Saberes docentes para a inclusão do aluno com deficiência visual em aulas de Física

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

Formação do professor para trabalhar com recursos de tecnologia assistiva: um estudo de caso em Mato Grosso

Due to the process of educational inclusion, it is necessary for the teacher who works with disabled students to acknowledge and master the resources of assistive technology equipment available in Brazil. The objective was to identify the presence of these resources at school and evaluate, having the teacher as the evaluator, the conditions of dealing with the Assistive Technology resources and equipment. The sample consisted of 14 teachers who work in the Resources Multifunction Classroom and 18 regular classroom teachers who have disabled students enrolled in their classrooms. Data collection was performed through the TAE Questionnaire - Assistive Technology for Education. The data collection was performance in groups during the training course sponsored by the Education Department of Rondonópolis as part of the Program of Continuing Education Training for Managers and Educators - Inclusive Education: The Right to Diversity. The questionnaire data indicated differences between the two groups mentioned. The teachers of the Resource Classes indicated that Assistive Technology resources are now being introducing at schools and that over 50% of this group understand the resources presented on the questionnaire. Most of the regular classroom teachers is still unaware of the Assistive Technology resources and equipment. Regarding the dealing of these resources the group of teachers from the multifunctional classroom is better prepared to use this technology. The data suggest the need for investment in acquisition and training of teachers in relation to Assistive Technology resources.

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.

Atitudes sociais de professoras de um município de médio porte do Paraná em relação à inclusão

The social attitudes of teachers are considered highly relevant variables in the process of construction of school inclusion. The aim of the study was to describe the elementary school teachers’ social attitudes towards the inclusion and to identify the variables related to them. The sample consisted of 172 female teachers with ages ranging from 18 to 57, mean age of 37 and standard deviation of 7,9 years of age. A questionnaire was used to describe the participants. A Likert Scale of social attitudes towards inclusion was used. The results show that the chronological age, the level of basic training, the area of specialization, and the time of teaching experience have no significant effect on the social attitudes. The teachers with experience in teaching disabled students were more favorable towards the inclusion than those without such experience. It was concluded that the social attitudes towards inclusion may be complexly determined by different variables, demanding further studies for its enlightenment.

A linguagem escrita na perspectiva de educadores: subsídios para propostas de assessoria fonoaudiológica escolar

PURPOSE: to describe a proposal that may contribute to the development of actions promoting health to back Speech therapists performance in school, based on educators' investigation on conceptions about the written language development process. METHOD: descriptive study performed through application of questionnaires in nineteen elementary school teachers in three public schools in a city in the State of Parana. The questionnaires contained questions on the development of written language, factors that favor and/or hinder this process. Data analysis was carried out through transcription of discursive replies and quantification of multiple-choice answers. From the content submitted in the replies, it was possible to create subject areas to be discussed. RESULTS: seven reports (35%) showing that the development process of written language starts at school were recorded; contact with writing was quoted twelve times (30%) as support for the development of written language; individual aspects were reported sixteen times (38%) as causes for learning difficulties; and there were twelve reports (39%) on forwarding to other professionals as a solution for such difficulties. CONCLUSION: educators have lack of fundamental knowledge for their educational practice regarding the literacy process, although most have training being consistent with what is advocated by LDB. It is not possible to generalize this conclusion, due to the small sized study sample.

Análise da relação instituição escolar e família na revista Nova Escola

O trabalho buscou investigar como uma revista de grande circulação entre os professores do ensino básico trata a questão da relação entre escolafamília. O motivo pelo qual buscamos pesquisar sobre o assunto é o fato dos professores recorrerem a este tipo de material, que acaba normatizando a sua prática. No entanto, será esta leitura adequada? Qual a real contribuição da revista? Fazendo uma comparação com a literatura científica o que poderemos constatar? Como metodologia foi feita uma análise documental das Revistas Nova Escola durante os últimos 5 anos, do período de junho de 2006 à junho de 2010. Analisou-se todas as revistas correspondente ao período indicado e selecionado somente os artigos que falavam sobre a relação escola-família. Posteriormente foi feita uma análise quantitativa e qualitativa dos artigos através da Análise de Conteúdo dos mesmos, analisando os dados à luz do embasamento teórico sobre o assunto, fazendo uma comparação com a literatura. Observou-se com a pesquisa que embora a quantidade de reportagens abordando o assunto família-escola fosse em pequena quantidade, eram muito coerentes e continham embasamentos teóricos indiretos.

Informática como um recurso pedagógico nas escolas estaduais de Guaratinguetá: um retrato do ano de 2009

Due to great importance of information and communication technologies in education, this work presents a quest about conditions of Computer Laboratory of state schools at Guaratinguetá. Also we listen to the math teachers and to the school’s director what they have to say on this trend and what they have made for integrate those technologies in classroom

A aprendizagem da leitura na perspectiva de professoras alfabetizadoras

Este estudo tem por objetivo compreender e discutir as concepções sobre a aprendizagem da leitura na perspectiva de um grupo de professoras alfabetizadoras e analisar como trabalham a leitura com seus alunos e qual a importância das atividades de leitura em sua prática docente. Para tanto, foram organizados três encontros com um grupo de professoras alfabetizadoras que lecionam nos 1º e 2º anos do Ensino Fundamental de uma Escola Municipal de Rio Claro-SP, a fim de produzir dados sobre a metodologia utilizada por elas para o ensino da leitura e analisar como entendem o processo de aquisição da leitura pelos alunos. A análise das concepções e práticas das professoras é discutida a partir das contribuições de Soares, Jolibert, Costa Val, Freire, Lajolo, Penacc, Micotti, Ferreiro, Foucambert, Lerner, entre outros.

