Práticas educativas de professores e comportamentos infantis, na transição ao primeiro ano do Ensino Fundamental

The objectives this research are: (a) describing positive interactions established between teacher and student, considering clinical group to behavior problems and non-clinical one; (b) describing behavior repertoire (social skills and behavior problems) of children with and without clinical classification to behavior problems, according to TRF, teacher version. The participants this study were 16 female teachers who indicated and evaluated 32 students - 16 of them presented behavior problems (with BP – clinical group), whereas the other 16 did not (without BP – non clinical group). Students aged 6 years were enrolled in the first year of elementary school. Data collection was conducted through the application of three instruments: TRF, RE-HSE-Pr and QRSH-Pr, as an interview with teachers. Data were categorized and analyzed to compare the clinical and nonclinical groups (Mann-Whitney Test). Overall, this research found that female teachers exert different practices among students who have behavior problems that do not show, being more skilled in the interactions with children without behavior problems and more agressive to those with behavioral problems. Implications for interventions and public policies are discussed.

Condições de trabalho e transtornos mentais comuns em professores do ensino fundamental de Avaré – SP

Pós-graduação em Saúde Coletiva - FMB

Concepção de produção de texto na escola: os reflexos no ensino da língua materna na sala do 5º ano do Ensino Fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A cultura escrita nos anos iniciais do ensino fundamental: implicações pedagógicas da Teoria Histórico- Cultural

Pós-graduação em Educação - FFC

Repositórios de objetos de aprendizagem de língua portuguesa no ensino fundamental: alternativas para professores

Pós-graduação em Letras - FCLAR

Perspectivas dialógicas para o trabalho com a leitura em sala de aula: letramento literário no ensino fundamental

Pós-graduação em Letras - FCLAR

Análise das atividades gramaticais propostas para o 6º ano do ensino fundamental no material didático da Secretaria de Educação do Estado de São Paulo

Pós-graduação em Letras - FCLAR

Expectativas de aprendizagem e processos avaliativos na educação física para os anos iniciais do ensino fundamental: análise de proposições teóricas e de perspectivas de professores

Pós-graduação em Docência para a Educação Básica - FC

Análise dos conteúdos de língua portuguesa do “Programa Ler e Escrever” em uma escola municipal de ensino fundamental

Pós-graduação em Educação - FFC

Processos de inclusão e exclusão escolar: um estudo em uma escola pública do ensino fundamental I utilizando o “Index para Inclusão”

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

A língua portuguesa no 5º ano do ensino fundamental: repertórios de ensino no contexto da Prova Brasil/ SAEB

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Alfabetização e letramento: a cultura escrita de alunos que iniciam o ensino fundamental II

As the Elementary School expanded quantitatively at the end of last century, a new social debate started on the quality of the education offered in public schools. Among many concerns and questions, there was the quality of literacy of the young people that finished the Basic Stage of Education. Federal documents drawn up over the last years, such as the National Pact for Literacy at the Right Age, defend that the obligatory literacy takes place until the end of the third grade of Elementary School. Based on this, it is intended that, at the end of the 5th school year of this education step, the students master the social practices of reading and writing that let them pursue their literacy process in the following school years. In this sense, the present study intended to observe and think over how the alphabetization (reading and writing technology acquisition) and literacy (using of written language in different social practices) processes happened at the end of the Elementary School I. In order to exploit to the full the meanings and conceptions involved in the presented theme, it was decided, methodologically, to elaborate a qualitative research, in where the adopted procedure was data survey and bibliographic research of authors that conceptualize, explain, relate and distinguish alphabetization from literacy. Next, it was performed a documental research based on laws and other Federal documents, from the State of São Paulo and from the municipality of Rio Claro-SP, observing the established discussion with the studied academic productions, as well as attributions given to the public school to perform the process of alphabetization and literacy. The visitation of these papers was also considered necessary for the understanding of expected knowledge, capabilities and skills of the student that finishes Elementary School I. In the last stage of the research, with the purpose of thinking about the level/kind of alphabetization...

Aptidão física associada às medidas antropométricas de escolares do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A geometria presente em alguns livros didáticos dos anos finais do ensino fundamental

Pós-graduação em Educação Matemática - IGCE

Práticas de alfabetização de professoras alfabetizadoras iniciante e experiente no 1º ano do Ensino Fundamental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)