Experiências inclusivas na educação de jovens e adultos em um município do interior paulista

Pós-graduação em Educação - FFC

Televisão digital interativa na educação: desenvolvimento de um conteúdo. complementar ao ensino

This work had as objective the development of a prototype of educational content, as an experimental process, making use of resources from Interactive Digital TV. The characteristics of interactive digital terrestrial television are presented, in the form of a media mode capable of performing as a complementary source to education. The methodology used is composed of four phases: deduction, analysis, induction and synthesis. Its conception takes as issue the expressed need stated by UNESCO to use ICT (Information and Communications Technology) towards education, as well as the possibility of applying digital television in an educational process. The content is structured in the form of a quiz, a type of question-answer game as an informal way of education for high school students. The prototype developed in this work is presented as a structural script and map, taking into account the necessary activities and routines to put it into operation in the tested environments, eclipse, virtual set-top-box and Developer Box. The practice of prototyping was carried out in NCLua, based on middleware Ginga. As a result, we concluded that Ginga offers enough support to carry out the task, providing characteristics of interaction to publish the proposed content, at the moment of the actual practice.

A educação e a sustentabilidade: o desafio de um paradigma e a década da educação para o desenvolvimento sustentável da UNESCO (2005-2014)

This paper aims at proposing a discussion on the role of education in a pragmatic plot. It intends to offer some contributions to the consolidation in the essence of sustainable development and of a contextualized sustainability as well as its respective dimensions. Therefore, some conceptual evolutions of such expressions and the implications for when they are being used, especially parallel to the UN Decade of Education for Sustainable Development, UNESCO (2005-2014) are presented. This paper also intends to promote some reflection on how much environmental and general education are important with regard to the challenge of multidimensional balance proposed, as seen from the perspective of a paradigm that has been constantly shaped since the Stockholm Conference of 1972, going through the given contributions in 1992 by The Earth Summit in Rio de Janeiro – Eco 92 / Rio 92; and from there to the United Nations Conference on Sustainable Development, of Rio+20, in 2012.

O emprego da literatura na educação infantil: a investigação e intervenção com professores de pré-escola

INTRODUCTION: The children's schools are expanded spaces of education and care for infants. The educator's role as mediator in learning is crucial to child development, and the use of children's books can act as an important methodological and pedagogical resource in this process. METHODS: This paper describes a psychoeducational intervention performed with the educators of a public pre-school with the following objectives: (a) register the collection of children's books of the school, (b) investigate the acquisition and use of children's books by the teachers and (c) offer an intervention to teachers regarding the educational use of children's books. The participants were seven educators who worked with children from 2 to 6 years old. RESULTS: The results indicate that among the 315 books in the school, the majority was about animal stories (75 books), fantasy and mystery (38), fairy tales and fables (34), formal learning (33), learning rules (33) and about nature and environment (22). The educators reported that the choice of books was made mainly considering the age group to which the books were directed, and also from the themes found in texts and/ or illustrations. Although the teachers believe that the books can encourage reading among children, they don't describe their use in planned activities and they report lack of knowledge about their use. CONCLUSION: The proposed intervention to the teachers allowed them to rethink the use of books in pre-school, instructing them to the utilization of the books aiming to stimulate the imagination and creativity, improving the critical and reflexive capability of the children.

Anum não canta em gaiola: estudo sobre as relações entre educação em arte-cultura e privação de liberdade

Este estudo buscou compreender traços da trajetória histórica e filiações teóricas na construção da Fundação CASA, logo, no significado da privação de liberdade em medidas socioeducativas. A partir disto, refletimos sobre o modo como as práticas educacionais artístico-culturais, aparecem enquanto elementos desestabilizadores da ordem, confrontando e sendo confrontadas pela lógica persecutória, comportamentalista e punitiva, inerentes ao ambiente carcerário. Neste contexto, a pesquisa investigou a tensa relação entre o canto do anum e as gaiolas, ou seja, a educação em arte-cultura e a privação de liberdade. Para tanto, realizamos um estudo bibliográfico que colocou em diálogo: documentos institucionais como o Estatuto da Criança e do Adolescente - ECA, o Sistema Nacional de Atendimento Socioeducativo - SINASE e Regimento Interno da Fundação CASA; com produções teóricas que permitiram a reflexão e auxiliou na compreensão da complexidade destas relações como, Loïc Wacquant, Michel Foucault e Roberto da Silva, sobre o sistema carcerário; Stuart Hall, Frantz Fanon e Muniz Sodré, sobre identidade cultural e cultura negra; Paulo Freire e Boaventura de Souza Santos sobre educação, e por fim, nossas memórias enquanto arte-educador que, há mais de dez anos, atua diretamente com adolescentes em diversas unidades desta instituição. Enfim, buscamos responder a inquietação central deste trabalho: Como se dão os movimentos de captura e esquiva entre arte-cultura e privação de liberdade? Com a intenção de contribuir com processos de reflexão e construção de práticas educacionais direcionadas aos adolescentes encarcerados

O Modelo Freireano de educação aplicado ao programa da disciplina prática de ensino de enfermagem

The present study is a qualitative research supported by Paulo Freire's writings. It presents the structure of a discipline-Nursing Teaching Practice-which searches for an amplification of opportunities provided by the Nursing School in order to improve the student's consciousness of his/her role as a future educator.

