Ci��ncias no ensino infantil: contribui����es da introdu����o de atividade l��dicas e investigativas para o processo de ensino e aprendizagem

Here we present the introduction of a range of science��s experimental activities, designed and developed with a focus on the investigative methodology in an interdisciplinary context. The activities have as main theme water and covers topics of heat and temperature, density and states of matter. The relevance of this project is to promote the first contacts of children with Science in an attractive way, and correctly of the scientific point of view, respecting the cognitive level of each child, trying to stimulate the development of hypotheses, creativity and critical thinking, as well as the development of the narrative, descriptive language and drawing. We developed seven lesson plans that were applied in the year of 2012, during three weeks in a school for early childhood education in the city of Bauru. The activities were conducted with fifteen children aged four to six years old together with the teacher responsible for the group. As main contributions in the teaching learning process we cite: acquiring of new vocabulary, progress in the development of hypotheses, development of collective work, evolution of knowledge of the topics covered, and use of the acquired knowledge to new problems and situations

Matem��tica comercial e financeira com a utiliza����o de recursos digitais: uma experi��ncia no ensino m��dio

This work aimed to investigate the possible contributions of the use of digital resources in the teaching and learning process of Commercial and Financial Mathematics concepts to high school students. Its development has included a survey of some researches on the topic as well as an experimental study of a qualitative type, in which the Webquest was used as methodology. It uses the computer, more precisely the internet resources, to assist students in building up knowledge. Eight meetings were held, in the after-school period, with a group of students of the second year of high school at a state public school in the city of Guaratinguet��. Aiming to evaluate the knowledge that students had about the theme, it was applied a diagnosis at first glance for further analysis and development of activities and interventions according to the students��� answers. Once the research data was analyzed, it was noted that the students had little knowledge regarding the basic contents of Commercial and Financial Mathematics, in addition to presenting difficulties in handling some of the digital resources used in the meetings. Nonetheless, from the students��� works, it was seen significant advances in understanding and building up knowledge on concepts such as percentage, simple and compound interest, savings, and sales involving prompt payment or in arrears

Adapta����o de jogos eletr��nicos para aulas de Educação F��sica

O ambiente virtual est�� cada vez mais presente na vida do ser humano e, por este motivo, n��o se pode negligenciar a perspectiva de que os jogos eletr��nicos possam ser encampados no contexto das aulas de Educação F��sica, com as devidas adapta����es, proporcionando novas pr��ticas, as quais sejam atraentes, no sentido de ampliar as perspectivas de ades��o ao movimento e minimizar as condi����es do sedentarismo. Desta forma, este trabalho, de natureza qualitativa, teve como objetivo propor a adapta����o de alguns jogos eletr��nicos, os quais puderam ser aplicados corporalmente, como novas possibilidades de atividades a serem vivenciadas em aulas de Educação F��sica, bem como, investigar os n��veis de estado de ��nimo e de satisfa����o dos alunos frente ��s aulas que utilizaram esses jogos eletr��nicos adaptados. O estudo foi desenvolvido por interm��dio da uni��o de pesquisas bibliogr��fica e explorat��ria. Para tanto, fizeram parte deste estudo uma amostra intencional, composta por 60 alunos, de ambos os sexos, compreendendo a faixa et��ria de 10 a 15 anos, pertencentes a uma escola da rede oficial de ensino da cidade de Rio Claro/SP, selecionada por conveni��ncia, a qual participou de uma aula, ministrada pela pesquisadora, composta por tr��s jogos eletr��nicos adaptados. Para se verificar o estado de ��nimo dos alunos, foi aplicada a Lista de Estados de ��nimo Reduzida e Ilustrada (LEA-RI), desenvolvida por Volp (2000), antes e ap��s as aulas. Foi aplicado, ainda, um question��rio contendo perguntas abertas, com o intuito de se verificar o n��vel de satisfa����o dos alunos em rela����o aos jogos eletr��nicos adaptados. Os dados foram analisados por meio da T��cnica de An��lise de Conte��do Tem��tico. Os resultados apontaram que os jogos eletr��nicos, vinculados �� aula de Educação F��sica, influenciam positivamente na motiva����o dos alunos... (Resumo completo, clicar acesso eletr��nico abaixo)

Educação f��sica e meio ambiente: algumas rela����es poss��veis

The matter Environmental, some years ago, is gaining increasing importance in society. Considering this relevance, which connections can be built between Physical Education and the Environment? What concepts can serve as a basis for developing a method that makes possible rapprochement between these two topics? Therefore, this study aims to assess and implement physical education classes aggregating environmental matters in the context of bodily practices in order to build values and cause people to think more about this matter much discussed today. The methodology used in this study is a qualitative. The study was applied to class of 5�� year of Physical Education of Elementary School from a state school in the municipality of Araraquara-SP. As a tool of analysis was used, all materials produced by the students throughout the process, taking into account the development and their participation during classes. Students understand some matters relating bodily practices and environment. It can be concluded although indiscipline was present from beginning to end of classes, students comply with expectations

