O uso da chupeta: elaboração de material pedagógico para orientação dos profissionais das escolas de educação infantil

What is the relationship of a pacifier as for nutrition, speech, dental and psychotherapy? What are its benefits and harm? Which strategies should be developed as a teaching material which can guide employees and teachers of early childhood education regarding the use of pacifier in schools? The survey is a qualitative and an exploratory one. By taking literature as a starting point. We found out that there are many doubts regarding the use of pacifier, even among health professionals. The booklet was prepared containing topics such as: social and historical aspects; psycho-physiological aspects of development, speech therapy and dental aspects; pros and cons of using a pacifier; teaching materials on the pedagogical use of pacifiers. Tips and information to the teacher

O trabalho pedagógico em uma escola organizada em ciclos: um olhar a partir da prática avaliativa

Este trabalho teve como objetivo principal aprofundar a análise sobre o processo avaliativo presente em uma escola organizada em ciclos, debruçando-se na reflexão da prática avaliativa e na concepção dos alunos e dos professores acerca dessa temática, sendo estes, entre outros, agentes intimamente ligados à avaliação na escola. Para a realização deste estudo, a metodologia empregada contou com a observação sistemática de uma turma de alunos do ciclo final do ensino fundamental (9º ano), bem como entrevistas com professores e alunos. Desta forma, pretendeu-se entender e refletir sobre o papel da avaliação na organização do trabalho pedagógico – os ciclos – e como essa nove organização requer que a avaliação seja diferenciada também, e assim contribuir para a construção de práticas pedagógicas e avaliativas transformadoras

Concepções de graduandos de pedagoaia sobre sua formação ética e a relação com seu trabalho pedagógico

The Psychology of Morality is an area that has to be strengthened in the academic environment for social, political and scientific. The research of Jean Piaget (1932) on the development of moral judgments are the main sources for this area of knowledge, followed by studies of Lawrence Kohlberg (1981), Jose Maria Puig (1998) and others. This project intends to investigate and analyze the conception of the ethical training of graduate students of Pedagogy, Unesp, Campus Bauru, in order to see how these conceive their ethical, what importance they give to the subject and how to relate such training to the work that will develop with their students. Some research has shown a total lack of respect for the theories and concepts related to the issue by presenting a framework of moral indifference since graduation, space in which there is discussion about major educational theories. Through the proposed research is to analyze whether such a deficiency exists and educate future educators of the fundamental importance of its role in moral education and ethics of their students

O modelo pedagógico das competências: gênese e apropriação na reforma da década de 1990

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A construção do projeto político-pedagógico das escolas do campo do município de Araraquara

This study aimed to analyze the process of developing and implementing a politicalpedagogical project for rural schools in the city of Araraquara, focusing on one of the schools served. This is an ethnographic qualitative study. The instruments of data collection were participant observation, semi-structured interviews and documentary analysis. It was observed are a change in the community organization throughout the process, with regard to a more active attitude on the part of its members, who have pursued other means to claim the fulfillment of their demands by the Government and relevant institutions, which points to the pedagogical character of participation in the movement to fight for the education they desire. It was also noticed a process of re-signification by the subjects, of their own community identity while seated in an agrarian reform project, as well as a more effective participation of those in everyday life and school organization. It was also observed changes in indicators of school, with an increase in the achievement of students as well as reducing the dropout rate to zero, and the reduction of absenteeism of teachers.

A integração das tecnologias de informação e comunicação na escola: o projto político pedagógico nesse contexto

This study aims to analyze the possibilities of integration of new information and communication technologies (ICT) in teaching and learning in a school of public elementary school Municipal Araraquara. This is a survey based on a qualitative approach, which has a strategy Case Study. Made an analysis of the Curriculum Guidelines and Policy Project (PPP) school selected, in order to check how the school addresses the issue of the use of new technologies in the educational process. For the analysis of the Curriculum Guidelines and Educational Policy Project found that the school has studied a concern to make use of ICT in teaching and learning, featuring an awareness of the importance of technology in education, but does not describe ways to integrate curricularmente them. The integration of new technologies into the curriculum requires a systematic reflection about their goals, their technical and content chosen. Not only is working with new technologies aimed at digital inclusion of students, but we need to integrate the school into their curricular, integrate them into the process of teaching and learning. Today ICT configure themselves into a new form of language, essential for knowledge representation and, if so, their presence in the school curriculum is crucial.

Educação ambiental nos anos finais do ensino fundamental em uma escola do campo: uma análise a partir do projeto político pedagógico

Environmental education (EE), a critical component to face the environmental crisis, must be present in formal education in a continuous, permanent and transversal way. Studies show, however, that EE occurs, often, in a sporadic and discontinuous way, and that it is mainly linked to Sciences. The objective of this study was to investigate the inclusion of environmental subjects in the Political Pedagogical Project (PPP) of a rural school, in Araraquara, SP. Through documentary analysis of the PPP, proposals for the Environmental Education for the last years of elementary education were examined. The results allowed the understanding, in a complex and contextualized way, of aspects related to the presence of environmental subjects in the school curriculum. They reveal that the suggestion of working with Environment attend the recommendations of the conference of Tbilisi and of Brazilian National Curriculum (PCN).

