Espa��o geogr��fico e educa����o: um estudo sobre o lugar do Conselho de Escola

In this text, the results of our research on the geographic location and establishing relationships with the School Council. We consider some legal aspects added to the evidence gathered in our experience to check how much the School Council is constituted as a non-state public place. The possibility of setting up this feature to see a meaning whose strength lies precisely in a healthy tension between the state and established community. Here is the legislation of the School Council of Suzano (SP) and some aspects of our experience from the practice of teaching at a school in Rio das Pedras (SP). We see the nature of the legal meaning assigned to this place from the study of law, considering the municipal, regional and federal levels. In the sphere of Geography use the concepts of Space, Place and City, as issues that are dear to that science. We used the concept of Topofilia to see if this particular place is the development of an individual's sense of belonging, and how it unfolds in the dynamic implications of the operation of this instrument of popular participation in the formulation of public policy education. We discussed the elements observed in these experiments to think about the composition of living environments in urban daily life

Reflex��es sobre a pr��tica pedag��gica nas atividades de ensino: monitoria, no ensino m��dio em escola particular e estadual em Rio Claro

The difficulties related to physics teaching are related to methodology, that hinder learning, because some physical concepts beyond the common sense of most students. Just as poor training of some physics instructors in teaching is pedagogical difficulties. And also factors of infrastructure, heterogeneity in students' previous training etc.. It is proposed aim of this work to use reflection of teaching practice as a methodology. Practiced in a private school, mostly state and, in high school in Rio Claro. The method consists of preparing a daily pedagogical practice in parallel to the development of teaching, for analysis and identification of factors that result in improving the teaching of physics and physics teacher qualification

Efeitos da experimenta����o no cotidiano letivo no ensino m��dio

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

Educa����o do campo e ensino de ci��ncias: Desafios e propostas a partir de princ��pios agroecol��gicos

Com o fen��meno da Revolu����o Verde a partir da d��cada de 1950, o campo brasileiro sofreu grandes modifica����es como o incentivo a mecaniza����o pesada e o investimento em insumos agr��colas, como fertilizantes e agrot��xicos. O processo de transforma����o politica e ado����o do liberalismo pelo governo ditatorial incentivaram ainda mais a agricultura baseada no modelo da Revolu����o Verde e tamb��m fez ocasionou grandes transforma����es na educa����o. Com a redemocratiza����o, tanto a educa����o como o campo, passaram a ser discutidos intensamente, no governo e nos movimentos sociais. A partir da Constitui����o Brasileira de 1988, foi elaborada a Lei de Diretrizes e Bases da Educa����o Nacional (LDBEN 9394/96) e seu artigo 28 disp��e sobre a educa����o do campo. Por��m, somente em 2002, as escolas do campo passaram a ter uma legisla����o especifica, reconhecendo as particularidades da educa����o para camponeses. Em 2008, o Governo do Estado de S��o Paulo lan��ou a Proposta Curricular com o objetivo de organizar o sistema educacional e, com isso, todas as escolas da rede estadual seguem o mesmo curr��culo e material did��tico. O objetivo dessa pesquisa foi analisar os conte��dos do material did��tico destinado ao 6�� ano do Ensino Fundamental da disciplina de Ci��ncias e avaliar se esses conte��dos atendem a perspectiva da educa����o do campo em uma comunidade no interior de S��o Paulo e elaborar uma proposta de material did��tico complementar, embasado nos princ��pios da agroecologia. Este trabalho apresenta os resultados da pesquisa, realizada junto ao Movimento dos Trabalhadores Rurais Sem Terra ��� MST, em que se constatou que o material do governo n��o apresenta nenhuma especificidade ou adequa����o para os estudantes e escolas do campo e apresenta um material que pode contribuir para a forma����o desses estudantes

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

Quais rela����es estabelecidas entre ensino de qu��mica, educa����o ambiental e o enfoque CTS?: um estado da arte de alguns peri��dicos nacionais

