O ensino de física e a música: a experiência de um futuro professor frente o desafio de ensinar

Here we present an exploratory study on the subject of Physics and Music, discussing how this issue is addressed in two high schools belonging to state education network in Rio Claro – SP city. Initially, we conducted a critical analysis of the books that are used as the main tool to support the teacher in the classroom. Alert this analysis , it is possible to realize low-level content when we bring the topic into the classroom. Based in this analysis and an experimental class that was held as part of the course Teaching Practice and Supervised , the Bachelor's Degree in Physical Activity - UNESP Campus Rio Claro was an elaborate educational proposal related to Physics Teaching and Music with a thematic strategy different from the traditional approach , considering the use of experiments built with low cost (Ferreira and Ramos , 2008) materials , which can be an alternative to improve the teaching learning process student , because these experiments stimulate and provide a more dynamic and closer interaction with the objects class. We also seek to study, in greater depth , aspects of wave physics, discussing how a wave propagates in a string with its two fixed ends , which besides being a subject that is usually covered in books , is a phenomenon that is present in string instruments

As contribuições dos jogos para o desenvolvimento e aprendizagem da matemática em crianças da pré-escola

This research aimed do verify the contribution of the games of rules to the development and learning of the mathematics of a philantropic institution for preschool children – Centro de Educação Infantil Santo Antônio (CEISA) - from March to September 2010. The overall universe comprehends one teacher, one class auxiliary, one trainee, the organization teaching coordinator and twenty six students. The main objective was to explore games as a strategic resource for the development and learning, by searching auxiliary contributions for teaching the mathematics, and ways to wake and keep the interest of the students for the games as tools of development and learning; to identify important points for such development and learning by using games; to detect the difficulties of the students in the process of teaching-learning mathematics; to use games as a moment for fun; to show the teachers the possibilities of using ludic materials as methodic resources and to make interventions, by means of the games, to enhance the process of teaching-learning the matematics, through a qualitative approach, using the interview as instrument by means of an observation and study of case

Laboratório de Ensino de Matemática: uma extensão da sala de aula

This work has as purpose to present some boardings that assist in the process of mathematics teach-learning. We detach the Laboratory of Education of Matemática (LEM) and its main components. On the basis of the National Curricular Parameters, we display four activities that had been developed and applied in a Municipal School of the Public Net of Education in the city of Roseira. In the activities the mental arithmetic is developed, to study the elementary operations and concepts of horizontal segment and vertical segment. The results show that, with the development of the activities, as much the researcher as the teacher and its pupils had been more interested in arguing, teaching and to learn mathematics

As dificuldades de implantação de atividades experimentais investigativas no ensino de Química

Dissatisfaction with certain aspects of the educational processes of the traditional teaching has always existed, and new teaching methods have been routinely studied. The experimental investigative activity is one of those alternative practices. In this type of activity the experimentation is inserted with an investigative approach, in which the student must build the concept, with proposals that represent solutions to the excited problems. In the teaching of chemistry, specifically, the need and importance of experimentation is evident, beyond motivate students, aid in the understanding of chemical concepts relating them to reality. Realizing the contributions of this methodology for teaching and learning, through this research was conducted to understand the difficulties encountered by teachers for planning and implementation of these activities in the teaching of chemistry and therefore the reasons for the dominance of traditional teaching method. The subjects were undergraduate students of chemistry course that developed and implemented differentiated learning activities for teaching and teachers who accompanied the high school students who participated in the university extension project Inclusion Science and University students and teachers from public: Teaching and Learning Chemistry focuses on research and practice”. Through the data it was possible to identify some factors that affect and hinder the implementation of experimental activities in general, not only the investigative. However, despite the difficulties experienced by undergraduates, the majority considered the activity as an alternative teaching method interesting and innovative, able to produce interest, motivation and participation of students with subsequent learning. As well as the teachers, what with all the difficulties that they had declared facing when applying experimental activities, they admitted the pedagogical... (Complete abstract click electronic access belo)

