As avaliações externas e suas implicações para a organização do trabalho numa escola da rede estadual paulista: um estudo de caso

This research analyses the positives and/or negatives of external reviews to work's organization developed at the/and by the school. It should be noted that it's a qualitative case of empirical research, and it takes the pattern of case's study, because we held the investigation just in one school, which in turn, belongs to the education's public network by the state, and is located at the São Paulo northwest. The tools employed at this research for the data's collect were the observation, restricted to times of Pedagogical Work Activities Collective from the school, and the semi structured interviews with educational coordinators and the teachers too. We choose educational coordinators and teachers because they are closer with the education and learning methods, as well as their activities have more responsibility in relation to the main function developed by school, that is to teach, in other words, educational processes. This research also concerns an investigation about the educational coordinators and teachers conceptions, in relation to system's implantation external reviews at the schools. The results indicate to incidence of significant interference of the external reviews to/in the organization school's work, as, a teaching practice reorientation from results arising these reviews, or, modifications in the internal rating, since they have followed a tendency towards becoming more similar with their own external reviews. In what concerns the subjects investigated, we can emphasize that mostly submitted alienation with respect to negative effects of the external reviews for school. They showed that are conformed with the reality that they are inserted and in your mostly they proved perceive the positive effects by the implantation of external reviews. We can also add that the data obtained in the research allow us declare that the work of the educational coordinators of this school in presence of external reviews don't...

A literatura juvenil na escola

Literature has always had a tense relationship with school. On the one hand, its educational function which is a feature of its own has motivated its insertion into curricula; on the other hand, its pedagogical use seems to defile its esthetical value. Such a paradox may be clearly observed in juvenile literature whose specificity has not always been acknowledged. To discuss the alleged specificity of that literary subgenre and its use in school, this essay compares the books A órbita dos caracóis (2003), by Reinaldo Moraes, and Se eu fechar os olhos agora (2009), by Edney Silverstre, which have in common their possible destination to the juvenile public, even though neither of them has been conceived of with that purpose in mind.

Proposta curricular do Estado de São Paulo: a relação entre as crenças e a prática de dois professores de inglês

Pós-graduação em Estudos Linguísticos - IBILCE

Jogo de handebol e futsal na escola: possibilidades e limites pedagógicos

Sports team, specifically soccer and handball, has traditionally composing the physical education school contents as a curriculum component. There are several criticisms to extend this approach beyond the sportive discourse. While we recognize this need for expansion, we believe that the methodological endeavors to teach these sports content are still very poor, requiring, therefore, studies that guide us in changing not only contents but also the way of teaching it, which implies new e teaching, pupils and teaching relationship perspective. In this sense, the objective of this study was to identify and analyze, from a sports team tactics teaching approaches of invasion, the demonstrations by students, the phases of handball and soccer games, as well as the elements/dynamic structural, functional and operational in the same school environment. Given this objective, qualitative research, specifically, collaborative action research, best meets investigation is this scenario, since classroom teacher and students also participated in the content construction and strategies undertaken during the intervention. The study enrolled 28 students in the fifth grade, aging 10 to 11 years, in a Bauru/SP public school, physical education teacher and the researcher. Were planned and taught together, 14 classes over a semester with the handball and futsal content, guided for teaching tactics approaches. The data collections were made through systematic lessons observation (through filming and recording diary), interviews with students and descriptive reports made by the classroom teacher and researcher. The results indicate that there was an improvement in the phases of soccer and handball game, even though only the latter has changed its category phase to decentralized anarchic phase. Several students showed in the situational interviews, a more elaborate game understanding than the one identified in the game demonstration. In the analysis of relationship levels..

As festas no ambiente escolar e sua relação com as aulas de educação física

One of the interests of leisure is social and involves the festival. The holidays can be of different types and occur in different places, having lots of functions as the union of those involved, the development of creativity, fun and identification with the culture. The festivities are part of the play culture. The school, being an environment that deals directly and indirectly with the culture of organized behavior and appreciation of the discipline, often in second person through the formation of relationships, cultural transmission and access to the traditions of the groups around it. The entertainment component of culture in the school also finds himself sidelined in a society of work and a school that educates more to the labor market. The parties almost do not occur at school and when they happen, are given in order to make profits and sell consumer goods, apart from values that are intrinsic. In this study the objective was to deepen the study of parties, given that these are elements provides the establishment of the identity of a group of groups and of each individuals. When it comes to educating people, parties contributed to the emancipation of the human being which is cultural. Was developed a study in the field about the theme parties at the school, to understand whether and how it is being taught in schools, and what is its real importance for teachers and students, since we consider it fundamental to the development of culture and leisure culture of individuals. For this, we conducted a qualitative study based on a field research, using as a tool for collecting a semi-structured interviews with 52 students from 6th grade (7 years) from two schools at Ibitinga-SP, since one of them was a public school and the other a private school. Based on data collected from interviews and analysis, we found that the parties do not happen in schools, students do not learn what is leisure, and do not study or folklore festivals in physical...