Formação continuada no Amapá: a percepção dos educadores sobre o encontro pedagógico dos municípios

This paper presents the perceptions of participating teachers and technicians who produced and ministered courses in the Project of Continuing Education of teachers of Amapá State, called Pedagogical Encounter of Municipalities and is based on research results of the Master Degree in Education that was aimed to analyze and describe the referred project as well as studying the impact that it had on educational context of the municipalities. It was conducted a study of the Project’s trajectory including its theoretical basics, implementation and, mainly, a number of Project’s results. The methodology consisted of acquiring and analyzing official papers and interviewing 14 teachers and technicians. The statements obtained make it clear that the Pedagogical Encounter had a major impact on the educational reality of the municipalities, with more positive than negative results not only for teachers but also for instructors and coordinators. The statements can also be concluded that the continuing education actions will not achieve its objectives if they are not accompanied by public policies direct to improve living and job conditions of the teachers.

As diretrizes curriculares nacionais da educação infantil: em busca de um trabalho pedagógico com qualidade

Since when nurseries and pre-schools were established to serve educationally Brazilian children by Federal Constitution of 1988, advances were taken up claiming the improvement of early childhood education, such as raising the professional training, transfer of funds, construction of schools, as well as legal provisions have been drafted to guide and define the pedagogical practices of early childhood education. This paper intends to discuss the National Curriculum Guidelines for Early Childhood Education, which define how they should be organized teaching practice, and examine how the activities should be developed in early childhood education institutions, to objectify the holistic development of children in seeking quality care this stage of basic education.

Contribuições gerais para o trabalho pedagógico em salas multisseriadas

This article aims at reflecting on organization of pedagogical work in multigrade classes in order to contribute to facing core problems in countryside education and public school in general. We place historically and question school grading and then discuss teaching planning (horizontally and vertically); students' grouping (establishing the difference between group and grouping) and the necessary grouping for promoting learning. We seek to provide elements that evoke analyses of graded classroom standardization. We point out that in both multigrade and graded classes there are possibilities and limits for pedagogical practice. In this regard, we invite teachers to operate towards overcoming these limits by optimizing the concrete possibilities they find, mainly those regarding multigrade classes, which are the focus of our attention in this article.

Palavras viajeiras: circulação do conhecimento pedagógico em manuais escolares (Brasil/Portugal, de meados do século XIX a meados do século XX)

Na presente publicação apresenta-se análises de um conjunto de manuais escolares que circularam na Escola Normal brasileira e portuguesa entre meados do século XIX e meados do século XX a partir de diferentes olhares, reeditando em outra chave o processo original de circulação de ideias entre Brasil e Portugal no qual esses materiais se inserem. Orientados por outros estudos que tratam do mesmo tema, os autores realizaram recolha nos dois países a fim de comprovar a circulação do corpus empírico que, ao final, foi definido como fonte. Assim, chegou-se ao seguinte conjunto de manuais didáticos: Elementos de Pedagogia de Affreixo & Freire (1870); Curso Prático de Pedagogia Destinado aos Alunos-Mestres das Escolas Normaes Primarias e aos Instituidores em Exercício de Daligault (1874); Lições de Pedagogia Geral e de História da Educação de Pimentel Filho (1875); Lições de Pedologia e Pedagogia Experimental de Faria de Vasconcelos (1910); Lições de Metodologia, de Fonseca Lage (1920); A arte da leitura, de Mário Gonçalves Viana (1949) e Lições de Pedagogia, de Aquiles Archêro Junior (1955). Os pesquisadores utilizam diferentes lentes para tecer suas análises e, cada um segundo sua especialidade de pesquisa, aprofunda aspectos que, juntos, compõem um painel interpretativo sobre o processo de escolarização e seus espaços, a normatização do trabalho docente, os princípios que nortearam a seleção cultural para a escola primária, a constituição de modos e métodos de ensino para realizar os objetivos educacionais e a especificidade que assumem os materiais e o ensino da leitura e da escrita nessa instituição. Todas as análises reiteram a importância dos impressos na consolidação da escola primária portuguesa e brasileira, notadamente no que se refere às prescrições feitas nos manuais escolares que, em trânsito, configuram-se como palavras viajeiras.

Educação física escolar e currículo do Estado de São Paulo: possibilidades dos usos do celular como recurso pedagógico no ensino do Hip Hop e Street dance

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

As tecnologias da informação no dispositivo pedagógico

Information technologies have enabled new forms of interactions among individuals, and can also be found in various educational institutions. However, despite appropriating new technological tools, educational practices continue to be based on a supposed pedagogical subject conceived as a transcendent way, ignoring his emergence and his origin in a particular historical period , and the control mechanisms by which is immersed. as well. This article aims to present results of an analysis on technology and education based on the thought of philosopher Michel Foucault. We analyzed proposals and discourses found in articles in a magazine entitled Patio - Revista Pedagógica.

A formação docente no dispositivo pedagógico

The pedagogic device is constituted as a network of relationships that can be established between heterogeneous elements such as discourses, institutions, laws, administrative measures, scientific statements, philosophical propositions, ie, the said and unsaid. This paper aims to present an analysis on the theme "teacher training" from the perspective of the French philosopher Michel Foucault and his concept of the device. We performed the analysis of texts of the Patio magazine specializing in education.

A inviabilidade do uso das Tecnologias da Informação e Comunicação no contexto escolar: o que contam os professores de matemática?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)