This work presents results of art state that searched articles to bring in its wake the relationship between Teaching of Chemistry (TC), Environmental Education (EE) and the Teaching of Chemistry directed from the Science Technology and Society (STS) standpoint. The research was carried by articles surveying in major magazines Brazilian Environmental Education and a reference in the research magazine of Science Education, being performed a qualitative analysis of those items that were identified. It was noted that little is produced on the subject of interest within this field, in mid-1998 to June 2012. In the articles analyzed did not find a perspective that allied relationship STS and EE, or EE, STS and TC. Nine articles were found in relation EE and TC, and TC and three articles STS, constituting two thematic axes: Relationship between Environmental Education and the Teaching of Chemistry and Relationship between Science and Technology Society and Chemistry Teaching, The discussion was given from the contents that comprised the categories created. The first axis involved: a) Teacher of Chemistry and EA b) Contents of Chemistry and EE, and c) Concepts and practices of EE Chemistry teachers. The second axis of the categories are: a) formative processes and conceptions of chemistry teachers in STS: b) Analysis of TC practice focusing STS. There were works produced by the same authors, who mostly used the same theme in different magazines for publication only changing the perspective of analyzing the results. Finally, a scenario indicates that restricted thematic research and the need to advance with future work

Avalia����o do impacto do material did��tico proposto pela Secretaria de Ensino do estado de S��o Paulo para a disciplina de Educa����o F��sica

No ano de 2008, a Secretaria do Estado de S��o Paulo prop��s para todas as escolas estaduais o uso do material did��tico para todas as disciplinas, inclusive para a educa����o f��sica, com proposta de atividade para o Ensino Fundamental e o Ensino M��dio. Nas aulas de educa����o f��sica encontram-se professores rola bola, que oferecem a bola aos alunos e n��o se preocupam com qualquer tipo de interven����o. Tamb��m, encontrams-se professores que procuram ampliar os conhecimentos dos alunos, aprofundando os conte��dos de educa����o f��sica. Com base nisso, o objetivo deste trabalho foi avaliar o impacto do material did��tico na opini��o dos professores do 8�� ano do Ensino Fundamental. Para tanto, foram realizadas entrevistas com cinco professores, que utilizam o material did��tico proposto pela Secretaria do Estado de S��o Paulo. Ap��s a an��lise dos dados, verificou-se que os professores apresentam a mesma opini��o no que diz respeito ao que se deve mudar no material did��tico; dois professores acreditam que �� poss��vel aplicar o material na ��ntegra. Alguns professores afirmaram que ��s vezes �� necess��ria a ajuda dos alunos na realiza����o de algumas atividades. Outros concordam que o material chega quase sempre atrasado e isso prejudica o planejamento, atrasando o desenvolvimento dos conte��dos.

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

O uso de experimentos did��ticos como ferramenta para o ensino de f��sica nos anos iniciais da educa����o b��sica

When it comes to teaching physics in the early years of elementary school, the first question is: but there are opportunities to teach concepts to children of such complexity? This study sought to examine approaches and strategies to enter the Basic Education in Physics. To this end, we used low cost materials testing, taking as its starting point the work of Ferreira (1978) instrumentation for Teaching Physics, particularly with the theme electrostatics. The present study was made from the use of prototypes developed with the materials cited. Observations were made in the classroom looking for, from the records of teaching, analyzing the behavior of children and their arguments, possibilities for Physics Teaching this age group as well as some evidence of their cognitive development. In teaching discussions were held with students of the early years of elementary school involving conceptual and phenomenological aspects, adapting such knowledge at the level of logical and mathematical thinking that was still under development. The work shows that it is possible to work on electrostatic physical concepts with children belonging to the age group of nine to ten years. With the support of the group Pibid Physics city of Rio Claro, I realize my observations and practices at the Municipal School Marcelo Schmidt, which proved to be available and open for acceptance of this proposal

Aprendizagem dos alunos de 5�� ano do ensino fundamental em aritm��tica e suas dificuldades na resolu����o de problemas com estrutura multiplicativa