Contribuições de Anhaia Mello ao urbanismo paulistano: de Ebenezer Howard à escola de Chicago

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O rúgbi e seus valores educacionais na escola

Physical education in their school environment can contribute positively in the training of students as it is in this discipline that many students feel more motivated to discuss and reflect on conflicts related to school life or in society. In this study we treat the rugby exploring attitudes and values that are present in this sport, considered important for the development of the student, with the methodological approach the dimensions of the contents developed by Coll et al. (2000) and Zabala (1998). Thus, the aim of this study was to develop rugby content emphasizing the values linked to it with students of the 5th year of primary education in a public school in the city of Rio Claro / SP. Among the values are integrity, passion, solidarity, discipline and respect that will be developed through conceptual and procedural lessons about rugby and its educational values, also taking advantage of situations up to during classes for discussions. The survey was conducted for 3 months. The evaluation was by holding a tournament organized by the students and by the researcher to observe what they learned regarding the dimensions of rugby contents (conceptual, Procedural and Attitudinal) and an essay where students expressed the experiences. As a result we see the importance of working educational values in society and the implementation of educational sports at school as a motivational tool. With the contribution of this research, it is expected that rugby can be worked in schools as an educational sport for the training of the individual and the development of physical culture of the students

Interfaces da construção da prática docente no ensino de ciências naturais nos anos iniciais da escola pública municipal de Manaus - AM

Pós-graduação em Educação - FCT

Trajetórias escolares no ensino fundamental: estudo de uma escola pública

Pós-graduação em Educação Escolar - FCLAR

Relação entre a presença da equipe de saúde bucal na estratégia saúde da família com o nível de conhecimento dos agentes comunitários de saúde

Objective: to identify the relation between the level of knowledge of community health workers on oral health and the presence of the Oral Health Team in the Family Health Strategy. Methods: we performed a survey with 173 community health workers allocated in public health services of five municipalities in the northwest of São Paulo, Brazil, through a self-administered and structured instrument. The survey instrument contemplated questions related to the presence of the Oral Health Team in the Family Health Strategy and questions regarding oral health. Results: the majority of community health workers was inserted in strategies with the presence of Oral Health Teams (60.1%). We found that the oral health knowledge of most participants was good (48%). Conclusion: there is relation between the level of knowledge of community health workers and the presence of the Oral Health Team in the Family Health Strategy.

Percepção de adolescentes em relação a doenças sexualmente transmissíveis e métodos contraceptivos

Introduction: sexually transmitted diseases (DST) can represent an important impact on teenager’s health due its consequences. Objective: to identify the perception and knowledge of teenagers about DST, its transmission forms and contraception. Methods: it was made a cross-sectional study type investigation, with 136 teenager students from a Technical Education Public Institution in a middle-sized city. It was used a tested instrument, self answered, with opened and closed questions about theme and sociodemographic data. The same data were stored and analyzed by Program Epi Info version 3.5.1. Results: 97,1% affirmed to know male condoms, 89,0% oral contraceptives, 87,5% female condoms, 74,3% postcoital contraceptives, 47,8% natural family planning methods, 41,9% hormonal injection, 33,1% intrauterine devices, 31,6% coitus interruptus and 1,5% other contraceptive methods. According with them, the information was gave principally on high school (46,1%), by friends or partners (20,3%), doctor (10,9%), television (10,2%). In relation to DST, 98,5% affirmed that diseases can be transmitted during coitus. The aids (91,2%) and herpes (72,8%) were the most cited diseases. Just 31,6% of teenagers affirmed that run the risk to acquire some DST, and 88,4% of them, due no use of condoms, 30,2% due their partner make relation with other people, 18% due have many sexual partners and 9,3% due other causes. Conclusion: even teenagers knowing many contraceptive methods and sexually transmitted diseases, the teenagers have not prevented theirselves yet. It’s necessary that the high school reinforce the use of contraceptive methods, because the school is an important source of educative information on health area.

Características epidemiológicas da frequência cardíaca de repouso: relação com a prática de atividade física estratificada por sexo e controlada por fatores de confusão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Escola técnicas agrícolas: um estudo sobre ensino de Matemática e formação de professores

The central focus of this paper is to establish that the Brazilian Education Programa to prepare professionals in Technical-Agricultural Schools is suffering a kind of marginalization which comes from two distinct perspectives: the intention to prepare professionals (being a branch of Technical Education) and the relationship to the countryside (a community space historically seen as peripheral in its relation to urban culture). The paper discusses – from a historical and sociological point of view and using Oral History as methodological approach – the experiences of Math’s teachers in their daily struggles against some conceptions of other teachers (mainly those of technical areas) and against all the “regular” schooling system.

