Inser����o do ensino de astronomia como componente importante para a forma����o continuada de professores

According to the Brazilian National Curriculum Parameters (PCN), the teaching of astronomy must provide subjects to the teaching/learning processes of basic education, acquisition of skills and competencies in order to form a critical, reflective and conscious citizen. Several surveys on teaching astronomy show that some changes need to be made in educational, aiming to provide to participants (students and teachers) of the teaching/learning real and significant conditions of knowledge aiming to astronomy. Thus, by prior construction, implementation and evaluation, of a course on astronomy, thought and implemented by the author in a public school in elementary school and high school in a town in S��o Paulo state, aimed to this work: know the challenges that teachers face in teaching Astronomy and identify possible contributions in formative processes of these teachers in service. So, the study revealed that teachers have many difficulties to teach the concepts of astronomy because of the deficit in their formations, both in specific and pedagogical knowledge that was the main problem pointed out by them. In view of this, it was possible to say here that the lack of specific knowledge about astronomy and pedagogical knowledge of how to teach this area are two hotspots in the dynamics of these school teachers who have the challenge of teach an area that really do not know

Pensando o ensino de geografia a partir da emerg��ncia de uma escola libert��ria

The work starts from the assumption that the current formal education has not overcome the traditional model. Its main purpose still is to convey some knowledge and values needed for a disciplinary formation whose main function is the reproduction of a social class and the exploitation of labor. Therefore, by the inefficiency of the current model, it becomes necessary to construct another education proposal...

O ensino de F��sica e os museus de ci��ncia

Based on the ideas of Gaspar and Marandino, discuss the teaching of physics through Museums and Science Centers, drawing on ideas such as: Scientific Literacy, Informal Education and Zone of Proximal Development. We visited and analyzed the museums: Museum of Energy Rio Claro - Mill Park Corumbata��, Catavento Culture and Education - Social Organization of Culture, Centre for Scientific and Cultural (CDCC) and Studies Center of the Universe - CEU. Point out elements of these museums that benefit the formal teaching of physics in schools, as well as positive elements of schooling that maximize the experience of museum visits

O ensino da l��gica na educa����o b��sica

This work has as its aims to offer a general view on the teaching of logics in the basic education by means of different materials on the theme. There are highlighted considerations on academic works in the area of math education that claims the teaching of logics on basic education as a means of developing the reason and promote the learning. It is done a bibliographic review on works that approach the theory of formal logics that presents different ways of working the teaching of logics. The curricular proposition of S��o Paulo State for the Math area is analyzed and its characteristics are discussed. The learning evaluation in a large federal scale for the teaching of middle and basic education are detailed in its matrix of references and content approached in its editions searching the evidences of a logical reasoning worth. A portal M3 Multimedia math is presented in activities in video format for the teaching of logics. After an analyze of the references where the focus was related to the learning of Math by means of an approaching where logics acts as a tool. It is possible to consider that there is a relevant number of researches and publishing in the area of Math education that approaches the concepts of formal logics. There is also evidences of a changing in National and State orientations for a basic education that reflects in its didactics resources and evaluations in a large scale. Even though, we can face difficulties on implementation of these proposes that is pointed out by constant critics by teachers concerning the changes in the resources and cited evaluations by the resistance of a considerable percentage of teachers to adopt the didactics materials distributed by the State and by the low performance of students in Public Schools in tests of learning

Aprendizagem do conte��do esportivo de crian��as do ensino fundamental: m��dia ou escola

Sabe-se que crian��as adquirem conhecimentos sobre o esporte, antes mesmo de ingressarem na escola ou de receberem informa����es sobre esse conte��do de maneira sistematizada, em aulas de Educa����o F��sica. Este estudo analisou qual vis��o os alunos do ensino fundamental t��m sobre o esporte e discutiu qual foi o meio respons��vel por esse conhecimento, a m��dia ou a escola. Foram entrevistadas, atrav��s de um roteiro previamente elaborado, crian��as da 3�� e da 6�� s��rie do ensino fundamental de uma mesma escola. Os resultados foram apresentados de modo comparativo entre essas diferentes s��ries a fim de se obter uma discuss��o sobre a influ��ncia da m��dia e da escola sobre o aprendizado do conte��do esportivo.

O ensino de ci��ncias e biologias por interm��dio de jogos eletr��nicos n��o-did��ticos

