Blog educacional para o ensino das danças folclóricas a partir do currículo de educação física do estado de São Paulo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A história do ensino de física no Brasil n o século XIX: as academias militares e o colégio Pedro II

Pós-graduação em Educação para a Ciência - FC

Comparação entre as habilidades motoras de chutar e rebater em crianças do primeiro ano do ensino fundamental

This research analyzes the development of motor skills of kicking andhitting 60 children, six years old, from three schools in the city of Bauru. Thestudents were videotaped performing the task of kicking and hitting. Thecollected data were analyzed by three independent evaluators who rated theskills in development stages (early, elementary and mature), following thecharacteristics presented by Gallahue and Ozmun (2005), adding two morecategories: beginner / intermediate, elementary / intermediate. The resultsshowed that there were differences between the skills of kicking and hitting.This may be related to cultural aspects. Also found that most children havenot reached the mature stage of development the two skills, which is contraryto that expected in the literature.

Instrumentos de ensino de valor histórico e seu papel no ensino secundário no Brasil (1931-1961)

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

Experimentos de baixo custo para o ensino de eletrostática no nível fundamental

The experimentation in the teaching of physics has been extensively studied over the years because of its potential as a tool demonstration of physics phenomena studied in classroom. In such a perspective view of the action of apprentice student involving teaching future teachers of physics, under the Program PIBID CAPES, developed since 2009, seeks ways to improve the teaching of physics experiments using the theme chosen for the electrostatic work was . In this particular work, we report the development of the project in a State School located in the city of Rio Claro, in two rooms in the 9th grade in elementary school. It is planned with the activities of teaching physics at this level of education, look at how two different ways of displaying the contents of electrostatics in a playful way for elementary students and implement a library of experiments so that students can take the experiments to their homes

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

O ensino e a surpresa: experimentos surpreendentes e suas possibilidades no ensino de Física

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 didáticos como ferramenta para o ensino de física nos anos iniciais da educação básica

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

Estratégias de aplicação de softwares educativos como instrumentos para o ensino de física

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

O experimento e o lúdico: reflexões sobre atividades didáticas experimentais para o ensino de Física e a ludicidade

In this work, is discussed the importance of experimental activities in Education of Physics in Basic Education from the experience of Supervised Stage and the work with the Initiation of Teaching in the Program PIBID CAPES, in this case linked to the Department of Education of the Institute of Biosciences, Campus Rio Claro, São Paulo State, in partnership with three schools of basic education in the city. At first, based on the work of Ferreira with Instrumentation for Teaching Physics, consider the electrostatic theme. The focus is the searching for equipments constructed with low cost materials and easy access. Were developed and promoted strategies of the use of such materials in Physics’ Teaching, with a view to reintroducing experimental teaching activities in Public Basic Education, in the form Workshop Learning and Teaching of Physics, as well as lessons of Laboratory with the help of script and also in the form of an Experiments Library. These experimental activities were critically analyzed with a focus on playfulness. The focus of work in experimental activities for the Physics’ Teaching allowed to redeem, critically, didactic materials. From the standpoint of playfulness, playful moments and interaction of individuals with the knowledge that provides the experimental material when used strategically, they seem to be of great relevance to the Physics’ Teaching in Basic Education. It is possible to use experiments in Physics’ Teaching in public schools

Laboratório didático: perspectivas experimentais do ensino de física no nível médio

Here we present an exploratory study on the use of laboratory teaching in four schools of Basic Education in Rio Claro, SP, three of them high school and one of the second cycle of basic education, developed in the years 2011 and 2012, under activities of the course Prática de Ensino e Estágio Supervisionado, the Degree in Physics - UNESP, Rio Claro campus and work with Pibid (Projeto Institucional de Bolsa de Iniciação à Docência) in agreement UNESP CAPES Notice 2009. Initially, we diagnose the situation and identify the laboratories using them for Teaching Physics, from direct observation and contact with teachers. Based on the experimental realization of educational activities in such schools, we discuss different teaching strategies, and using experiments built with inexpensive materials (Ferreira and Ramos, 2008). We analyzed the role of the teaching laboratory in the development of skills and abilities of students, related to the teaching and learning of Physics, as well as aspects concerning the use of instructional laboratories