Um estudo sobre a implementa���� odo programa etnomatem��tica no contexto escolar

This research aims to present the Ethnomathematics Program, created by D'Ambrosio (1984), as a proposal for the teaching of mathematics, making it contextualized, meaningful and a program able to form critical and creative citizens, capable of transform reality. By presenting from Ethnomathematics perspective the conception of the activities, scholar curriculum and current evaluation system, a possibility of innovation on nowadays education system is opened, a system that is characterized by D'Ambrosio as obsolete. For the implementation of this proposal, a change on the teacher's attitude appears as necessary, a new attitude that makes active interferences during the learning process, and uses previous knowledge acquired by the student throughout their experiences as a starting point on teaching process. The approach between Ethnomathematics perspective and Mathematics Program provides a better opportunity for the students to construct mathematical knowledge. It is important to emphasize that the Ethnomathematics is as an interdisciplinary as a transdisciplinary program, which means that the Program is not restricted just for education and development of mathematics

A pr��tica educativa em arte na educação infantil

Este Trabalho de Conclus��o de Curso tem como objeto de estudo a pr��tica educativa em arte na educação infantil, focando em atividades que concedam ao aluno liberdade de a����o e leve ao desenvolvimento emocional e intelectual. As aulas de arte muitas vezes resumem-se a um produto estereotipado, copiado, festivo, e n��o a um processo provocador, instigador da criatividade original. Considerando a import��ncia de um trabalho efetivo com Arte na Educação Infantil, pretendo levantar atividades, que estejam de acordo com os referenciais te��ricos e que fomentem o desenvolvimento da criatividade das crian��as, oferecendo, aos professores desse n��vel de ensino, facilitadores para o trabalho com arte

O ensino e a surpresa: experimentos surpreendentes e suas possibilidades no ensino de F��sica

Some experiments in Physics teaching have an amazing effect among the students, that is, generally be characterized by counteracting the initial expectations of students. This characteristic may contribute to the emergence of learning situations extremely promising. However, the privilege, by the teacher, the description of certain results shortens the involvement that the student could establish on teaching situations favor a more careful observation that can be done. We discuss in this paper, the that surprise may be manifested in the student on an experimental demonstration and its ability to mobilize the interest and curiosity of this student. We intend to observe the pedagogic value that represents the amazing effect such in situations of teaching and learning, particularly for the Teaching of Physics, as well as the possibilities for educational approaches.Through an extensive analysis of several authors who address about experimental learning activities, Epistemology of Science and Education, we found some results that lead us to understand some of the possibilities that the surprise element can propose. We describe a demonstration activity that we consider amazingly from our point of view and that was realized in a regular classroom in a of Rio Claro Public High School in the year of 2011

Livro did��tico e educação f��sica escolar: interlocu����es e entrela��amentos

This study aimed to analyze the relationships ��� some already established and others that are still necessary ��� between the obligatory curriculum component Physical Education and the textbooks, understood as materials that assist both teachers and students during the teaching and learning process. In this way, we focused the discussion on some topics that have enabled a greater understanding of textbooks for Education in general and for School Physical Education more specifically, taking into account their specific characteristics. There were also some understandings about School Physical Education in Brazilian contemporary society as well as some official regiments about this curriculum component. Finally, it was elaborated some propositions that seek to generate interlacements to a deeper comprehension about textbooks in Physical Education classes. We concluded that although there are (few) textbooks in the area and some curriculum proposals from different Brazilian States that quest new ways of conceiving the teaching and learning process of School Physical Education, it is important to have more understandings about the roles of these materials in the pedagogical practice, as well as studies that can enable ways to treat this curricular component that could contribute to the critical and reflective educational practice during the years of schooling in Basic Education

Reflex��o acerca das rela����es de g��nero e inatividade feminina nas aulas de Educação F��sica escolar

