A formação do professor no século XXI e a educação inclusiva

This paper describes the history of Inclusive Education in Brazil, especially the inclusion of studentes with hearing disabilities im mathematics classes in regular schools. Shows the difficulties faced by these students in the teaching and learning based on inclusive education researchers, we propose some changes in behavior to meet the hearing impaired. The importance of the teaching profession, the teacher and the school culture, as well as the political-pedagogical project are also subjects of this work. With this work, we see the development of Inclusive Education in our country and how we can help you advance further

Contribuições do PIBID para a formação inicial de professores: um olhar dos licenciandos em física da Faculdade de Engenharia de Guaratinguetá

The current work aims to analyze the contributions of PIBID for initial graduation of the teachers, in view of the undergraduates of Physics Course at UNESP Guaratinguetá . A brief literature survey about the national situation of teacher education was performed, at which the main difficulties and challenges, as well as the solutions stated in place by the government to solve them, have been highlighted. A description of the historical of PIBID at UNESP, from the institutional project to reach the subproject developed by Physics Course of Guaratinguetá, was presented. To characterize the development of the subproject, it was performed a survey on the activities performed by the PIBID’s scholars, since its implementation on campus in 2010 until the end of the year 2013, in order to map the experiences lived by program participants. These data were obtained from the analysis of reports by scholars themselves, video analyzes and record of the weekly meetings held by the group, reading electronic messages exchanged on a specific group of e-mails and written evaluations by members of the program. Completing data collection, eleven scholars undergraduates of the program were interviewed, and the results were classified by topics, defined from recurrence in the interviewees speech. The global analysis of the data was based on theoretical references commonly used in research on graduation of teachers, as Nóvoa (1992), Mizukami (2005, 2006) and Gatti (2008). The results indicate that the licensed ones see in PIBID a differentiated opportunity for initial teaching graduation, for adding practical learning experiences for students of EB within the school context, and especially for creating space for reflection on their experiences with the support of more experienced teachers, committed to the training of all involved ones

Reflexões e observações sobre as novas diretrizes curriculares e a sua influência na formação inicial do professor na universidade

With reference to curricular changes proposed by the CNE Resolution 1 /2002 and CNE 2/2002 on Teacher Education in Basic Education teaching degree - this study aims to analyze the new professional profile proposed in curriculum pedagogy , Physical Education , Science Biology , Mathematics , Physics and Geography . Within the curriculum guidelines was observed in a more normative articulated curriculum, focused on action-reflection- action. A guided design in practical rationality and the skills set without breaking the commitment of the public university with emancipation and quality education . Although there is this understanding we must also attend to the care that must be given to the new guidelines , based on the same reveal great concern with vocational training , with its instrumentation , with the pragmatic and utilitarian dimension of the training process . It is noteworthy that throughout the twentieth century in Brazil , where he fought for educational policies that were to solidify the construction of teacher identity , but the gains have largely remained restricted to the issue of educational reforms and a roster of disciplines , called pedagogical varnish . Therefore, this work is to deepen this thematic perspective , studying the identity of the teacher in the new curriculum design presented by undergraduate courses . Therefore , the central objective seeks to understand how the identity of teacher ( professional profile ) was presented in the proposals for teacher training , as well as the different elements that make up this identity process . Specifically if you want to ( a) identify the proposals of courses for Teachers of Primary Education , UNESP / RC - Institute of Biosciences and Geosciences and Exact Sciences - Biological Sciences , Physical Education , Physics , Geography , Mathematics and Pedagogy - the proposed profile and ( b ) analyze the fundamental knowledge that this professional listing the elements...

O Ministério Público estadual e a justiciabilidade do direito à qualidade do ensino fundamental público no Brasil: funções e interpretações

Pós-graduação em Educação - FCT

O ensino de didática no programa especial de formação pedagógica da UTFPR - Medianeira, PR, de 2005 a 2012

Pós-graduação em Educação - FFC

Trabalho com projetos na formação inicial de professores de matemática na perspectiva da educação inclusiva

Pós-graduação em Educação Matemática - IGCE

Formação e profissionalização docente: análise do Programa Especial de Formação Pedagógica da UTFPR - Câmpus Medianeira

Pós-graduação em Educação - FFC

Caminhos da inclusão percorridos pelo Brasil

This paper aims to discuss and reflect the trajectory of inclusive education in Brazil, for such it is important to bring as she is becoming. The notion of inclusion is directly related to the right to equal that from the eighteenth century marks the social constructions and political ideas and social relations stuck on democracy and / or equality in the world, as well as in Brazil. But what is presented in the practice of social relations today is as an equal and non-homogeneity and recognition of identities, cultures and specific needs of each. Inclusion and integration are being discussed all over the country, but it's still a fact that deserves more involvement by all actors of society. She was raised primarily in the form of laws, decrees, documents, and now gaining ground in academic research showing the differences between the two terms, and finally is reaching the school, although it is still insufficient participation, with regard to transformation of the trader concerned with working in a school for all, along the lines of an egalitarian society with respect for diversity. To this end this paper argues the importance of continuing education in all areas of knowledge for the implementation of public policies actually everyone regardless of their differences.

