Oficinas de leitura, interpretação e produção textual no ensino fundamental

This paper describes a project called “Development of educational workshops on text reading, interpretation and writing in elementary school”, which took place at the São Paulo State University (UNESP) with financial support given by the PROEX-UNESP (Pro-Rectorate of Extension). This project aimed to organize and run educational workshops on reading, interpreting and writing different genres for students enrolled at a public elementary school in São José do Rio Preto, São Paulo state. The analysis of the texts produced by the students unfolded the project into two essential approaches. In the first one, it was possible to identify problems and inaccuracies in language usage, which was the starting point to prepare the minicourses that would be offered. These mini-courses promoted a deep involvement of undergraduate students (in Portuguese Language and Literature) with the practice of Portuguese teaching at the school. In the second one, 5.468 texts, which were produced during the four-year project, founded researches whose goal is to describe processes in which there is a relation between speech and writing, and are based on a theoretical framework that values the multiplicity of literacies associated with social practices experienced by the students. Thus, this extension project aimed to articulate the service to the external community – in this case, public school students - to the internal community – undergraduate students in Portuguese Language and Literature.

A causalidade de porque em textos escolares: domínios de atuação, gêneros de produção

In this article we address the causality conveyed by constructions with porque in compositions written by students from a public school. Our purpose is to compare factors of cognitive and discursive order for examining possible motivations related to the variability and to the complexity involved in causal constructions. The analysis that we propose assumes that porque may have different interpretations depending on the context of use and may indicate the cause of an actual event, or the cause of a belief, or the cause of a speech act. We consider some theses of ontogenetic nature that support that the most cognitively complex meanings appear later, but we hold that there are other issues at stake. In what follows, we present evidence that the emergence of different causal relations with porque also takes place as a result of the operation of discourse genres.

Estudo analítico sobre a crise do sistema escolar público: produção de discursos, crenças, atores e instituições envolvidas

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

O conceito de TDAF: concepções e práticas de profissionais da saúde e educação

Pós-graduação em Saúde Coletiva - FMB

Percepções de professoras de escolade públicas eucação infantil acerca de sua formação e prática educativa: o caso de Medianeira - PR

Pós-graduação em Educação - FFC

O Trickster na escola: um estudo sobre a função educativa do mito

Pós-graduação em Educação Escolar - FCLAR

Efeitos do fundo de desenvolvimento da educação básica e valorização dos profissionais da educação - FUNDEB na educação infantil de Medianeira - Paraná

Pós-graduação em Educação - FFC

O ensino na atenção primária à saúde em escolas médicas do estado de São Paulo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Quinze Anos de Progressão Continuada: a percepção dos professores

Pós-graduação em Educação - FCT

A construção de uma identidade profissional

Pós-graduação em Educação Matemática - IGCE

Educação em valores: solução para a violência e indisciplina na escola?

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

A dimensão afetiva nas práticas pedagógicas de professoras alfabetizadoras dos anos iniciais do ensino fundamental

Pós-graduação em Educação Escolar - FCLAR

O Fórum Nacional em Defesa da Escola Pública e o princípio de gestão democrática na Constituição Federal de 1988

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Gênero e diversidade na escola: reflexões acerca da formação continuada sobre assuntos da diversidade sexual

This article aims to discuss reports brought by the teacher the early years of public school in the training course in Gender and Diversity in School (GDS), with regard to the prejudices of gender and sexual diversity. The GDS training course was offered in 2009 and 2010, by the Open University of Brazil (UAB), in cooperation agreement with the Universidade Estadual Paulista (Unesp). In São Paulo the training centers were distributed in 09 municipalities. The course GDS was inserted in the modality teacher continuing education elementary education from the public schools, in the semipresencial way, and it was divided into five thematic modules: diversity, gender, sexuality and sexual orientation, race / ethnicity. In this article, we present the analysis of the memorials written by / the teacher / participants of the 1st GDE course, polo Jau, in the state of São Paulo, that link the learning which was experienced in the course. Were obtained reports about conflicts arising from the dissonance of personal beliefs and professional responsibilities; involvement of the life’s history of the teacher in his performance in the school (subjectivities); transposition of conceptual errors built out of school, between other aspects. It could be observed that the course has destabilized these teachers with some questions about their certainties. The difficulty in changing and transforming concepts and prejudices about sexual and gender diversity was clarified during the course. The course enabled the educators the contact with contemporary questions, reflect on their attitudes and conceptions of education, which can help to transform their practices in school, providing new perspectives on the issue of sexuality

Escola Parque: notas sobre a proposta de Anísio Teixeira para o ensino básico no Brasil

This article deals with the Park School, a proposal prepared by AnísioTeixeira to organize basic education in Brazil. This is a bibliographic study, anchored in texts produced by the author himself and researchers who are dedicated to their legacy. Records show that the proposed Park School was an experiment, bold and innovative, to arrange a policy for primary education in Brazil. Was expertly planned and stood out in the architectural and pedagogical aspects. Park School has shown that it is possible to provide a quality public education; political commitment and solid educational training are therefore fundamental.