O que nós sabemos? Da relação com o saber na e com a educação física em um processo educacional-escolar

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

A psicanálise entre a higiene mental e a escola nova na obra de Arthur Ramos: contribuições à história da educação no Brasil

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Avaliação do conhecimento e do grau de satisfação dos usuários em relação à estratégia de saúde da família no município de Pedregulho-SP

Pós-graduação em Serviço Social - FCHS

Escola e questão racial: a avaliação dos estudantes

Pós-graduação em Serviço Social - FCHS

A atitude leitora dos pais e sua relação com a formação do leitor iniciante

Pós-graduação em Educação - FFC

Indisciplina e sua relação com motivos, interesses e sentidos vinculados à atividade dos alunos: um estudo com uma classe de ensino médio da cidade de Medianeira-PR

Pós-graduação em Educação - FFC

Olhares acerca da construção cotidiana de uma escola do campo

The education of children and youth in the rural areas, with the social movements of struggle for land, returns to a place of relevance and is repositioned on the political agenda. This study aims to analyze the process of development and implementation of a pilot project of schools in the rural area of the city of Araraquara, focusing on the subjects’ perception of the region. We adopted a qualitative ethnographic approach, with the following instruments of data collection: participant observation and semi-structured interviews. It was found that the project which was built through a process of struggle of a community in an adversarial relationship with the municipal government, which itself is struggling in an exercise of cultural emancipation and the construction of citizenship. Thus it finds itself in a habit of cultural resistance and in areas that has its effects on representation and social transformation within the community. Notwithstanding, those who participated in the process of the struggle and implementation have been transformed along the way, salvaging their self-esteem, history and a sense of belonging to a community.

A gestão democrática da educação: expectativas da escola sobre a participação da família

The objective of this study was to verify the importance of family involvement as an element of democratic school management challenging legislation, intellectual discourse and the perspective of school staff. For this purpose, we analyzed the information obtained by means of instrument PDESchool applied in the public schools of a medium-sized city in the state of São Paulo. We found that the school teams identify school / family interaction as an important factor in the work to be developed, although families show little involvement in the management of school units.

O despreparo de professores diante da educação sexual e diversidade sexual na escola

Este trabalho sustenta-se em uma compreensão de que a Educação Escolar e a Educação Sexual são processos que ocorrem na relação com o contexto social e histórico. No campo da sexualidade, o contexto social determina padrões de normalidade baseados na ideia de heteronormatividade compulsória, o que discrimina a diversidade sexual. Esta questão é ilustrada com dados de pesquisa que demonstram o relato de professores de escolas públicas sobre a homossexualidade evidenciando a falta de conhecimento sobre o assunto, o preconceito e as dificuldades em tratar o tema na escola. Ressalta-se, portanto, a importância da inserção do tema sexualidade na formação inicial e continuada dos professores.

Concepções da equipe escolar sobre a gestão escolar e a escola inclusiva

Inclusive education is a proposal in which all people are accepted and recognized by their individual characteristics. Thus, this study aimed to investigate the concept of inclusive education and its relation within the democratic management on the early childhood education. Participated in these study educators of two schools in a municipal system school, the data were collected by means of interviews and were analyzed using qualitative approach. Educators participated in the study of two schools in a municipal school, and the data collected by means of interviews and organizes collective actions designed. The survey results suggest that is necessary that the management team is informed and understands the importance of articulating different social segments that can assist special needs of students with disabilities in their needs, promoting thus its development.

O discurso sobre leitura na esfera escolar e sua relação com o discurso científico

In this paper, the discourse about reading skills uttered by teachers and students is analyzed. The analyses are supported by the Bakhtin’s studies concerning the discourse that necessarily consider the meaning affected by the sphere of the activity in which the enunciation occurs. The concrete utterance, in this perspective, has its identity in relation to the social values that constitute the conscience of the author and in the ideologies that materialize in the discourse, which is always marked by the constitutive relation between the other person and me. The results indicate the following conclusions: the common sense discourse about reading appears in the answers of the analyzed teachers, which consider their students like bad readers, these professionals also do not recognize the technology as a source of reading for their students. Thus, reading that interests the students is not acceptable in school. The symbolic violence practiced by school appears at the moment that the teacher does not consider the student’s language and the readings that interest them; it also appears when the teacher prevents their students to have new readings; moreover, reading is always unique as it is neither new, nor unrepeatable, so it the plurality of meanings is impossible.