A física no 1º ciclo do ensino fundamental: uma abordagem construtivista

Todos nós sabemos o quanto é importante uma base de conhecimentos sólida, para que, posteriormente, quando forem ensinados os novos conceitos, os alunos possam fazer relações com o conhecimento que já possuem, com maior facilidade. Verificamos no Ensino Médio a grande dificuldade dos alunos têm para o aprendizado de Física, além da idéia pré-concebida que eles possuem de que é uma disciplina de difícil compreensão. Porém, essas dificuldades, em sua grande parte são advindas da compreensão dos textos de e do desenvolvimento de cálculos, ou seja, essas dificuldades provêm das disciplinas de Língua Portuguesa e de Matemática. Com base na situação descrita acima, o presente trabalho tem o objetivo de buscar alternativas para este problema, trabalhando desde a base destes conhecimentos, através de atividades desenvolvidas com o primeiro ciclo do Ensino Fundamental. Dessa maneira, levamos para escola pública de um bairro periférico de Presidente Prudente, mais especificamente, para a 3ª série do ensino fundamental, uma atividade com conceitos de Física para desenvolver com as crianças, estimulando o raciocínio das mesmas e a incentivando a busca por soluções para situações-problemas, utilizando-se para isso das idéias propostas pelo Construtivismo, fundamentadas na epistemologia de Piaget. Este trabalho sempre visou a valorização do conhecimento prévio desses alunos e estabelecendo relações com o seu cotidiano

Comparação do desenvolvimento neurológico entre os gêneros em alunos ingressantes no ensino fundamental em uma escola municipal em Bauru

Human beings' motor capacity development is essential, because it facilitates movement, enabling the performance of motor activities and others. In pre-school, boys and girls acquire the motor capacity development considered basic that, through several factors such as neurological maturation, which is in charge of providing more complete movements, and body growth, which has the goal of a better body domain, makes them improve individually the performance of motor abilities, but it can minimize them if laterality does not develop spontaneously. There by, this study focused on assessing the neurological development between genders of students engaging in fundamental school. Forty-three children of both genders at age six took part in this study. The evaluation occurred through the LEFÉVRE protocol (1976), which aims at assessing the maturity and development of the Nervous System through tests of the Evolutionary Neurological Exam (ENE), which comprises a series of tests involving specific tasks, regarding age in the static balance items, dynamic balance, appendicular coordination, trunk-member coordination, motor persistency, sensibility and synkinesis. Neurological development comparisons were performed between boys and girls for each item of the battery of tests. The results of the motor persistency and sensitiveness and sensorial activity tests were below the average for six-year-old children, but there was not any difference in gender comparison for each item of the battery of tests, only a small tendency for one of the genders, but meaningless, having a variance in only two tests of the synkinesis exam (Foot-hand and paper ball with the dominant hand), in which boys had a bigger percentage of synkinesis presence than girls did. The results also showed that the majority of the children assessed, both boys and girls have a right manual and pedal preference and the ocular laterality is approximately the same for left and right-handers. It was..

Formação acadêmica inicial em educação física: perfis profissionais, objetivos e fluxos curriculares de uma instituição privada de ensino superior do interior do Estado de São Paulo

The present study represents a qualitative thesis, characterized as a case study, which uses the method of the present approach. In addressing the academic home in physical education, there is the constancy of the discussions regarding the curriculum and professional formatting. In view of the curriculum modifications to fit the new legislation, and the fact they are few studies related to private institutions that offer such courses, which offer even greater number of courses when compared to public institutions aimed to investigate and analyze the professional profiles, curricular goals and flows contained in the pedagogical projects of courses bachelor degree in physical education and a private institution of higher education of the State of São Paulo, as well as verifying the existence and adequacy of articulation to the institutional educational project and the institutional development plan. Compounding the literature review discussed the key historical facts relating to courses in physical education in our country, and its path to the current model. Also presented was the law of physical education courses in force in Brazil and some concepts about teaching course projects and their relationship to other institutional documents. Techniques were used to review and document analysis, with primary source documents of their own and other government institution. It found a lack of interest of some private institutions of higher education in official documents available for this type of research, which is bad since there are more courses offered by them compared to public institutions. As for the degree course for training teachers of physical education, found lack of specificity regarding the differentiation between content and the bachelor, which ends up deviating from the expectations contained in the course to the one presented in the curriculum. Thus, it becomes a need for greater collaboration of private institutions of higher education...

A visão dos professores quanto ao processo de ensino e de aprendizagem do basquetebol nas aulas de educação física: a realidade de Volta Redonda/RJ

The present study has as its main purpose the investigation of teachers'view concerning the teaching and learning of basketball in Physical Education classes in a school setting. The selected teachers who participated in this survey come from public and private institutions in the city of Volta Redonda, RJ, Brazil, teaching 6th-9th grade classes of elementary school. This was a quantitative and qualitative study with content analysis. Data collection included interviewing 60 teachers who provided their opinions on the issue investigated. Development of basketball was investigated not only as a content for the Physical Education classes, but also as a dimension that goes beyond school boundaries, where that sport plays an important role in society. Joint actions to provide the opportunity for basketball to grow as a content for Physical Education classes may represent a way to describe its implementation in all contexts, although the importance of this discipline in the school setting should not be disregarded in favor of obtaining results in sports competitions.