Análise do custo-aluno das creches municipais diretas do município de Santo André

O presente estudo tem como foco o levantamento e análise do custo-aluno das creches, primeira etapa da Educação Infantil, que compreende as crianças de 0 a 3 anos de idade. Ele responde à situação problema apresentada pela Secretaria de Educação do Município de Santo André (SP), caracterizada pela necessidade do aprimoramento da gestão dos recursos financeiros em um cenário de dificuldades orçamentárias e aumento de demanda. Foram selecionadas 12 unidades municipais da rede direta, com atendimento exclusivo a crianças nesta faixa etária. A metodologia utilizada teve como base a utilização do Sistema de Informações do Orçamento Público municipal, a partir do qual foram realizadas as consultas e definições dos componentes do custo do objeto em estudo, sendo que a metodologia de acumulação de custos utilizada foi o custeio por absorção. Adicionalmente, os autores analisaram os processos administrativos relacionados aos itens de custeio e realizaram entrevistas com os diversos atores envolvidos nos processos de gestão daquela e de outras secretarias, bem como acadêmicos dedicados ao estudo de custos no setor público, cujas experiências relatadas subsidiaram a pesquisa e as avaliações realizadas. O estudo apontou um custo-aluno médio de R$ 11.970,72 sendo que, para melhor análise dos resultados, as unidades escolares foram agrupadas em três categorias de acordo com o número de alunos: i) pequeno porte: com até 149 alunos (três unidades); ii) médio porte: entre 150 e 190 alunos (cinco unidades); e, iii) grande porte: com mais de 190 alunos (quatro unidades). A partir dessa divisão foi possível concluir que as creches de grande porte apresentaram vantagem comparativa em relação às demais, com custo-aluno médio de R$ 11.684,03, seguidas das creches de médio porte, R$ 11.751,46 e pelas unidades de pequeno porte, que apresentaram o custo-aluno de R$ 13.235,88, ou seja, 13,23% acima das escolas de grande porte. Esses resultados indicam a existência de ganhos de escalas de acordo com o porte da creche e pode subsidiar a tomada de decisão dos gestores para futuros projetos de expansão da rede pública de creches.

A formação / ação multiplicadora da prática infantil: um estudo das práticas formativas do PIDEPE RN.

This study examined the training of teachers in service developed by the Integrated Program for the Development of Early Childhood Education in Rio Grande do Norte - PIDEPE / RN - UFRN, whose central focus of action is the action of the multiplying practice within Natal. The methodology used is a reflection on the training strategies of the practice of early childhood education in order to build a knowledge that can be generalized to other formative experiences of teachers. The instruments used for data collection were the desk research and literature from the perspective of qualitative research. The study focused on the instrument were related to the structure and organization of the stage and the process of action multiplying of the infantile practice. We concluded that the process of training needs to be carefully reviewed. It is necessary to rethink the definition of objectives, criteria and tools for continuous evaluation that they wish to maintain and / or setting up on stage. Look not only for the formative role of education but also indicators of professionalization of teaching.

Formando-se professor(a) da educação infantil: a escola com contexto

This work is the result of a set of experiences and reflections on teaching in kindergarten and, in particular, the issues raised by first experiences as a teacher and how these issues were being gradually answered from the experience in a school . Guided by these experiences and studies of Oliveira-Formosinho (2002) on the training of kindergarten teachers in the school context, among others as: Barreto, Kuhlmann Jr. (1998), Vasconcelos et. al. (2000); Nóvoa (1992, 1995), Moita (1995), Freire (1996), Tardif (2002, 2009) Kramer (2005) and Hargreaves, Fullan (2000), built as study questions: what situations become in the context of professional training at an institution of early childhood education? Which subjects who took part? How involved? From this perspective the goal of our work is a: to investigate, from the perspective of teachers a public kindergarten, situations of professional interaction that become the context of teacher education. The research took the principles of qualitative approach and an intrinsic case study (STAKE, 1998), whose locus was a Municipal Center for Early Childhood Education, so defined by their peculiarities for training faculty in the context of practice. We built the data with a group of nine teachers CMEI this by conducting a questionnaire, interviews and document analysis. Data analysis, guided by the principles of content analysis, allowed to note that beyond the initial training and personnel, the school context contributes to its fundamental training for teachers of kindergarten, whereas their specificities. We conclude by confirming that systematic and unsystematic in situations developed in the school routine, interaction with peers and other members of the school, the teachers take ownership of specific knowledge specific to teaching in kindergarten

Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo

Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child´s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student´s participation in academic and functional tasks after the intervention program

Abordagem de temas em saúde pública por meio de atividades lúdicas com professoras da educação infantil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Construção coletiva de uma trilha ecológica no cerrado: pesquisa participativa em educação ambiental

Dentre os muitos temas ambientais que podem ser problematizados pela Educação Ambiental encontra-se a proteção aos ecossistemas. Definiu-se como tema, num projeto de Educação Ambiental, o Cerrado, bioma amplamente degradado por ações antrópicas e que faz parte do ambiente natural de Botucatu, interior de São Paulo. Com o objetivo de despertar um olhar crítico-ambiental, visando a integração do ambiente natural e urbano, o projeto, realizado com alunos da 8ª série do Ensino Fundamental, teve como eixo a construção de uma Trilha Ecológica no Cerrado. Todo o processo de planejamento, realização e avaliação da trilha foi participativo: os participantes estudaram as características do Cerrado; identificaram, na área, as espécies remanescentes; discutiram as condições de conservação da área, e tomaram decisões sobre a construção da trilha como recurso educativo. Problematizaram, coletivamente, a interação comunidade-ambiente, articulando consciência ambiental e ação educativa, concluindo sobre o potencial desencadeador deste recurso para reflexões sobre temas socioambientais. O grupo teve a oportunidade de vivenciar um trabalho educativo com crianças da educação infantil, concretizando a trilha como recurso didático-pedagógico na aproximação visitantes-educandos-ambiente.

A questão do meio na pedologia e suas implicações pedagógicas

Ce texte est une lecture de la conférence de Vygotsky sur la question de l'influence de la culture et de l'environnement sur la pédologie et cherche les implications pédagogiques des ces idées sur l'éducation des enfants et, en particulier, les petits enfants. Initialement, met en évidence la méthode de l'auteur que enseigne à ses auditeurs et lecteurs à penser dialectiquement, un défi que doit être confrontés par les lecteurs - habitués à penser avec la logique formelle - pour essayer de comprendre les études de Vygotsky. Deux éléments apportés par Vygotsky à la conférence sont prise pour réfléchir sur son importance pour le développement de l'enfant: la question de la langue orale et de son importance pour l'influence de la culture et de l'environnement sur le développement humain dans l'enfance et la spécificité du développement culturel dans l'enfance que dit que ce que nous pouvons parvenir à la fin ou à la suite du processus de développement est présente dans la culture depuis le début et touche et guide ce développement de l'enfant. Dans les deux cas, la discussion au sein de cette conférence de Vygotsky déclenche une révolution dans la pensée et l'action des enseignants.

Desempenho motor de aluno com paralisia cerebral discinética frente à adaptação das propriedades físicas de recurso pedagógico

The main purpose of this study was to analyze the modified physical properties of an educational resource for facilitating the handling of a child with dyskinetic cerebral palsy. The participant of the study was a six year old child with dyskinetic cerebral palsy enrolled in a regular early childhood education classroom. The educational resource that was selected was a brick game, in which the physical properties of weight, size and texture had been modified. The analysis was made regarding the quality of upper limb movement to the variables: righting index, scalar displacement (s), average speed (As) and time (t). The results showed that combined large size and heavy weight did not have a satisfactory outcome, affecting both grasping the educational resource and fitting. There was also inconsistency in children with cerebral palsy's responses. There is variation in the results, though a standard cannot be established. Thus, this study contributed to understanding the motor responses of a child with dyskinetic cerebral palsy when participating in a fitting activity with educational resources in which the physical properties had been modified.

Que dança é essa?: uma proposta para a educação infantil

Pós-graduação em Artes - IA

Entrando na dança: reflexos de um curso de formação continuada para professores de educação infantil

Pós-graduação em Artes - IA