As aulas de Educação F��sica escolar apontam para um cen��rio recorrente e ao mesmo tempo inaceit��vel: a inatividade feminina. Essa realidade surge como um marco negativo, uma vez que as conquistas femininas no ���universo��� do movimento est��o consolidadas. Entretanto, essas conquistas podem n��o significar uma rela����o de equidade entre os sexos. Baseado nisso, pretendeuse investigar a pr��tica pedag��gica de dois professores de Educação F��sica no trato das quest��es de g��nero e da inatividade feminina. A pesquisa realizada teve como abordagem a metodologia qualitativa de car��ter descritivo. Foram observadas aulas de Educação F��sica de dois professores da rede p��blica de ensino da cidade de Rio Claro. Ap��s o per��odo de observa����o foi aplicada uma entrevista para as meninas, a fim de dialogar sobre a problem��tica da rela����o de g��nero. Para essa coleta utilizou-se um gravador de voz para registrar a entrevista, que depois foi transcrita. Como resultado observou-se que as aulas acontecem predominantemente sem a intera����o entre os sexos, h�� um dom��nio simb��lico masculino que faz com que meninos dominem o tempo e espa��o da aula. Na entrevista as meninas mostraram-se contr��rias a intera����o com os meninos, muitas vezes por motivos f��sicos, sendo assim, as pr��ticas na Educação F��sica escolar est��o permeadas de conte��dos que exigem rendimento. Conclui-se que h�� car��ncia nas aulas de Educação F��sica de pr��ticas coeducativas, o que ocasiona um aumento na dist��ncia entre os sexos, descaracterizando a condi����o igualit��ria que a escola deveria proporcionar e fazendo com que os corpos femininos neguem a intera����o com o sexo oposto, tanto por motivos biol��gicos, como por raz��es motoras.

A gin��stica no ensino fundamental e m��dio na cidade de Rio Claro/SP: a perspectiva dos alunos

The Gymnastic as a manifestation of the Body Culture Movement should be part of the contents worked in scholar Physical Education, throughout the process of Basic teaching. However, according to studies conducted by researchers from academic Gymnastics school knowledge involving the gymnastics have been tentatively taught in school by numerous factors. For this, the objective of this research was to understand and analyze the opinion of students in middle and high school about gymnastics classes developed with the involvement of graduation scholarship holder and the coordination of the project Gymnastics Goes to School from the UNESP/Campus Rio Claro ���N��cleos de Ensino���, in 2012. This research used a questionnaire with topics about the Gymnastic with options: Never Practiced, Like a Lot, Like, Am Indifferent, Dislike, Hate with a space for writing and drawing, relevant to the research objectives. The research was performed with 79 students in middle and high school. With data analysis, it was observed that the students identified themselves more with the Artistic Gymnastic, followed by Rhythmic and Acrobatic Gymnastic and, at last, the General Gymnastic, both through the questionnaire and trough the drawings, which goes against the results from the article published in 2010 by Pereira et al, entitled The students detest the contents gymnastic in physical education classes: motives and alternatives, where the students understand the gymnastics activities only as support, abdominal and stretching. Therefore, to have a real understanding of gymnastics in school, there is a need for teachers to explain and develop the contents gimmicks, so the students could understand the difference among Gymnastics activities and, at the same time, discovering the pleasures of this body practice

Desenvolvimento da cultura no contexto da Educação F��sica

O presente trabalho visa, em meio �� crise de identidade que se instaura na Educação F��sica desde d��cadas ��� do seu in��cio oficial em 1851 com a Reforma Couto Ferraz at�� os dias de hoje onde se fala em Cultura Corporal (de Movimento) ��� , enquanto ��rea do conhecimento, explorar seu contexto e constitui����o hist��ricosocial, perpassar por suas principais abordagens, principalmente no que tange �� Educação F��sica Escolar e promover o entendimento da origem da perspectiva cultural, tal qual tem sido veiculada nos principais documentos oficiais que definem a constitui����o da ��rea e sua pr��xis. Nesse sentido, aborda-se o contexto higienista/eugenista, onde se buscava uma educação do f��sico que o prevenisse de doen��as e o purifcasse, com profundas influ��ncias militares; o contexto nacionalista, na inten����o do aperfei��oamento f��sico e aprimoramento das fun����es org��nicas, atrelado ��s quest��es de ordem moral e c��vica; escolanovista, que proporcionou uma vis��o n��o s�� embasada biologicamente, mas se atentou �� fatores psicol��gicos da crian��a; o contexto da ditadura militar, fortemente associado ao Esporte e a visibilidade internacional que ele acarretava ao pa��s, inclusive, remetendo �� Educação F��sica ao bin��mio Educação F��sica/Esporte; e o contexto que, a partir de d��cada de 80, vem tentando instaurar uma Educação F��sica mais humana, sem deixar de lado quest��es relativas �� sa��de. �� a partir dessa ��ltima d��cada que o tema ser�� aprofundado, apresentando-se alguns conceitos de ���cultura��� trazidos e utilizados pelas ci��ncias sociais para, posteriormente, explanar como a Educação F��sica se apropria de tais conceitos para justificar-se enquanto conte��do curricular obrigat��rio, no contexto escolar. Abordar-se-�� as principais correntes com seus respectivos autores, referentes �� d��cada de 80: desenvolvimentista, por Go Tani; da cultura infantil, com poss��vel aproxima����o ao construtivismo, por...