A infância na escola: aprendizagem da leitura e escrita como determinante do desempenho escolar

Mastering reading and writing brings itself social, cultural political, economic, cognitive and linguistic consequences to the learner. Soon, those who do not acquire that knowledge are excluded from the sphere of literate society. Considering this, the objective of this study was to discuss the relation between learning to read and write and in this sense, think about academic performance of students/ children, and to discusses the conceptual advances in literacy area of the permanent necessity to transport them to the teaching practice starting with questions about knowledge, attitudes and pedagogical interventions necessary for literacy teachers and that can serve as a basis for directing the training processes of teachers and to a better understanding of school performance.

Relações entre gênero e escola no discurso de professoras do ensino fundamental

The school and its teachers have great responsibility in the formation of gender identities. Ten teachers of a public schools participated in a semi-structured interview for the analysis of the content. The teachers perceive gender relations among the students, by their behaviors in the classroom: how quickly are the boys and the whim of the girls, the choice of colors and academic performance distinguished. They also have a concerned about the supposed homosexuality of some boys. The justification on perceived gender differences in students were assigned to the influence of family and to the reproduction of hegemonic standards of gender. Most teachers believe that school has little responsibility in gender issues, highlighting the poor training they had to work with sexual education of their students.

O emprego da literatura na educação infantil: a investigação e intervenção com professores de pré-escola

INTRODUCTION: The children's schools are expanded spaces of education and care for infants. The educator's role as mediator in learning is crucial to child development, and the use of children's books can act as an important methodological and pedagogical resource in this process. METHODS: This paper describes a psychoeducational intervention performed with the educators of a public pre-school with the following objectives: (a) register the collection of children's books of the school, (b) investigate the acquisition and use of children's books by the teachers and (c) offer an intervention to teachers regarding the educational use of children's books. The participants were seven educators who worked with children from 2 to 6 years old. RESULTS: The results indicate that among the 315 books in the school, the majority was about animal stories (75 books), fantasy and mystery (38), fairy tales and fables (34), formal learning (33), learning rules (33) and about nature and environment (22). The educators reported that the choice of books was made mainly considering the age group to which the books were directed, and also from the themes found in texts and/ or illustrations. Although the teachers believe that the books can encourage reading among children, they don't describe their use in planned activities and they report lack of knowledge about their use. CONCLUSION: The proposed intervention to the teachers allowed them to rethink the use of books in pre-school, instructing them to the utilization of the books aiming to stimulate the imagination and creativity, improving the critical and reflexive capability of the children.

Parceria entre universidade e escola pública: Pibid e Núcleo de Ensino e suas contribuições para a formação inicial dos licenciandos do curso de Pedagogia FC/Bauru

The initial teacher training can be enhanced with the participation of undergraduates in specific programs aimed at the relationship between the university and the primary education system, such as Pibid and Education Center, promising initiatives that aim to strengthen the transition from student paper the teacher. Given the importance of such programs, we analyzed in this study the impacts of the partnership between university and public school in initial teacher training of undergraduates and graduates of UNESP in Bauru, specifically in the Faculty of Education. The programs selected as objects of study of this research to draw together teaching, research and extension to enhance the link between licensing and school environment promoting the experience of concrete situations of teaching even during training, are seeking to consolidate a horizontal relationship between university and public school to both involved understand and contribute in some way to solve the dilemmas faced by the education system. In addition to identifying the similarities and singularities between programs and analyze the contributions of those in initial formation, we attempted to verify what challenges and solutions were experienced by students during the participation in the projects. In general, it can be said that participation in programs such as Pibid and Education Center are key to improving the quality of initial teacher training