Acidentes rábicos em município do norte do Paraná: uma análise do perfil, conduta e sistema de notificação

Pós-graduação em Saúde Coletiva - FMB

A cartografia no ensino de geografia: a aprendizagem mediada

Pós-graduação em Geografia - FCT

A (in)disciplina e a violência escolar segundo a concepção de professores do ensino fundamental

Pós-graduação em Educação - FFC

Difusão de conhecimentos geocientíficos por meio de web-mapping: ensaio de aplicação temática com geoturismo em uma região da borda leste da bacia do Paraná

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Gestão democrática na Universidade Técnológica Federal do Paraná

Pós-graduação em Educação - FFC

Objetos de ensino: a renovação pedagógica e material da escola primária no Brasil, no século XX

This article aims at analyzing the role of the objects of learning in the propositions for innovation of primary schools during the 20th century, highlighting the changes in the composition of school subjects having in mind the objects that were introduced and marked out as relevant for school modernization and those that remained or were redefined in terms of their finality and uses. The examination of three significant moments of the implementation of innovations in the elementary school is intended: the modernization by the intuitive method at the turn of the century; the propositions of Escola Nova between the 1930s and the 1950s; and the renovation represented by educational technology in the 1960s and 1970s.

Na história do ensino da literatura no Brasil: problemas e possibilidades para o século XXI

Serão problematizadas as relações entre literatura e ensino, com ênfase na história recente do ensino da literatura (infantil) na educação escolar brasileira. O objetivo é discutir a importância da leitura (literária) da configuração de textos literários para o processo de formação de leitores, assim como as implicações para a formação de professores para a educação infantil e anos iniciais do ensino fundamental.

A democratização da educação no município de Sarandi, Paraná: as diretrizes educacionais do governo do PT (2001-2008)

Pós-graduação em Educação - FFC

Concepções alternativas e ensino de biologia: como utilizar estratégias diferenciadas na formação inicial de licenciados

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

Sintomas e condutas vocais na perspectiva de educadores atuantes no ensino fundamental

The objective of the present study was to identify previous and current vocal symptoms and to verify the behaviors ahead of the symptoms. Moreover, the gotten relations between the professional profile and data had been searched. 78 teachers had participated of the research, being two men and 76 women. Questionnaire was applied. In this questionnaire was elaborated on the basis of previous research and it contained questions on vocal health. The results to indicate that were evidenced one high (48%) frequency of the teachers had makes intense use of the voice at least has ten years. This study it allowed to conclude that it is necessary to modify the focus of interventions directed toward these professionals therefore has some factors in the work routine that intervene with its general and vocal health. Therefore interventions in the individual field are only insufficient to decide the problem.

Escolaridade de professores atuantes na educação infantil da cidade de Irati Estado do Paraná

The present study had as the main purpose to verify the teacher’s formation who update in the child education institutions of the Irati city (Parana State – Brazil), throughout the years of 2005, 2006 and 2007, and their implications for the pedagogical actions. Seven institutions they had participated of the study. The data collection was made by means of documents of the institutions. A predominance of secondary school in the formation of the teachers was verified, even so had still one high index of professionals with formation level below of this requirement to the legislation. We conclude that it has urgency to the implementation of public politics directed toward the child education, with focus for the formation’s teachers.

Teoria histórico-cultural e intervenções pedagógicas: possibilidades e realizações do bom ensino

This text has the objective of reflecting and socializing the educa- tional practices and experiences of formation in service carried out in cities of the states of Paraná and São Paulo, as deployment of researches, projects and extension courses. The present elaboration contemplates studies on the organization of teaching and it is gui- ded according to the Historical-Cultural Theory, which sustains the pedagogical interventions to Children Education and Basic Educa- tion. The Historical-Cultural Theory is presented as a theoretical reference for a purpose of acting in a humanization and emancipa- tion perspective. Therefore, so that the didactic procedures be rich in meaning, the communication, the affection and the choice of the resources and procedures must act as essential characteristics in the teaching process.

Gestão democrática na Universidade Tecnológica Federal do Paraná

This article is the result of one ampler researching project that discusses about the limits and possibilities of the democratic management at Federal Technological University of Paraná (UTFPR). The main purpose of this text is to demonstrate that the elections to the choosing of directors of campus, recently presented, and the structuring and functioning of the collegiate counsels with deliberative forces of this institution, are elements that contribute to a relative democratization in the form of management of UTFPR.

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 sociolinguística e o ensino de língua portuguesa: uma proposta para um ensino aprendizagem livre de preconceitos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)