O experimento e o l��dico: reflex��es sobre atividades did��ticas experimentais para o ensino de F��sica e a ludicidade

In this work, is discussed the importance of experimental activities in Education of Physics in Basic Education from the experience of Supervised Stage and the work with the Initiation of Teaching in the Program PIBID CAPES, in this case linked to the Department of Education of the Institute of Biosciences, Campus Rio Claro, S��o Paulo State, in partnership with three schools of basic education in the city. At first, based on the work of Ferreira with Instrumentation for Teaching Physics, consider the electrostatic theme. The focus is the searching for equipments constructed with low cost materials and easy access. Were developed and promoted strategies of the use of such materials in Physics��� Teaching, with a view to reintroducing experimental teaching activities in Public Basic Education, in the form Workshop Learning and Teaching of Physics, as well as lessons of Laboratory with the help of script and also in the form of an Experiments Library. These experimental activities were critically analyzed with a focus on playfulness. The focus of work in experimental activities for the Physics��� Teaching allowed to redeem, critically, didactic materials. From the standpoint of playfulness, playful moments and interaction of individuals with the knowledge that provides the experimental material when used strategically, they seem to be of great relevance to the Physics��� Teaching in Basic Education. It is possible to use experiments in Physics��� Teaching in public schools

A hist��ria do salto triplo como subs��dio para seu ensino na escola

O salto triplo existe h�� mais de 2000 anos e foi praticado, primeiramente, pelo povo celta, isto ��, antigos habitantes da Europa Ocidental. Essa prova era praticada em competi����es esportivas rurais e expandiu-se pelo resto da Europa no s��culo XIX. Atualmente, o Brasil serve como refer��ncia para outros pa��ses, j�� que tivemos grandes atletas que marcaram presen��a no cen��rio ol��mpico do salto triplo como, por exemplo, Adhemar Ferreira da Silva, Nelson Prud��ncio e Jo��o Carlos de Oliveira. Apesar de ser uma das provas do atletismo mais antigas, o salto triplo ainda �� muito pouco trabalhado em escolas de todo o pa��s. Por essa raz��o, essa pesquisa, de car��ter hist��rico-bibliogr��fico, tem como objetivo realizar um resgate hist��rico dessa prova, reunindo dados e informa����es pertinentes relacionados ao salto triplo. Nesse sentido, foram realizadas pesquisas no acervo de universidades como Unesp (Rio Claro), Unicamp e PUC-Campinas, al��m de web sites, com livros e artigos digitalizados, e registros diversos que pudessem contribuir para a elabora����o desse trabalho. Esperamos, portanto, al��m de realizar o resgate hist��rico dessa prova, subsidiar o trabalho de professores de Educação F��sica no ��mbito escolar, para que o ensino do salto triplo e do atletismo de forma geral se difunda e conquiste mais espa��o nas escolas brasileiras

Laborat��rio did��tico: perspectivas experimentais do ensino de f��sica no n��vel m��dio

Here we present an exploratory study on the use of laboratory teaching in four schools of Basic Education in Rio Claro, SP, three of them high school and one of the second cycle of basic education, developed in the years 2011 and 2012, under activities of the course Pr��tica de Ensino e Est��gio Supervisionado, the Degree in Physics - UNESP, Rio Claro campus and work with Pibid (Projeto Institucional de Bolsa de Inicia����o �� Doc��ncia) in agreement UNESP CAPES Notice 2009. Initially, we diagnose the situation and identify the laboratories using them for Teaching Physics, from direct observation and contact with teachers. Based on the experimental realization of educational activities in such schools, we discuss different teaching strategies, and using experiments built with inexpensive materials (Ferreira and Ramos, 2008). We analyzed the role of the teaching laboratory in the development of skills and abilities of students, related to the teaching and learning of Physics, as well as aspects concerning the use of instructional laboratories

O ensino do desenho para crian��as e jovens

Through my experiences as a teacher assistant in a free course design, I seek to understand the intentions and needs of children and youth with the design, so as to work it in a more consistent as the season and wishes of each student. For this I seek aid in studies on children's drawing of Derdyk Edith and also in observing the relationships that children and young people have with the drawing held in my practice as a teacher. Still reflect on the design in some of its particulars, especially concerning the optics of some artists and scholars of the practice of drawing. At the end of the study, propose suggestions for practices to be developed with children and young people who would be various forms of working drawing with experimental forms of building graphics, aiming so that students can add these unique experiences to broaden their understanding of design as well as its arch graphic possibilities. Thus inspired, especially in Derdyk considerations about the experimental design, I can conclude that through experimentation, we can offer young people a diverse thinking design and the possibilities of conceiving it.