O uso das TIC nas aulas de matemática na perspectiva do professor

The objective of this research is to understand whether the mathematics lessons teachers use ICT and how they see their use. For this, we prepared a questionnaire with four questions for the subjects of our research, which are ex - students of Bachelor in Mathematics FEG / UNESP, in exercise of the profession. The questionnaire data were analyzed following the procedures of phenomenological research. This approach enabled us to draw up three open categories. The first Recourse to boost student learning and school, leads us to interpret that for the interviewees, ICT resources are leading students to do research making them responsible for their learning and providing them with conditions respond the issues raised by the teacher, which generates greater interactivity. The second, Possibility to use software related to mathematical content shows that the subject sees ICT as resources that allow the study of mathematical content, especially geometry and functions, so that student learning is leverage. The third, Obstacles to the use of technology in the classroom shows that even if the subjects recognize the importance of ICT use, they do not use it as often as they would like because of the difficulties that are related to infrastructure and didactic and pedagogical conditions

Profissão docente, vida decente: um estudo sobre o uso do tempo no cotidiano do magistério dos anos iniciais

This paper presents an approach to time perception in the daily elementary school teachers. The research was conducted with five teachers from the public system of the Rio Claro City, São Paulo State. The methodology chosen for the preparation of the research was based on two factors: literature review and content analysis. For the literature search were used books and scientific articles, as content analysis, based on information collected from responses of teachers, research subjects, the questionnaire prepared by the researcher, also counted with the testimony in the form of narrative of these teachers (P1). In the final considerations points that all respondents have the perception of scarcity of time to carry out numerous tasks related to the practice of teaching. Also highlighted is the fact that all respondents can not separate work and personal life, as many of the jobs are taken home by integrating everyday of individual teachers, that is, their time outside the classroom

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

Formação continuada e progressão na carreira docente: o caso de um município do interior paulista

Como os professores do município focalizado vêem a formação continuada? E ainda: como lidam com essa questão dos cursos para progressão na carreira? Com quais objetivos fazem os cursos? Se é que fazem? Como ficam sabendo? Em que condições eles são oferecidos? O que esses professores acham da qualidade dos cursos? Da duração? O que efetivamente esses cursos mudam em suas práticas? Acham importante fazê-los, não acham? É possível afirmar que para os docentes, a progressão continuada não existe para suprir falhas da formação inicial conforme o discurso político atual, mas ela existe, para acrescentar e atualizar o conhecimento do professor perante as inovações tecnológicas. Por meio da análise do estatuto, verifica-se que ao olhar do município é condição sine qua non a realização dos cursos de progressão continuada na progressão da carreira para atender ao discurso vigente (má formação inicial do professor). Neste sentido, o objetivo desta pesquisa é verificar qual a importância da progressão continuada para os docentes, além disso, analisar, identificar e entender os mecanismos que levaram um município do interior paulista a elaborar um novo Estatuto do Magistério com Plano de Carreira. Para a constatação dos objetivos citados acima foram realizadas entrevistas com profissionais envolvidos na elaboração do Estatuto, bem como com aqueles profissionais que são regidos pelo mesmo, ou seja, os professores do Ensino Fundamental I.

Perfil epidemiológico de parturientes submetidas à cesariana na maternidade de um hospital escola de Botucatu-SP

During the pregnancy process, the maternal organism commonly undergoes changes. Such changes follow the normal course of pregnancy; however, some maternal or fetal factors can interfere with pregnancy and adversely affect its outcomes, thus triggering what is referred to as high-risk pregnancy, which is responsible for increasing maternal, fetal or newborns’ morbimortality rates1,2. One of the obstetric alternatives for a safe resolution of this pregnancy type is the caesarean section. Nevertheless, an expressive increase in the number of caesarean sections has been observed worldwide, and they are, many times, unnecessarily indicated8. The world Health Organization (WHO) recommends that the total number of caesarean sections in relation to the total number of deliveries performed at health service should be a maximum of 15% 11, a limit that is easily surpassed in various services. To outline the epidemiological profile of pregnant women submitted to caesarean sections at a reference health care service in the city of Botucatu-SP. This is a cross-sectional, retrospective, exploratory, descriptive, quantitative study. The target population consisted of one hundred pregnant women assisted in this institution, who had been submitted to caesarean sections in 2010 and were randomly selected to compose the sample. In the analyzed period, there were 1,189 deliveries, of which 601 (50.5%) were natural deliveries, 588 (49.4%) were caesarean sections. As regards maternal age, 76% were in the age range of 19 to 36 years. A high percentage of patients (27%) had not completed elementary education and did not have a paid job; 67% were homemakers. Most of the participants were married (56%); 34% of the women were primiparas, but 19% were in their fourth or more pregnancies. Concerning prenatal care, little was found, since many of them had consultations out of the institution which were not recorded... (Complete abstract click electronic access below)

As influências da especialização formativa na prática docente dos egresos do curso de graduação em Geografia da UNESP - Rio Claro

The present paper is a reflection of studies and analyzes on issues involving the training of Geography Teachers. By realizing this projetc, we aim to analyze the influences of specialization training in the teaching practice of the subjects who graduated in Geography at the Universidade Estadual Paulista Júlio de Mesquita Filho, Rio Claro Campus. This is primarily a discussion of the university curriculum, the professionals it forms and the current politics of training teachers of Geography. Thus, we conducted a literature review, and will be used questionnaires and interviews with the subjects, graduated in degree course and a BA in Geography in the last four years

Ciclo alfabetização: as propostas e as práticas pedagógicas

Pós-graduação em Educação - IBRC