto desse diagnóstico em mulheres de diferentes faixas etárias

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As influências do trabalho docente feminino na cultura escolar do extremo oeste paulista (1932-1960)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Além da escola: reflexões teórico-metodológicas com base na análise de práticas educativas alternativas descobertas em áreas rurais da região de São Carlos S.P.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Cutting Cursive: Is Handwriting Still Important to Today’s Preservice Teacher?

Handwriting is a tool for communication often untaught that has effects on learning and long-term development for students of the future. Handwriting used to be needed in order to function in society, however, today that skill is no longer needed. New technology, current teaching methods and societal needs have caused handwriting to be overlooked in many school districts. Classrooms are overwhelmed with information and many schools are simply running out of time to teach cursive, therefore no longer making it a priority. Handwriting is a perceptual motor skill requiring higher cognitive thinking, something that most primary school children find difficult, yet it is still needed in the school curriculum and provides a stable foundation for students of the future. The questions to be addressed by my research are to examine the factors that have led to the demise of cursive writing in elementary schools. I will research the complex issues that have contributed to the decline of cursive handwriting. This will include my investigation into the factors that technology has played, along with societal needs. I will interview preservice teachers, those students in college preparing to become teachers, and try to understand where the importance for teaching handwriting started and ended. By the end of my research I want to have constructed a timeline of events to explain the demise of this needed skill. My methodology for this research will be to gather information from various primary and secondary literature review sources. I want to understand when cursive started to disappear from the curriculum and why.

Por uma disciplina rigorosa e ilustrada: a inspeção na capital do império

O objetivo deste estudo é analisar os procedimentos manejados na fiscalização de professores primários, por meio do estudo a respeito do serviço de inspeção da instrução na Corte Imperial, a partir de sua institucionalização com base no Regulamento da Instrução Primária e Secundária da Corte em 1854. Na pesquisa procurou-se discutir como a visibilidade dada à escola e aos seus atores, via inspeção, permitiram inseri-los em um esquema disciplinar, cujos efeitos encontram-se articulados e justificados em nome de um projeto de ordenação e civilização da capital do Império brasileiro.

Análisis de la relación que se establece entre las expectativas de padres y profesores de alumnos con necesidades educativas especiales sobre la atención escolar que reciben los hijos/alumnos y el progreso de los mismos

Programa de Doctorado: Formación del Profesorado

Experimentelle Diagnostik angstbezogener Informationsverarbeitung bei Kindern im Grundschulalter

Ziel war die Entwicklung und Erprobung von Varianten des emotionalen Strooptests zur Analyse angstbezogener Aufmerksamkeitsprozesse bei Grundschulkindern. Dabei wurde überprüft, ob dieses kognitiv-experimentelle Verfahren zukünftig als objektives Testverfahren zur Diagnostik von Ängstlichkeit im Kindesalter geeignet ist. Ausgangspunkt waren zahlreiche Befunde für die Gruppe Erwachsener, wonach die Zuwendung auf bedrohliche Situationsmerkmalen für Ängstliche charakteristisch ist. Für das Kindesalter liegen hierzu nur wenige Studien mit zudem inkonsistenten Befundmuster vor. In insgesamt drei Studien wurde der emotionale Strooptest für das Grundschulalter adaptiert, indem Bilder bzw. altersentsprechendes Wortmaterial als Stimuli eingesetzt wurden. An den Studien nahmen nicht-klinische, nicht-ausgelesene Stichproben mit Kindern der zweiten bis vierten Grundschulklassen teil. Sowohl Ängstlichkeit als auch Zustandsangst der Kinder wurden jeweils über Selbst- und Fremdeinschätzungen (Eltern, Klassenlehrer, Versuchsleiter) erhoben. Die Ergebnisse sprechen für eine nur unzureichende Reliabilität emotionaler Interferenzeffekte. Auch ergaben sich (möglichenfalls infolge) keine substantiellen Hinweise auf differentielle angstbezogene Interferenzeffekte. Die Befunde sprechen vielmehr dafür, dass alle Kinder unabhängig von der Ängstlichkeit höhere Benennungszeiten für bedrohliche Stimuli im Vergleich zur Kontrollbedingung mit neutralen oder freundlichen Stimuli zeigten, wobei zugleich methodische Einflussfaktoren des Strooptests von Relevanz waren. Die Diskussion konzentriert sich auf entwicklungspsychologische Überlegungen sowie mögliche Bedingungen emotionaler Interferenzeffekte unter kritischer Berücksichtigung der Reliabilität emotionaler Stroopinterferenz.