O ensino do desenho como linguagem: em busca da poética pessoal

Pós-graduação em Educação - FFC

Imaginário e estratégias didáticas: análise das atividades desenvolvidas por um licenciando em Física durante o Estágio Curricular Supervisionado

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A educação sexual no portal do professor-MEC: Estudo analítico-descritivo das temáticas referentes à sexualidade no espaço da aula

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A prática como componente curricular via Projeto Integrado de Prática Educativa (PIPE) no ensino de estatística na Universidade: implementação e implicações na Formação Inicial do Professor de Matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Gestão da escola pública municipal e utilização do IDEB: as "traduções" no contexto da prática

Pós-graduação em Educação - FFC

O uso de MC em uma abordagem Socio-interacionista no ensino de Física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Profissionalização docente e subordinação do trabalho educativo à lógica flexível da produção capitalista

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Reflexões a respeito da educação a distância: a visão de professores em formação continuada

The study aimed to analyze the vision of teachers in conducting a continuing education course in level of expertise in the field of special education, focusing on Global Development Disorders, through the modality of distance education. The current study was provided by the Network Program São Paulo Teacher Training - REDEFOR in partnership with Universidade Estadual Paulista-UNESP, for teachers of the state of São Paulo. The survey went through some steps, namely: a) literature review a brief history of Distance Education in Brazil and in the world thus seeking to understand their development to the present day, including legislation that regulates; b) study and survey of potential and limiting factors for distance education in teacher training. Was observed of initial and continuing teacher education in the distance mode, focusing on education and training policies implemented by the state of São Paulo, in recent years; c) data collection with 33 teachers in the continuing education process, e-mail and performed with the use of Google Drive tool that enabled the creation of online search form; d) organization, analysis and interpretation of data and its consequences. Through the results it observed that distance education is considered a favorable mode of education for the continuing education of teachers. The course was offered via Moodle and tools were considered easy to assimilate and elaborate activities in general, favored the construction of knowledge, and some questioned for its effectiveness. It follows therefore, that distance education provides continuing education for teachers, but it is necessary in the preparation of these courses is taken into consideration the tools and resources available in their construction, contributing to a dynamic and interactive model between all participants in which the exchange of experiences, questions, doubts, can effectively contribute to the construction of knowledge and possible developments in..

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...

Orientações pedagógicas no estágio supervisionado de educação física na Colômbia, Brasil, Argentina e Chile

Pós-graduação em Ciências da Motricidade - IBRC

Estudos nacionais sobre o ensino para cegos: uma revisão bibliográfica

O presente artigo tem como objetivo apresentar uma revisão bibliográfica dos estudos nacionais acerca do ensino curricular para cegos. Foi realizada uma busca sistemática em três bases de dados: Google Acadêmico, Scielo e Lilacs, de estudos publicados no período de 2004 a 2014, que tivessem em seu título um dos seguintes descritores: alunos cegos; alunos deficientes visuais; crianças cegas; crianças deficientes visuais. Foram localizados 188 estudos e 56 selecionados dentro dos critérios estabelecidos. Fez-se a leitura integral desses e definiram-se cinco categorias de análise: tipo de estudo; participantes; tipo de abordagem; tipo de discussão e matrizes curriculares. Para cada categoria, foram estabelecidas subcategorias. Ao total 26 subcategorias foram descritas. Os resultados indicam que o Google Acadêmico é a base de dados com maior número de títulos encontrados (188/156); a Scielo apresenta melhor eficiência na relação encontrado x selecionado (12/10). Nas subcategorias de análise, as maiores frequências são identificadas nos estudos empíricos (22); junto a crianças (19); de análises qualitativas (21); na matriz curricular de Educação Física (sete) e na subcategoria relacionamento social (16). Contudo, os estudos são convergentes em apontar que as principais dificuldades no ensino às pessoas cegas se referem a deficiências na formação de professores, onde, normalmente, não são discutidos métodos de ensino e produção de material para trabalhar com essa população específica. Em conclusão, além de realizar um mapeamento dos estudos que têm sido conduzidos junto a alunos cegos nos últimos dez anos, este artigo aponta para lacunas na literatura e direciona futuras investigações na área.

Profissionalização docente e subordinação do trabalho educativo à lógica flexível da produção capitalista

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Reflexões a respeito da educação a distância: a visão de professores em formação continuada

The study aimed to analyze the vision of teachers in conducting a continuing education course in level of expertise in the field of special education, focusing on Global Development Disorders, through the modality of distance education. The current study was provided by the Network Program São Paulo Teacher Training - REDEFOR in partnership with Universidade Estadual Paulista-UNESP, for teachers of the state of São Paulo. The survey went through some steps, namely: a) literature review a brief history of Distance Education in Brazil and in the world thus seeking to understand their development to the present day, including legislation that regulates; b) study and survey of potential and limiting factors for distance education in teacher training. Was observed of initial and continuing teacher education in the distance mode, focusing on education and training policies implemented by the state of São Paulo, in recent years; c) data collection with 33 teachers in the continuing education process, e-mail and performed with the use of Google Drive tool that enabled the creation of online search form; d) organization, analysis and interpretation of data and its consequences. Through the results it observed that distance education is considered a favorable mode of education for the continuing education of teachers. The course was offered via Moodle and tools were considered easy to assimilate and elaborate activities in general, favored the construction of knowledge, and some questioned for its effectiveness. It follows therefore, that distance education provides continuing education for teachers, but it is necessary in the preparation of these courses is taken into consideration the tools and resources available in their construction, contributing to a dynamic and interactive model between all participants in which the exchange of experiences, questions, doubts, can effectively contribute to the construction of knowledge and possible developments in..

Formação continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...

Orientações pedagógicas no estágio supervisionado de educação física na Colômbia, Brasil, Argentina e Chile

Pós-graduação em Ciências da Motricidade - IBRC