As contribui����es do peri��dico Educa����o & Sociedade mediante reflex��es da formação de professores

Este estudo teve por objetivos constituir o ciclo de vida da Revista Educa����o & Sociedade e apresentar uma discuss��o sobre a tem��tica Formação de Professores no interior desse peri��dico. Optou-se metodologicamente pela pesquisa bibliogr��fica, embasada na leitura, an��lise e interpreta����o de artigos presentes no peri��dico Educa����o & Sociedade, assim como de outros autores que tiveram seus trabalhos voltados para a formação docente. O trabalho de investiga����o foi feito na Biblioteca do Instituto de Bioci��ncias da UNESP ��� Campus de Rio Claro. Neste processo identificaram-se 33 peri��dicos, sendo que dentre eles, escolheuse a Revista EDUCA����O & SOCIEDADE, per��odo de 1978 a 2005, por ser considerada uma revista quadrimestral (1995), reconhecida como um peri��dico de n��vel internacional, tendo um forte corpo editorial nacional e internacional, publicando textos em portugu��s, ingl��s, franc��s, alem��o e espanhol relacionados a ��rea de Ci��ncia da Educa����o, divulgando trabalhos que incentivam a pesquisa acad��mica e o debate amplo sobre a educa����o nos diversos prismas de sua rela����o com a sociedade. Sobre o ciclo de vida do peri��dico observou-se que este foi publicado, inicialmente, pela Editora UNIVERSIDADE ESTADUAL DE CAMPINAS em conv��nio com a Editora CORTEZ & MORAES (1978); depois: de responsabilidade do Centro de Estudos Educa����o e Sociedade (CEDES), publicada e comercializada pela Editora Cortez & Moraes (1979) e publicada e comercializada pela CORTEZ EDITORA e AUTORES ASSOCIADOS (1980-1981); publicada e comercializada pelo CORTEZ EDITORA (1982-1989); editada e publicada pela EDITORA REVISTA DOS CEDES TRIBUNAIS Ltda (1990-1996); sendo que a partir de 1997 passou a ser publicado via on line e financiada com recurso de Programa de Apoio a Publica����es Cient��ficas (MCT, CNPq e FINEP) com responsabilidade editorial, de publica����o e vendas pelas CEDES, perdurando at�� o presente. No seu primeiro ano de vida ...

As implica����es do programa 'S��o Paulo faz escola' no trabalho docente de professores iniciantes: um estudo de caso

P��s-gradua����o em Educa����o - IBRC

A formação inicial de professores de ingl��s como espa��o para a (re)constru����o de identidades

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Percep����es de professoras de escolade p��blicas euca����o infantil acerca de sua formação e pr��tica educativa: o caso de Medianeira - PR

P��s-gradua����o em Educa����o - FFC

A visita domiciliar na formação m��dica

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

An��lises dos pressupostos de linguagem nos cadernos de formação em l��ngua portuguesa do Pacto Nacional pela Alfabetiza����o na Idade Certa - PNAIC

P��s-gradua����o em Educa����o - FFC

O tutor virtual na formação continuada em educa����o especial

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Programa Nacional de Desenvolvimento Sustent��vel de Territ��rios Rurais (Pronat) no Territ��rio Noroeste Paulista: an��lise da participa����o dos atores sociais

P��s-gradua����o em Agronomia - FEIS

Educa����o ambiental e contexto escolar: quest��es para um programa de pesquisas

In this paper are systematized the discussions conducted by GDP "Research in EA and School Context", in VII EPEA, which have had, as its main axis, themes, authors and theoretical perspectives privileged in research presented at the event and declared themselves affiliated to this GDP. The dialogue with researches from previous meetings and other, aims to deepen the questions posed by the research group. The discussions allowed to identify themes and issues that present themselves as significant and challenging for research in EA in the school context, namely the conversion of schools into sustainable educational spaces; public-private partnerships, with great interest from companies and NGOs in school spaces, waving kits with educational materials produced for the school; lack of investment in public policies for teacher training in EA; tendency to an adherence to critical environmental education, without, however, have clear theoretical and methodological commitments under this option.

A formação do cidad��o moderno: a sele����o cultural para a escola prim��ria nos manuais de Pedagogia (Brasil e Portugal, 1870���1920)

This article seeks to understand the production of the modern school in Brazil and Portugal at the turn of the 20th century. The analysis falls on the pedagogical knowledge constituted around school programs disseminated in pedagogical manuals at the Normal Schools in Brazil and Portugal. The study uses three teacher training manuals as source of information: Curso pratico de pedagogia destinado aos alunos-mestres das escholas normaes primarias e aos instituidores em exerc��cio (1874), by Mr. Daligault; Elementos de Pedagogia para servirem de guia aos candidatos ao magist��rio prim��rio (1870), by Jos�� Maria da Gra��a Affreixo and Henrique Freire; and Li����es de metodologia (1920), by Bernardino da Fonseca Lage.

A abordagem CCS na formação de professores para uma escola inclusiva

P��s-gradua����o em Educa����o - FCT

A formação de docentes inclusivos: um desafio para a educa����o brasileira

Respect for differences is one of the most important subjects in debate in the Brazilian and World society today. It���s consensus that diversity education is very important to make humanity fairer and more equal. In this context, it���s necessary to separate real pedagogic actions from political demagogy. So, our objective in this paper is to enrich this discussion with the results of our project ���Perspectives of teachers about the inclusion of special students in Programa UNESP de Educa����o de Jovens e Adultos���. These results will demonstrate a good example of inclusive education and will prove the inadequacy of training in special education offered to Brazilian university students. In our opinion, it���s impossible to believe in diversity education without appropriate training in inclusive education because this work requires accommodation of social, political, physical, religious, cognitive and cultural differences and this demands a skilled professional in all teaching methods.

Gest��o democr��tica na escola: as impress��es dos participantes do programa progest��o

This paper is a sampling of an extensive research which analyzed and assessed the Distance Learning Program for Qualification of School Managers (Progest��o) carried out in three schools, which preserved the same management team during the program. Progest��o provided continuing and inservice development for public school managers by means of distance and presential types of learning. This paper deals with the concept of democratic management understood by the proponents of Progest��o, the training team (trainers and multipliers), and the managers assisting the course (principals, vice principals, and pedagogical supervisors). Three issues that check the understanding of the democratic management concept were analyzed, as well as how those participants implement it in schools. The research is based on the qualitative approach, which has an evaluating character. It discusses the profile assigned to school management since the amendment of the State and the passing of the Law of Policies and Principles of Education (LDB)/96, besides pointing out the difficulties to support democratic management dissociated from other school practices.

Formação de jovens para o mundo do trabalho e cidadania: experi��ncia te��rica e pr��tica por meio de projeto extensionista

This paper presents the extension project Youth Empowerment for Work and Citizenship. It is a psychosocial and an educational activity focused on the care of impoverished youths, aged between 14-19, from Assis-SP. It aims to contribute to the cognitive, affective and social process of the participants. The extension activity has benefited the education of Psychology undergraduates students to the mediation in human development under nonformal education. The theoretical and methodological background is based on the cultural-historical psychology of Vigotski. The results obtained are: the establishment of partnerships between universities and state and local public organizations; the incorporation of innovative thematic in psychology curriculum course at UNESP; production of academic-scientific research about the experience of Psychologists in social educational area; and the participation of one hundred young people as well as their parents or legal guardians in the project.

O Programa Nacional de Direitos Humanos e a promo����o da cidadania no Brasil

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)