Escola t��cnicas agr��colas: um estudo sobre ensino de Matem��tica 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.

Gestar: formação de professores em servi��o e a abordagem da geometri

This present article aims to present some results of a PhD research in which intended to answer the following investigation question: In which extent a Program of Teacher Education in service in the early years of elementary school, GESTAR, contributed to the development of positive attitudes about Geometry? The participants were twelve teachers from two schools in the State of Mato Grosso. The instruments for data collection were a range of attitudes towards Geometry (EARG) developed and experimented by Viana and Brito (2004). The results showed a meaningful change in Geometry of the data pre and post-experiment.

Inicia����o cient��fica e formação de professores: breve relato de uma experi��ncia

A revista em que este artigo est�� publicado foi distribuida no final de abril de 2011, mas vem com data e registros duplicados - um recurso empregado para acertar a periodicidade. Assim, o mesmo e ��nico fasc��culo contem o n��mero 04 (volume 2) e o n��mero 5 (volume 3), o primeiro referente a julho/dezembro de 2009 e o segundo referente a janeiro/junho de 2010. Neste registro do Lattes indico o ano da produ����o como sendo 2011 posto que este artigo n��o constou de nenhum dos relat��rios relativos a 2010.

Ocorr��ncia de pesquisas narrativas sobre formação de professores de Ci��ncias e Matem��tica no Brasil, de 2000 a 2010

In this article, we present results that express the occurrence of narratives researches in the form of theses and dissertations in postgraduate programs in Brazil, from 2000 to 2010 in the Teaching of Science and Mathematics area. We consulted the Student Registration, on the site of the Coordination of Improvement of Higher Education Personnel, through the keywords: narrative research, narrative inquiry and teacher training. Through reading the abstracts, we identified the area of knowledge, the IES and the supervisor. Of the 162 (one hundred, sixty two) academic productions identified, 31 (thirty-one) are in the area of Science and Mathematics teaching. The data obtained point to the existence of groups of studies and research training in the country engaged in narrative research in Mathematics and Science Teaching, in line with teacher training.

F��sica Moderna e Contempor��nea no ensino m��dio e a formação de professores: desencontros com a a����o comunicativa e a a����o dial��gica emancipat��rias

Taking into consideration various argumentation perspectives, the introduction of Modern and Contemporary Physics at High School level has been defended by various researchers. In the present qualitative nature research, we heard and interpreted ten High School physics teachers��� discourses, aiming to analyze how their initial education, regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicative and the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finished their initial undergraduate program at least five years before. Teachers��� discourses interpretation was supported by some French school discourse analysis��� concepts, J��rgen Habermas��� communicative action, Freire���s dialogical action, as well as teachers��� education research critical referential. The discourses interpretations evidenced that these teachers��� education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumental rationality basis. This perspective did not help teachers��� autonomy construction in order to work these subjects in their classes, mainly in a perspective coherent with the teachers��� emancipation, producing reflexes in classroom physics teaching. The study evidenciates the necessity of future teachers��� professors revise theirs teaching practice, as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.

Cartografias contempor��neas: mapa e mapeamento como met��foras para a pesquisa sobre a formação de professores de Matem��tica

This essay sketches some principles according to which a research project called ���Mapping of math teacher education and practice in Brazil��� is been conducted by a group of researchers with the objective of understanding the way policies related to teacher education and practice are effectively implemented in different regions of the country. The main objective of this article is, therefore, to discuss the pressupositions of this project, its foundation, the basic beliefs in which it is rooted. In order to emphasize such principles, some remarks on theorization, methodology, teacher education, narratives and on the concept of mobilization/apropriation are done. The essay is based on a metaphor built on cartographical practices.

Agrot��xicos - toxidade versus custos: uma experi��ncia na formação de professores com as quest��es sociocient��ficas no ensino de ci��ncias

In this paper, we propose the socio-scientific issues (SSI) as an effective part of the curriculum of the ideals of the STSE movement in education. Furthermore, we have developed in a secondary school, in a rural community in the state of S��o Paulo, activities of continuing education for teachers in the discussions of SSI in the classroom. To understand and reflect on the situations resulting from these practices, we considered the participant research and the content analysis from the audio records of the weekly meetings between the teachers of this school and graduate students from a nearby university.Given this,we could understand how these issues should be part of people's lives, teachers must present motivation for the work, they need information,exposition of the arguments involved, mustrelate content and curricula, but, all this,aiming at the necessary critics of the aspects that can make this an instrumentalized practice. At the end of this clipping of our doctoral research, we were able to consider evidences on how teachers were inserted in the training process, with their involvement in the discussions and practices with the ISS.

Formação de professores das s��ries iniciais: o pedagogo em quest��o

P��s-gradua����o em Educação para a Ci��ncia - FC

A organiza����o dos espa��os na educação infantil: possibilidades educativas na proposta Fazer em Cantos

P��s-gradua����o em Educação - FCT

Concep����es e expectativas de crian��as e de profissionais sobre o espa��o na Educação Infantil

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

Minha terra tem palmeiras onde canta o sabi��...: sobre o Projeto Inaj�� e a formação de professores no m��dio Araguaia

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

Formação de professores: o campo dos afetos e a constru����o da identidade

In my participation at the project of extension Possibilities and events from childhood experiences and pictures cut out for a job with teachers , accomplished with teachers and coordinators of nursery school, which aims to discuss the training of teachers through the field of affections, I developed a reflection on traditional teacher training methods which tend to assign an identity to the professor. From this reflection it is necessary a theoretical deepening about the constant attempt to assign a specific and absolute identity to the professor, the need in the human being to produce sense and, bypassing the concept of intimacy, as these things are intertwined. In this work, with the bibliographical research methodology, present as objective: to present the possible definitions and explanations of the concepts ' production of meaning ', ' identity ' and ' intimacy '; relate these concepts and analyze the possible to train teachers according to a model, saying that this would be the ideal identity of professor

Perspectivas cr��ticas na pesquisa sobre formação de professores de Ci��ncias

This text is in theoretical study, with consideration of the authors of the critical perspective of education and training of science teachers. We indicate a set of principles and concepts of some philosophers, like Habermas and Gramsci and theoretical education in a critical bias, as Freire, Saviani, Giroux and Duarte, which can enrich the discussions in the field of science teacher education. Some of these concepts: organic intellectual philosophy of praxis, inconclusiveness, incompleteness, dialogue and problematization, communicative action, critical pedagogies of learning to learn, dialectical relationship between theory, culture and depth psychology. Thus, we intend to explain the richness of the dialogue among this perspective and its implications for the training of science teachers.

Processo educacional de crian��as com Transtorno do Espectro Autista na Educação Infantil: interconex��es entre contextos

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