Apreciação de gêneros musicais na escola: possíveis percursos

Paulo Roberto Prado Constantino dirige-se, neste livro, aos educadores que atuam especificamente no ensino médio, apresentando algumas propostas para o desenvolvimento da capacidade de apreciação e de compreensão musical entre os alunos. De acordo com o autor, a obrigatoriedade do ensino de Música nas escolas de educação básica, prevista em lei federal aprovada em 2008, trouxe uma série de problemas para os professores da disciplina, que se viram às voltas com a falta de recursos materiais e de ferramentas metodológicas de apoio à prática docente. Baseado em pesquisa de campo, Constantino parte da constatação de que se tornou impossível para os professores de Música desempenhar seu papel sem levar em conta a enorme exposição dos jovens aos gêneros musicais de massa e às novas mídias. E conclui que, se podem ser considerados vulgares do ponto de vista do conceito clássico de qualidade musical, tais gêneros também podem, se bem trabalhados em sala de aula, transportar os alunos para um universo musicalmente mais rico. O autor propõe um processo de ensino baseado no estudo e nas comparações entre os gêneros musicais, sem delimitações de fronteiras étnicas ou culturais ou entre o erudito e o popular, o elitizado e o massificado. Dessa forma, ele acredita, os alunos podem apreender todas as manifestações musicais como significativas e seguir adiante no aprendizado com maior compreensão do que seria o fenômeno musical, já que se evita deslegitimar a música do outro, por meio da imposição de uma visão única.

O uso de textos polêmicos em sala de aula: formação e prática docente

The purpose of this article is twofold. First, it examines how Discourses, socially accepted ways of speaking, listening, writing, and reading that illustrate individuals' memberships in specific social groups (Gee, 2008), could influence teachers' use or censorship of polemic text in the classroom. Second, this article presents a review of the research literature about teachers' inclusion of culturally diverse themes in their classrooms. For example, it describes professors' use of children´s books about racism with new teachers. It also outlines suggestions for guiding discussions that respect students' heritage, build critical literacy, and support culturally responsive teaching pedagogies.

Lugares da memória: a vivência da migração nordestina no interior paulista entre avós e netos

Pós-graduação em Ciências Sociais - FFC

Ensino de história e cultura afro-brasileira: uma análise do caderno do professor de história do ensino médio público paulista

Pós-graduação em Educação - FFC

Fractais no ensino médio

Pós-graduação em Matemática em Rede Nacional - IBILCE

A formação continuada sob análise do professor escolar

Pós-graduação em Ciências da Motricidade - IBRC

Uma proposta de aperfeiçoamento do PNLD como política pública: o livro didático como capital cultural do aluno/família

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

Teoria da Atividade como uma proposta Pedagógica para a disciplina de Sociologia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O (des)conhecimento do professor sobre a avaliação e o plano de desenvolvimento da escola

This paper is part of an extension project titled “The implementation of the School Development Plan in public schools of São Paulo: contradictions and implications for the educational management practice”. The School Development Plan is a program supported by the Ministry of Education through the National Fund for Education Development. Since 2010, it has been directed to state and local public schools that have not reached the goals set by the Basic Education Development Index. This research has been conducted in four public schools of an inner city of São Paulo since April 2011, in which the School Development Plan is being implemented. The objective of this study is to analyze the teachers’ concepts of learning assessment and identify the instruments used for such assessment and when they are used. The research made use of a qualitative approach. The study is based on literature review and data collected through questionnaires completed by teachers. We consider the importance of teachers monitoring the whole teaching and learning process and not only the results. However, public policies stimulate final results; thus, the study points out that teachers perform a checking, not an assessment, since there is no decision making. It is crucial to join quantity and quality when performing an assessment that diagnoses and values students and their effective learning.