Espaços livres na escola

O projeto de Extensão Espaços Livres na Escola busca contribuir com o bem estar dos usuários, permitindo a estimulação dos sentidos, através da cor, textura, sabor, fragrância, luz e som ali presentes. A “aprendizagem emocional” ocorre como uma experiência não articulada. O brincar é a maneira como as crianças estabelecem relação com o mundo físico e social, em um cenário multissensorial, estimulando o desenvolvimento da mente, corpo e espírito. Entre as características essenciais presentes no jardim educativo podemos citar a relação entre o programa de necessidades e o ambiente, na escala da criança; a relação entre a idade e quantidade de crianças, além de oferecer aos usuários uma variedade de opções e a oportunidade de fazer escolhas, possibilitando a manipulação e permitindo o contato social, inserido no espaço junto à natureza. Portanto, o objetivo principal é a elaboração de um projeto paisagístico para um espaço livre escolar que busque um melhor desempenho ecológico, além de servir como estímulo à aprendizagem e à sociabilidade entre as crianças. Após consulta à Secretaria de Planejamento da Prefeitura Municipal de Bauru, averiguou-se que a Escola Municipal de Educação Infantil Integrada – EMEII Garibaldo, localizada no jardim Santana, em Bauru – SP, fora reinaugurada, havendo interesse na implantação do projeto de extensão universitária. Tendo como ponto de partida o levantamento bibliográfico sobre o tema, questionários aplicados aos funcionários, desenhos elaborados pelos alunos e a análise da edificação e de seu funcionamento, chegou-se a uma proposta de intervenção para as áreas livres como também alterações na edificação, depois de realizadas visitas técnicas à escola. Como metodologia para chegar a uma análise mais crítica do ambiente escolar, levou-se em consideração a opinião dos usuários do edifício - alunos e funcionários – sendo proposta uma atividade de desenho às crianças, evidenciando o que mais gostavam e o que menos gostavam na escola, além de desenhar como gostariam que fosse a escola. A turma selecionada para esta atividade apresentava uma faixa etária de 5 a 6 anos, num total de 17 crianças. Aos funcionários da instituição foi distribuído um questionário para que eles atribuíssem valores de acordo com as problemáticas abordadas. Foi realizada a tabulação dos questionários, com a aplicação do Diagrama de Paretto. A proposta de intervenção foi apresentada aos usuários, discutindo os principais pontos a serem revistos. O terreno da escola ocupa uma quadra completa, tendo em frente uma pequena praça. A vegetação de grande porte é suficiente para toda a área livre, no entanto foi necessário um tratamento paisagístico em escala mais reduzida, com o uso de gramíneas e arbustos de pequeno e médio porte. O uso de diferentes escalas foi importante não apenas na escolha da vegetação, mas também no emprego de diversos materiais, cores e espaços. Os resultados apresentados no projeto incluem a reforma de pisos, jardins, proposição de um novo layout para o playground e propostas para uma melhor organização dos ambientes, buscando dar ênfase à criação de uma identidade visual ao espaço, sem perder de vista a importância do ato criativo das crianças como parte do ambiente de aprendizagem. Além disso, buscou-se incentivar as atividades voltadas à sensibilização e conscientização das crianças quanto ao ambiente, estabelecendo conexões entre horticultura, paisagismo e educação ambiental, com a criação de uma pequena horta, que poderá ser abordada em aulas relacionadas à alimentação, aos sentidos, reciclagem, técnicas agrícolas e preservação do ambiente, valorizando “o fazer” dos alunos. As atividades realizadas demonstram a importância de estabelecermos vínculos entre a Universidade e a comunidade, com a aplicação das pesquisas realizadas. A experiência no ensino de Paisagismo, enriquecedora e instigante, busca levar os discentes a imprimir em seus projetos os valores estéticos, ambientais, funcionais e sociais. O Projeto de Extensão “Espaços Livres na Escola” também permite que levemos esta experiência à comunidade, buscando despertar a consciência e o respeito pela natureza, ao mesmo tempo em que estamos contribuindo, de maneira mais efetiva, na formação da paisagem urbana. No dia 30 de novembro de 2009, a análise e as propostas da extensão universitária “Espaços Livres na Escola” foram apresentadas pelo bolsista e os projetos entregues à diretora da EMEII Garibaldo, com o objetivo de contribuir para sua implementação.

Lutas na Educação Física escolar: relação entre conteúdo, pedagogia e currículo

Vítima de restrição nas aulas de Educação Física, o tema “lutas” foi incluído no Currículo de Educação Física do Estado de São Paulo (CEF-SP) como conteúdo próprio da disciplina. Nesse sentido, o professor precisa ter tido uma vivência de lutas para tratar deste conteúdo? Que saberes são necessários para dar aula de luta na escola? Como se dá a transposição prática das lutas sugeridas no CEF-SP? O objetivo do trabalho é refletir sobre o ensino de lutas nas aulas de Educação Física com o foco nos saberes profissionais docentes. Foram entrevistados três professores: (i) professor especialista em lutas; (ii) professor de Educação Física sem histórico de práticas de lutas (iii) professor de Educação Física com histórico de prática de lutas. Os resultados permitem concluir que não se exige que o professor seja um treinador ou especialista em lutas e artes marciais, no entanto, é necessário estudar, confrontar e reformular seus saberes docentes para ministrar os conteúdos luta em suas aulas.