A divulgação do pensamento saussuriano no Brasil

The ideas of Ferdinand de Saussure (1857-1913) still stimulate keen interest among language scholars today, be it complementary or contradictory. Saussurean thought has become widespread, in a more or less explicit manner, in undergraduate and graduate education in the humanities. Since the mid-1950s, Saussure’s ideas have been introduced and debated as part of the training of first-language and foreign-language teachers, communicators, anthropologists, sociologists and psychologists. In the majority of undergraduate and graduate disciplines in the areas of Linguistics and Communication, from the moment academics begin to address the nature of human signification and communication, it is impossible to ignore Saussure’s reflections on language and parole. The aim of this study is to reflect on the transmission of the general lines of Saussurean thought in Brazil. For this purpose, an inventory and analysis are carried out of Linguistics manuals originally published in Brazil since the 1970s, with the aim of reflecting on their construction in terms of programming and persuasion, categories of analysis of didactic speech proposed by A. J. Greimas.

Crenças, pressupostos e conhecimentos de professores em serviço sobre língua(gem) em um curso de formação continuada

O cenário atual de globalização e comunicação intercultural traz impacto significativo para a maneira como entendemos a relação entre língua e sociedade. Gera, também, para o ensino de línguas, a necessidade de o professor compreender suas crenças, pressupostos e conhecimentos (WOODS, 1996) em relação à língua que ensina, uma vez que ele é um importante agente na orquestração da interação de várias histórias de vida e horizontes de entendimento por meio de sua prática pedagógica. Neste artigo, apresentamos e discutimos os resultados de duas pesquisas de doutorado (SALOMÃO, 2012; MENEGHINI, 2013), conduzidas em um mesmo contexto de um curso híbrido (presencial/virtual) de formação continuada, em relação às crenças dos professores sobre as variedades geolinguísticas do espanhol. Ponderamos que a questão da escolha por uma variedade está muitas vezes relacionada às concepções estruturais de língua, assim como está imbricada por uma tessitura de fatores que demonstram falta de consciência das vozes das quais os professores se apropriam para justificar suas opções teórico-metodológicas. O desafio que se coloca para a formação de professores, então, nos parece ser o de auxiliá-los no desenvolvimento de consciência crítica, promovida pela reflexão sobre suas crenças sobre língua(gem), a partir de experiências que possam levá-los a (re)conhecer suas escolhas por determinada variedade linguística. Palavras-chave: Crenças de professores de línguas. Variedades linguísticas. Reflexão.

A (des)informação dos gestores/as e professores/as em sexualidade e educação sexual-relato de uma experiência

The present study aimed to know the training and guidance for managers and teachers in sexuality, in order to ascertain whether there was a demand for a training course covering these topics. The participants of this study of the qualitative and quantitative nature were managers and teachers of a municipality in the state of São Paulo, Brazil, more precisely 40 professionals who were invited to participate in a study by answering a questionnaire with semi-enclosed 20 questions. The purpose of this instrument was to know their training and information on sexuality. In general, in various questions about the trajectory of these professionals, contained in the questionnaire, it was evident the lack of training in sexuality and related issues, denouncing the training demand in this area. Considering this, it was developed and implemented a training course on sexuality for these professionals, which was conceived to treat different subjects in order to instigate in them a rethinking about the importance of sex education in the school environment. The results obtained so far show the mobilization of them in order to implement the proposed sex education in the school where they are working. Anyway, we know that there is much to do considering contributing in training of sexuality education, but this initiative shows that it necessary to provide more opportunities for initial and continuing education for these professionals.

A educação de professores de línguas em CALL: histórico e perspectivas

Over the last years, the new technologies have changed the way we relate to information and communicate with other people, which has brought on impact to foreign language teaching and learning, and, consequently, to the area of foreign language teacher education. The abbreviation CALL (Computer Assisted Language Learning) has been used to designate the processes of language teaching and learning with the use of computers, and language teacher education in CALL to name teacher education for and with the use of new technologies, since a number of authors point to the interdependence of both processes. We intend in this article to present an overview of the literature of the area of language teacher education in CALL nowadays and discuss issues related to the use of new technologies concerning its integration to teacher education and the functional and institutional roles to be taken. We also present two proposals of teacher education with the use of new technologies which are being implemented and at the same time studied in Brazil, which we believe have essential elements for the development of language teachers for and with the use of new technologies currently.

A formação do professor de espanhol no Centro de Línguas da FCL UNESP/Assis: histórias compartilhadas

This paper presents some reflections regarding Spanish/FL teachers professional development process, considering their experiences in the context of the project “Center for Languages and Teachers Development”, UNESP – Assis. The study aimed to develop a space for reflection and to identify the main concerns that the teachers-students have in their initial education trajectory. To do so, we use the qualitative approach principles and the narrative research method.