Educação para o desenvolvimento sustentável: o papel da Universidade

The University is responsible for the stablishment of citizens with critical thinking, based on current concepts, capable of a dynamic and participative attitude in the community in which these professinals will be inserted. Education at environmental sustainability, permeated by the articulation among knowledge, social, and cultural phenomena, brings the challenge of incorporating skills, providing essential values not only for understanding the historical relations between human beings and the environment, but also to improving the quality of life. The “World Conference on Higher Education in the Twenty-first Century: Vision and Action" guides the educational process by its mission to train citizens professionals, highly informed, motivated, integrated and able to create a society based on love of humanity and wisdom. The balancing among the basic functions of teaching, research and extension within the University contributes to the student to take ownership of the construction of his own knowledge in a perspective of integral formation of the human being, aware of his social responsibility and policy for a society environmentally sound. This paper aims to, guided by literature review, present some considerations on the role of the University in education for environmental sustainability.

Educação e sustentabilidade: relações possíveis

Considering the defi nition of Environmental Education as a human development process that seeks the transformation of the relationship between society and environment, this paper – collectively written by the members of the research group – discusses the theoretical framework of our studies, understanding them not as ’straitjackets’ that force us to repeat and reproduce predetermined analysis, but as a pathway, a method to interpret reality, a method to look for the essence of the studied phenomena, the real world. The theoretical framework we present helps us, therefore, to overcome the fragmented feature of the construction of knowledge proposed by methodologies in whose epistemological axis are located empiricism, positivism and idealism, as well as to fi nd out the laws of the phenomena whose study concerns us. It also helps us to capture in detail the details of the problems, to analyze their evolution and track the connections between phenomena that surround them. That is the Historical, Dialectical and Materialistic method formulated by Marx and those who came after him, also known as the philosophy of praxis. Based on this reference, we discuss here the relationship between environmental education and sustainability, bringing the concepts of sustainable development and sustainability into the debate, concluding that for the critical perspective explained here, environmental education for sustainability is a process that joins theory and practice for the transformation of the relationships between societies and the environment. This is the critical dimension of environmental education as we comprehend it.

Educação, trabalho e exclusão social no mundo globalizado

This paper reflects on education, work and social issues in the globalized world, where the transformations technical / scientific / informational, articulate the context and intentions capitalists generated unemployment and social exclusion of millions of people in the name of competitiveness and streamlining production . Brazil, a country with vast territory, the diversity of strategic resources, large population and vast internal market, has the potential to achieve full autonomy socioeconomic during the twenty-first century. However, the achievement of autonomy depends on the socioeconomic development of a strategic project to education to train the new generations and to upgrade the skills of workers at work. The construction of a just society depends on acquisition of knowledge, skills and social skills and labor to keep up with rapid changes afforded by developments in science and technology of the third millennium and build a collective consciousness able to avoid degrading economic, environmental and social fundamental condition for all Brazilians are full citizens.

Mídia-educação no ensino médio: uma experiência com alunos e professores

This paper describes the development of educational materials on media education as a result of workshops held for students and teachers of high school in Midialab – Media Education Laboratory of Universidade Sagrado Coração. The objectives of this exploratory research were to investigate how teachers and students learn about media, looking for similarities and differences in the performance of the two groups in order to make it possible to conclude what methodology frameworks had a best result for promoting the media literacy of each group, taking on account the characteristics of public school and the paradigms of international media literacy. The methodology involved the application of activities focusing on six strategies: textual analysis, contextual analysis, content analysis, case study, translation, simulation and production. The results suggested that such activities are a productive way to develop critical reading skill and to reduce the differences between teachers and students’ repertoire. They also presented good results in the development of language usage by them and promoted collaborative learning, in a social approach.

Aproximações entre as comunidades científica, amadora e escolar: estudando as potencialidades de observatórios astronômicos para a educação em astronomia

This article considers some potential of activities developed in non-formal education in astronomy, like astronomical observatories and other related establishments. This kind of research is less explored in our country. We present, in this text, a model to study possible relations among these kinds of communities: the scientific, the amateur and the professional, applicable in astronomical observatories, in a motion against the local and punctual activities dispersion and pulverization of these establishments, and against the use of common sense to develop their activities, aiming the advancement of the astronomy education and its national research.

O profissional de educação física adaptada em contextos não formais: expectativas e realidades em diferentes perspectivas

This study aimed to comprehend the expectancies and realities in Adapted Motor Activities (AMA), of physical education (PE) professionals, public administration inside special institutions of people with disabilities (PwD), families of addicted people with disabilities and independent people with disabilities, living in Muzambinho City/MG/ Brazil, comparing the reality and expectation of EFA in non formal contexts. Participants were selected using criteria related to the central subjects of this research (PwD), totaling 26 individuals. Data were collected through interviews with audio recording and full transcription. It was found that the reality of APE has been moving in opposite ways than expectations, especially regarding the inclusion in non – formal contexts, starting the needing of reflections and discussions to acting in AMA and PE.

Concepções e expectativas de crianças e de profissionais sobre o espaço na Educação Infantil

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

Imagens e histórias em arte terapia: experiências nas interfaces da psicologia, da educação e da arte

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Processo educacional de crianças com Transtorno do Espectro Autista na Educação Infantil: interconexões entre contextos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)