Escala de atitudes sociais em relação à inclusão: versão específica para cada categoria de deficiência

An adequate understanding of social attitudes toward inclusion is part of the study of necessary conditions to the construction of an inclusive education. he aim of this study was to translate and atapt a simple scale used to measure social attitudes toward the inclusion of blind students. From the translation, it was developed a version for each of four disabilities categories: hearing disability, physical disability, intelectual disability and visual impairment. he 637 participants answered a version of this scale and one of the ELASI (Escala Likert de Atitudes Sociais em relação à Inclusão) forms. hese participants were students of several Special Education specialization courses given in the State of Paraná. Most of them were Basic Education teachers. he results indicated a high correlation between the form A ELASI scores and the scores of each of the speciic scale version. In form B there were no signiicant correlations found relating to the visual and hearing disabilities. Moreover, the scale was capable to identify diferences between the disabilities categories. More complete assessments and new studies are necessary to clarify the divergence found between the A and B forms of ELASI.

Escala de Atitudes em Relação à Inclusão: Versão Específica para cada Categoria de Deficiência

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Exploração sexual de menores e o papel da instituição escolar

Prostitution is an activity that generates constant conflict and controversy. The way it is practiced leads, in some specific situations, the legal framework. For the analysis of the role of school and sex education, this research aimed to: identify and analyze the views of managers and teachers living with sexual exploitation of children in two schools in the state schools of a city of the State of São Paulo and to determine whether the subject is part of school curricula in the schools surveyed and discussed how teachers. The research is part of qualitative research in education and had the strategy of data collection a questionnaire with managers and teachers of educational institutions surveyed. The data collected and analyzed showed that the school, being a place that works with multiculturalism is that, as a place where the "Sex Education" should be worked out, mainly to educate their students not to enter the world of sexual exploitation. Therefore, the school is the place for fundamental change in mentality of children and adolescents who are forced to surrender to sexual exploitation.

PIBID: Uma contribuição à política de formação docente

This article aims to present a discussion on the impact of the Institutional Program of Initiation to Teaching (Pibid) on teacher formation policy from the experience of the Universidade Estadual Paulista (Unesp). The Pibid contributes effectively to the relationship between university and basic education school constituting a great advance in the politics of initial and continuing training of teachers. The challenges and the possibilities are many, requiring from its direct participants ongoing dialogue and commitment with public school.

LUDIBUS, o ônibus da alegria: possibilidades de estágio extracurricular aliando ensino, pesquisa e extensão

This paper aims to present the Ludibus project, by Faculty of Philosophy and Science of Unesp, Marilia Campus, and placement possibilities offered by extracurricular work of teaching, research and extension education developed by his team. The Project is characterized by the existence of a playful bus, adapted to the development of artistic, recreational and literary schools in Basic Education (Early Childhood Education and Elementary Education, cycle I). It aims to contribute to the process of initial and continuing training of man and women teachers who will serve and act in Basic Education and to offer proposals for artistic and recreational activities for children of kindergarten and the early grades of elementary school, with a view to the creation, appreciation and reflection related to artistic languages and playful. We make use of action research and varied procedures in order to organize and provide activities related to the themes of the project the teachers and children. The results point to good learning opportunities and enriching experiences for the teacher training process, setting up the project in a privileged place for the occurrence of extracurricular period.

Inovações didáticas e a concepção de Natureza: a pesquisa colaborativa e desenvolvimento profissional do professor

Using qualitative and collaborative research, this article refl ects on the professional development of high school teachers in the context of activities of an interdisciplinary group of collaborative research that studies and promotes didactic innovations, focusing on the environmental context, and discusses the contribution of research with teachers in the generation of a scientifi c culture. The research project involves teachers of different curricular components (Physics, Chemistry, Biology, Mathematics, Geography and History) and researchers from universities in the areas of Education and Teaching of Earth Sciences. For data collection, three focal groups were formed with the group participants. Changes in the concept of Nature among the teachers and changes in teaching topics focused on the understanding of nature were identifi ed. The article concludes that the construction of didactic innovations helps teachers to make decisions about what, how and why to teach subjects that relate nature to society.