Influências do Projeto Baja SAE no ensino da engenharia e no desenvolvimento do aluno

This work aims to show the importance of Baja SAE Project in engineering education, as well as the development of the student, being an outstanding tool for the engineering student has an education that meets the objectives of the pedagogical university and also the guidelines Ministry of Education curriculum for engineering courses. The Baja SAE Project provides the engineering students the chance to apply in practice the knowledge acquired in the classroom, to enhance their preparation for the labor market. The student becomes involved with a real case of project development, from concept design, detailed design and construction. The Baja SAE Project redefines the position of the student as an active element in the learning process engineering, leaving behind the simple condition of receiving information. Values procedures that provide students the opportunity to learn in contexts of professional practice, while offering the opportunity to contextualize the execution of a project. From an analysis to develop personal skills, Baja SAE Project has its own characteristics and essential for professional practice, however, not specific to the engineering course. For example, capacity for teamwork, communication skills written and oral, ethical behavior, critical, overview, entrepreneurial spirit, leadership, etc

O lúdico na escola: atividades lúdicas no cotidiano das escolas do ensino fundamental I no município de Araras

Partindo de leituras e discussões sobre a importância das atividades lúdicas para crianças em idade escolar, esta pesquisa procurou identificar o lúdico dentro da escola, bem como a sua utilização como estratégia de ensino no Ensino Fundamental I. Buscou-se, primeiramente, levantar argumentação teórica que comprovasse a eficiência do lúdico no processo de ensino-aprendizagem, no desenvolvimento social, cognitivo e físico da criança. Coletou-se dados da realidade escolar em quatro escolas do município de Araras, interior de São Paulo, investigando a presença e a utilização de atividades lúdicas, na sala de aula. Colheu-se dados através de questionário fechado entregue aos professores para embasar, juntamente com o referencial teórico, as análises e discussões sobre a presença ou não do lúdico, na escola, e sua importância quando utilizado. Esta pesquisa possibilitou trazer à tona a discussão dos dados da realidade escolar, sob a luz do material teórico pesquisado, e verificou-se que o corpo docente entende e procura utilizar o lúdico em sala de aula, contudo falta material e também incentivo das escolas com relação a essa rica alternativa. Dessa forma, essa realidade permitiu refletir acerca da preparação dos professores, para desenvolver conteúdos e estratégias mais prazerosas; de modo a trazer o aluno a participar das relações de ensino-aprendizagem de forma crítica e criativa; bem como a participação ativa de coordenação e direção dentro da escola auxiliando o trabalho do professor.

A utilização de sólidos geométricos com alunos do ensino fundamental

This research analyzed if the interactions between teacher and student, and among students, with the use of manipulative materials in the Mathematics teaching in a middle school class and provided the comprehension of the subjects worked. The analysis of the results was based in Vygotsky’s socio-historical theory, that prioritizes the interactions in learning-teaching process. The results of this research showed that these interactions mediated by the use of such materials provide the student with the motivation needed to take part in the math classes as an active actor in his development process, as well as understanding the concepts

Efeitos da experimentação no cotidiano letivo no ensino médio

In this work, it was studied the effects of the experimentation in the physics teaching. Beginning from the theoretic reference and discussions, the objective was prove the efficiency of researches of this nature related to two main aspects of a class: The aroused interest in the students and the facilitating action on the understanding of the theory. For such objective, using the comparison, it was chosen two distinct classes, but the more similar possible, so that, in one of them, it was showed a tradition class, lectures and in another, a class using experimentation to contemplate the theory. To manage a way to rate these aspects, it was made a conceptual questionnaire, requiring only concepts rather than mathematics and equations, besides specific interviews to rate the opinion of the student related to each method. The observations in classes and of the reactions of the students also were of a big value to analysis. After the experimental class completed, it may analyze and conclude some positive points related to experimental methods: As for the opinion of the students, the approval was big, and the majority opined to this class as being “more interesting”. On the point of view of learning, it had a sensitive improvement of grades, but with more mature answers, deep and autonomous, if looking at a general vision