Tendo em vista as in��meras possibilidades de utiliza����o dos recursos tecnol��gicos, como computadores, internet e jogos eletr��nicos, em todos os contextos da vida humana, o campo de educa����o n��o pode ficar alheio ��s vantagens desses recuros. Entretanto, esta inser����o de jogos eletr��nicos como estrat��gias no contexto da educa����o, seja no ��mbito formal, quanto no informal ainda precisa vencer algumas barreiras. Torna-se importante que os educadores busquem aliar esses dispositivos e jogos ao ensino, com o intuito de atender ��s demandas e expectativas crescentes sobre o uso cada vez mais constante desses recursos em todos os ��mbitos da sociedade. Assim, este estudo teve por objetivo analisar o uso do jogo eletr��nico n��o-did��tico e de entretenimento Zoo Tycoon�� 2 para o ensino de Ci��ncias e Biologia, observando-se a autenticidade dos conte��dos de Ci��ncias e Biologia presentes no mesmo e, tamb��m, a forma como esse conte��do �� apresentado aos usu��rios. Para tanto, foi realizado um levantamento bibliogr��fico acerca do significado do ensino formal, n��o-formal e informal e a inser����o do jogo Zoo Tycoon�� 2 no contexto da aprendizagem, no que tange ao ensino de Ci��ncias e Biologia. Os dados obtidos foram analisados com base na t��cnica de an��lise de conte��do tem��tico e classificados em tr��s categorias, de acordo com o modo que aparecem no jogo, tal como interagem com o jogador. As categorias de classifica����o foram referentes aos conte��dos Meramente Ilustrativos (MI), Simplesmente Informativos (SI) e Educativos (E), estando cada uma relacionada, gradativamente, com o maior conte��do de informa����es e a maior intera����o do jogador para com as informa����es, representando um acesso mais f��cil e direto ao conte��do. Os resultados apontam que este jogo transmite, efetivamente, conte��dos educativos, e tamb��m funciona como uma ferramenta despertadora e embasadora, isto ��, ele estimula a busca por conhecimento e d�� base...

O processo de configura����o curricular: uma an��lise da compreens��o de professores de educa����o f��sica das s��ries iniciais do ensino fundamental

P��s-gradua����o em Educa����o - IBRC

A elabora����o de um repert��rio semibil��ngue de somatismos fraseol��gicos do portugu��s brasileiro para aprendizes argentinos

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Estudo explorat��rio sobre o desempenho em aritm��tica utilizando o soroban como ferramenta auxiliar

P��s-gradua����o em Matem��tica em Rede Nacional - IBILCE

Jogo Mega-Duque: uma proposta para o ensino de probabilidade

P��s-gradua����o em Matem��tica em Rede Nacional - IBILCE

Problemas de m��ximos e m��nimos no Ensino M��dio

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Concep����es e pr��ticas declaradas de ensino e aprendizagem com TDIC em cursos de Licenciatura em Matem��tica

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Literaturas magrebinas de express��o francesa: o desafio identit��rio de traduzir o(s) outro(s)

A interroga����o sobre o estatuto da língua na qual se escreve �� um imperativo para os escritores dos chamados ���espa��os exc��ntricos��� divididos entre a heran��a da língua do colonizador e a diversidade dos m��ltiplos idiomas locais. Escrever nesse contexto �� travar um enfrentamento direto com quest��o da língua, visto que o escritor estabelece com a ���língua liter��ria���, que nem sempre �� sua língua materna nem sua língua nacional, rela����es extremamente complexas. No caso espec��fico dos escritores magrebinos de língua francesa, podemos afirmar que suas escritas liter��rias funcionam como uma esp��cie de tradu����o do mundo ��rabe no Ocidente, como uma mise-en-sc��ne escritural na tentativa de resgatar o passado colonial, as dilacera����es subjetivas e as rupturas identit��rias. Desta forma, a partir da an��lise da obra La m��moire tatou��e: autobiographie d���un d��colonis�� (1971), do escritor marroquino AbdelKebir Khatibi, procuraremos mostrar como as quest��es pol��ticas e identit��rias inscrevem-se na tessitura do liter��rio com o intuito de traduzir o outro numa dimens��o que ultrapassa os efeitos de ordem lingu��stica para se configurarem como um ato de tradu����o entre as culturas, os povos e, como diria Khatibi, entre as espiritualidades.

O ensino da matem��tica aos deficientes auditivos

The theme of this research is mathematics education for the deaf. It is hoped that this work will enable more thorough understanding of the subject matter, since, to be inclusion of people with hearing disabilities in society is necessary to establish measures ranging acceptance and family participation to break prejudices and demystification related learning ability of these individuals. This research also aims to provide grants for teaching mathematics to deaf , so that the teacher can build a current pedagogical practice that will not only meet their expectations as a teacher , but above that encourages the development of skills essential to the competence of the student with special educational needs . An educational practice based in the communication and interaction between teacher and students, with the intention of providing an effective meaning of mathematical knowledge, you can add new possibilities in an educational context marked by scarcity of communicative opportunities

A Inser����o da astronomia na grade curricular do ensino m��dio do Estado de S��o Paulo

We performed in this study an analysis of Curriculum Astronomy contents the public schools of S��o Paulo from the available educational materials to teachers and students by the state board of education. We analyzed the conditions that teachers carry out the activities suggested to the teaching-learning situations, considering factors such as time available for classes, available material and the general technical condition to perform the activities suggested by the material. Thereafter, we conducted a search with teachers from public of S��o Paulo, than three cities in the Vale do Para��ba, in order to trace a general framework of the perception of these teachers about the introduction of Astronomy in Physical during the implementation of the new curriculum