Inovações didáticas e a concepção de Natureza: a pesquisa colaborativa e desenvolvimento profissional do professor

Using qualitative and collaborative research, this article refl ects on the professional development of high school teachers in the context of activities of an interdisciplinary group of collaborative research that studies and promotes didactic innovations, focusing on the environmental context, and discusses the contribution of research with teachers in the generation of a scientifi c culture. The research project involves teachers of different curricular components (Physics, Chemistry, Biology, Mathematics, Geography and History) and researchers from universities in the areas of Education and Teaching of Earth Sciences. For data collection, three focal groups were formed with the group participants. Changes in the concept of Nature among the teachers and changes in teaching topics focused on the understanding of nature were identifi ed. The article concludes that the construction of didactic innovations helps teachers to make decisions about what, how and why to teach subjects that relate nature to society.

O uso de imagens para o ensino da história e cultura africana e afro-brasileira e a questão do racismo no Brasil

The objective of this article was to argue how to use images (as films, photos and paintings) and lyrics of musics (as rap) to teach History of the African and Afro- Brazilian culture in classroom. Demonstrating how the procedures had been worked in classroom, at Municipal School of Basic Education (EMEF) “Maria Pavanatti Favaro”, located in Campinas City, in the State of São Paulo-Brazil, and the results that had been reached with the use of those resources.

O ensino da açao de ler e suas contradiçoes

The article broaches the diffi culties found by the Brazilian school on teaching the act of reading to students in the beginning of their scholarship process. In order to analyze those diffi culties, one must start from the assumption that, historically, this teaching fi nds mostly basis on the emphasis on the fl uent pronounce without considering the reader’s intention to achieve meaning before the text, in social, historic and cultural situations. On this perspective, the school usually teaches students how to dominate some of the aspects of the linguistic system, for not comprehending that the act of reading is a cultural, plural, historical and social action, that uses this system. The article concludes that Latin America’s education has a path to run: the one to learn to teach the act of reading as a cultural practice, instead of simply understanding it as the domain of the linguistic system basis.

Formação do professor para o uso de tecnologia assistiva

The specialized teachers' training to work in multifunctional resource classrooms still has to reach a satisfactory level. These teachers are expected to keep a set of resources and devices used to teach a wide range of students with different disabilities. That fact leads to reflection by the academic community. Thus what specific content should such training address? This paper aims to analyze the set of resources and equipment in a classroom and infer the teaching knowledge underlying their use. The analysis was conducted by classifying 63 resources and equipment items, which led to three categories: 1) set of materials that do not require academic knowledge; 2) set of materials that require academic knowledge related to any training course for teachers; 3) set of materials that require specific academic knowledge on working with students with disabilities. It concluded that around 36% of the resources do not require academic knowledge to be used; 35% of these resources and equipment require some academic knowledge to be properly handled, and around 29% of these resources and equipment require specific academic knowledge of their content. For instance, a specific training of those resources is necessary for acting with students with severe communication disorders, multiple disabilities and visual impairment or deafness.

Formação de professores para o ensino inicial da leitura e da escrita, na década de 1880, em São Paulo-Brasil

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

A concepção de linguagem de professoras alfabetizadoras e sua influência no ensino do ato de ler

This article aims to analyze literacy teachers’ conception of language from the classroom scenes that demonstrate the teaching of the act of reading. For the realization of the objective was carried out research in education like ethnography with two teachers in the 2nd year of elementary school a school of the Municipal located in the city of Sao Luis in Maranhão State, whose main instrument for data generation was participant observation. Also, I was guided by microgenetic analysis in order to focus our gaze to the particular aspect of the situation with attention to the “clues” to extract meaningful data. Authors such as Mikhail Bakhtin (1995, 2003) and scholars in the fi eld of reading, Josette Jolibert (1994), Elie Bajard (2007), among others, were considered core to grasp the meaning assigned by the subjects to teaching the act of reading. The fi ndings reveal that the design language of the teacher infl uences the direction of your practice, determining how to teach reading.

Os desafios e as possibilidades de ensinar ciências nos anos iniciais do ensino fundamental: uma investigação com professores

Pós-graduação em Educação para a Ciência - FC

Proposta teórico-metodológica para análise de inserções parentéticas em chat educacional no ensino de língua espanhola =: Propuesta teórico-metodológica para el análisis de inserciones parentéticas en chat educacional en la enseñanza de lengua española

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Autoeficácia de professores do ensino fundamental: um estudo a partir dos memoriais de formação

The practice of teaching is a complex, dynamic and challenging. Several obstacles are faced by educators, among them, excessive workload, classrooms with large numbers of students, reducing the support team manager etc. These experiences call into question the belief that such teachers have in their own ability to teach and motivate your students, including those with the greatest difficulties. Studies show that this belief, called self-efficacy, mediates the action of teachers and are related to the goals, persistence and motivation of teachers. The teacher self-efficacy is formed by direct experience, by observation, persuasion and psychophysiological states. The objective of the study is to identify aspects of the formation of self-efficacy teacher in-service teacher. This is a documentary study, after online search using the keywords memorials training and school as keywords, was found eight jobs at the State University of Campinas, two of which were dropped from the analysis due to not meeting the pre-established criteria. The data were organized into spreadsheets for analysis specifically designed for the study, considering the theoretical framework proposed by Bandura (1997) and Tschannen-Moran & Woolfolk Hoy (2001). The results indicate that family support throughout schooling, the role of teachers as models from basic education and teaching experiences are widely cited in memorials analyzed. These results offer from further reflections, indicating contribute to discussions on the formation and performance of teachers regarding the ability to teach, especially in the early years of elementary school