A perspectiva construtivista nos anos iniciais do ensino fundamental: estudo de caso de uma escola do interior paulista

This research was aimed to discuss the prospect constructivist education. This study was based on a survey literature and an investigation of teaching practices performed the daily routine of a classroom in the first years of elementary school a bilingual private school in Bauru - SP. For development of empirical research was adopted as a tool for collecting observation data. Then the results were analyzed the light of constructivist theory. Through this work we could confirm that observed in the classroom teaching practice-based perspective constructivist happens successfully. Many important elements of constructivist perspective, such as planning lessons, adoption collaborative teaching strategies and investment relations Interpersonal are satisfactorily achieved by teachers who, overall, considering the students' prior knowledge, establish strategies that foster learning, value the interpersonal relationships with group work and guided by the collaboration in the mediation of teacher education process. Therefore, the practice teaching does not happen spontaneously or empirical, critical often attributed to constructivism nowadays.

O uso do material manipulativo Tangram e de jogos como estratégias de motivação para a aprendizagem de frações

In this research, we analyzed the use of manipulative materials and games as motivators tools that facilitate the comprehension of fractions content when presented to a class of students from the 9th grade from a public school in Guaratinguetá-SP city. The students are 14 and 17 years old. Initially we presented the benefits that could bring manipulative materials for teaching and learning with understanding, followed by historical accounts of the Tangram material. We show the advantages of the games, when properly used in activities classroom. The game titled Dominoes fractions using the Tangram was applied in order to check if students retook properly the fractions contents. This research was motivated students to participate in math classes and this motivation may have promoted the understanding of the contents worked

Inserção do ensino de astronomia como componente importante para a formação 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 São 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

Supervisores de ensino da Rede Estadual de São Paulo: entre práticas e representações

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A trajetória do projeto Teletandem Brasil: da modalidade institucional não-integrada à institucional integrada

The purpose of this paper is to present the road taken by the Teletandem Brasil Project (Telles, 2006) and describe the modifications that have occurred in relation to the implementation of teletandem activities, which implies changes from a non-integrated modality to an integrated one (Brammerts, 1996). In order to do so, a characterization of the initial context assumed by the project is presented – non-integrated institutional teletandem - in contrast with the new environment fostered by a partnership between UNESP (Universidade Estadual Paulista) and UGA (University of Georgia). This new partnership has allowed the inclusion of teletandem into the foreign language syllabus, characterizing the institutional integrated teletandem. We also show the activities derived from this new modality.

O uso da aprendizagem baseada em problemas e a atuação docente

Recent national education policy documents have emphasized the importance of methodologies and problem-centered learning processes. The purpose of this article is to promote reflection on the problem-based learning (PBL) understood as a methodology that favors learning processes and the active role of students. PBL emerged in undergraduate medical and has been gaining ground not only in higher education but also in basic education. This conception of teaching-learning breaks with the traditional relationship teacher-student- knowledge, introducing new dynamics of relationships between subjects and those with knowledge. From this perspective the educational performance turns and brings new challenges to the teacher.

Formação Reflexiva do Professor em Contextos Virtuais: A Experiência do Projeto Teletandem Brasil

This article chiefly aims at discussing issues concerning reflective teacher education for and in virtual environments for language learning. Given the need for research on reflective practice in new virtual environments, we present the experience of pedagogical supervision through mediation in the virtual context for collaborative learning in teletandem. Some research results in this context, such as in Salomão (2008), Kfouri-Kaneoya (2008), Cândido (2010) and Silva (2010), show how favorable and conducive to the development of reflective pre-service teacher education it seems to be, as it emphasizes the co-construction of knowledge in a dynamic relationship between theory and practice.