The topic in this work involving the resolution of problems with structure multiplicativa emerged from discussions carried out on the difficulties encountered by students of the first cycle of the Fundamental School in Mathematics, mainly in respect of the arithmetic. The research had as objective to investigate the main difficulties presented by these students when they are faced with a task for a resolution of problems with multiplicativa structure. Were participants, in the first stage of the study, 20 students of the fifth year of the Fundamental School of a state school of public education of the State of Sao Paulo. These students have an assessment containing ten problems with structure multiplicativa answered a questionnaire regarding of mathematics. In the second stage, were selected two students to participate in the think aloud. The data analysis showed that the difficulties presented by the participants were: 1- difficulty to read and interpret the set of problems; 2- select the operation correct; 3- to operate correctly; 4 ��� Trouble writing

A fon��tica na sala de aula de ingl��s

Este trabalho tem por objetivo discutir os erros de pron��ncia mais comuns cometidos pelos aprendizes de língua inglesa no n��vel segmental. Pretendemos ilustrar como isso ocorre dentro da sala de aula de uma escola de idiomas, a Wizard de Araraquara. Neste trabalho apresentaremos dados obtidos ao longo de uma observa����o cont��nua de quatro anos em salas de aula, e analisaremos os dados, comparando sempre as duas línguas, o ingl��s americano e o portugu��s brasileiro, tentando entender porque tais equ��vocos ocorrem e como o professor, atrav��s da conscientiza����o dos alunos para a fon��tica, pode evit��-los e at�� san��-los. A an��lise dos dados mostra que n��o s�� os alunos t��m dificuldades em produzir e compreender sons que s��o espec��ficos do ingl��s, mas que professores tamb��m n��o o conseguem em muitos casos, e que muitos desses professores n��o tem a prepara����o adequada para ensinar a linguagem oral, e consequentemente, a pron��ncia

Estrat��gias de aplica����o de softwares educativos como instrumentos para o ensino de f��sica

The technological advances of recent decades combined with digital inc1usion in Brazil sparked the country's population to the constant use of computers to perform tasks in many different natures. Whether it's for communication, entertainment, work or school, computers are tools with increasing numbers in Brazilian homes. Along with this evolution the Brazilian Physics teaching should be aware of the use of teaching tools that relate directly to the computer to student learning. Highlighting in this work we have scanned the contents of the Wikipedia community, a wide variety of educational videos placed on YouTube, educational games that try to teach the player in a fun way and a variety educational softwares placed on the World Wide Web. It is with special attention to educational softwares as tools for teaching physics, which describe some strategies for use of these software, combined with the textbooks, to illustrate some ways to introduce the use of educational softwares directly in the classroom

Um estudo sobre a resolu����o de problemas e suas rela����es com a afetividade

This research aims at examining the relationship between the performance of elementary school students Cycle I in problem solving and attitudes toward mathematics. For this, a research was conducted at a state school in the city of Bauru which was selected for convenience. Participants were randomly selected consisting of 75 students, of whom 21 were third years and 57 were of three classes of fifth year. The instruments used for data collection were: a informative questionnaire to characterize the students in age, grade, favorite subjects and the least liked, among others, an attitude scale, Likert type, to examine the attitudes toward mathematics; a interviews with 11 selected students according to scores on the attitudes and mathematical problems to be solved through the method of thinking aloud. The results showed that the major difficulties encountered by students in solving problems were: to understand the problems, formalizing the reasoning, recognize in the problem the algorithms needed for its resolution, make calculations with decimal numbers, do combinatorics, using the sum of equal portions instead of multiplying, self-confidence and autonomy in what he was doing, and others; participants with positive attitudes towards mathematics showed greater confidence to solve problems as well as a greater understanding on what was required by them, but were not detected significant relation between the attitudes and performance, since it was unfavorable

A evolu����o na pr��tica da educa����o: o uso das m��dias como ferramentas no ensino/aprendizagem da educa����o matem��tica

It is possible to note that the teaching done in the usual way goes against the language of youth today. It is essential that there be incentives and subsidies regarding the use of such media, whether the responsible government agencies and their members, be they principals and teachers, so there is a reform in the existing educational models and teaching. Currently, teaching is in a purely encyclopedic context of teaching models with pre-defined, ignoring the teaching based on the context in which the student lives (ethnomathematics). The objective of this work is to show how the use of audiovisual best known, such as newspapers, magazines, TV and computers can assist in teaching and learning of mathematics education, making teaching more enjoyable and inserted into the day-to-day student

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