O jogo de xadrez e a aprendizagem matemática: uma análise de possibilidades

The idea of this research is to analyze the possibilities of using chess as a nice alternative for motivating and teaching mathematics. The study was carried out in three steps, consisting of a literature review about the importance of games for education, followed by the importance that the game of chess has on the student's cognitive development and, finally, a qualitative analysis of data obtained by recording it. The data were taken from some activities performed in the 6th grade class of elementary education at a public school in the city of Roseira, state of São Paulo, in a team at the age 9 and 12 year-old students. The result of this research proved to be significant the use of chess game to teach math, we were able to verify that there was an easy assimilation of the subject, because when a student plays, he/she willdevelop skills in the game which becomes an incentive to study even more

A concepção do aluno sobre o papel da educação física na escola após a experiência de acampante

Camping alloys the implementation of a broad variety of activities that involves many aspects of the corporal culture of movement. There is much more than fun in games and plays and that’s what we seek to include in the children’s daily routine. The Physical Education professional has as one of its duties to teach these elements, such as the knowledge related to the citizenship formation to its students. Therefore, the participation in camping can contribute to this formation, since the students have the chance to realize the amplitude of Physical Education and change their view on it, even at school. The aim of this research is to investigate after the camping experience, if the students change their conception on the Physical Education role at school. This study has used qualitative methodology consisting on interviews done prior and post the students camping experience at the school . Ten students of both gender, aged between 13 and 15 years old, were interviewed. It was used a script with semi-structured questions. As the main result it has found an unanimity among the students towards the importance of Physical Education: the responsibility for the health and it’s also arisen discussions on cooperation and respect. Although they recognize that the teacher does not discuss these values and attitudes; two students believe that to have changed their view towards school Physical Education after experiencing the activities proposed in the camping. Despite most of the students haven’t changed their concept on school Physical Education, they had the opportunity to see new activities and to think more carefully about the importance of Physical Education classes at school, an opportunity on building a more critical view on the discipline.

Estratégias de aplicação de softwares educativos como instrumentos para o ensino de física

The technological advances of recent decades combined with digital inc1usion in Brazil sparked the country's population to the constant use of computers to perform tasks in many different natures. Whether it's for communication, entertainment, work or school, computers are tools with increasing numbers in Brazilian homes. Along with this evolution the Brazilian Physics teaching should be aware of the use of teaching tools that relate directly to the computer to student learning. Highlighting in this work we have scanned the contents of the Wikipedia community, a wide variety of educational videos placed on YouTube, educational games that try to teach the player in a fun way and a variety educational softwares placed on the World Wide Web. It is with special attention to educational softwares as tools for teaching physics, which describe some strategies for use of these software, combined with the textbooks, to illustrate some ways to introduce the use of educational softwares directly in the classroom

Construtivismo e métodos tradicionais: uma análise dos processos de alfabetização atuais

The constructivist methodology of literacy has been adopted in many schools, however, there are many criticism regarding the way teacher are devising the way how to teach children. To reflect on this aspect this research were carried out theoretical studies about the subject, as well as observations and reflections about the current process of literacy in Brazilian schools. Thus, in this research, the constructivist methodology of literacy was analyzed from its bases, in order to observe if the teachers are actually accomplishing their practice according to this “theory”, as well as the difficulties encountered by students on this methodology. Also was analyzed the methodology syllabic literacy, to be able to make a mapping of the positive aspects and the limitations presented by this method, in this way being able to reflect about adequacy of the analyzed methods of a better learning process of written language by children. This research aims to show that more important than the stark choice between a literacy method and the another is the commitment of the literacy teacher with the students who want to alphabetize, noting that the teacher should used, sometimes several methods to get the largest number of literate children in the classroom, emphasizing the work with good texts, so that children feel the taste and enjoyment of reading in their daily lives

Inserção do ensino de astronomia como componente importante para a formação continuada de professores

According to the Brazilian National Curriculum Parameters (PCN), the teaching of astronomy must provide subjects to the teaching/learning processes of basic education, acquisition of skills and competencies in order to form a critical, reflective and conscious citizen. Several surveys on teaching astronomy show that some changes need to be made in educational, aiming to provide to participants (students and teachers) of the teaching/learning real and significant conditions of knowledge aiming to astronomy. Thus, by prior construction, implementation and evaluation, of a course on astronomy, thought and implemented by the author in a public school in elementary school and high school in a town in São Paulo state, aimed to this work: know the challenges that teachers face in teaching Astronomy and identify possible contributions in formative processes of these teachers in service. So, the study revealed that teachers have many difficulties to teach the concepts of astronomy because of the deficit in their formations, both in specific and pedagogical knowledge that was the main problem pointed out by them. In view of this, it was possible to say here that the lack of specific knowledge about astronomy and pedagogical knowledge of how to teach this area are two hotspots in the dynamics of these school teachers who have the challenge of teach an area that really do not know

O ensino de língua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar

This study is a reflexive review of theories about the teaching of English to children in Elementary School, a suggestion to teach English through the Fairy Tales and Fables, associated with the study of Transversal Themes suggested by the plot in the selected stories. Based on the Communicative Approach to language were conducted a few classes with students of the 4th year of Elementary School in a private school of Bauru city. A bibliographic study was conducted in Applied Linguistics, Philosophy of Education, Psychoanalysis, Approaches to teaching Foreign Language and Theories related to foreign language acquisition