Dan��a na escola: um estudo sobre a formação do pedagogo para trabalhar a dan��a na educação infantil

The study focuses on the training of the pedagogue and working with dance in kindergarten. We conducted a brief study on corporal expression, Art Education and Dance History. We observed during this study the difficulties in working with the Dance School. So we conducted a search of the literature on teacher training, and a documentary research studying the Bachelor of Education, Faculty of Sciences, State University Julio de Mesquita Filho - FC/UNESP by analyzing its Educational Policy Project, its goals, its disciplines and whether any or some of them encouraged the study of dance as a method of teaching Art education. We seek the input of authors who study dance as well as others that investigate the training of teachers. We achieved some of the intended objectives and the analysis of the Educational Policy Project of the Education Course noting that two disciplines open space to work with movement, you can insert your content and practices related to dance. But we must emphasize that long for the lack of teacher training addressing the real needs of body language in kindergarten

A inicia����o �� doc��ncia como uma das etapas da formação inicial em educação f��sica

A partir de mudan��as culturais e legislativas, a formação profissional tem passado por altera����es no que concernem espa��os, modalidades e suas especificidades. S��o observadas ent��o, mudan��as desde os Projetos Pol��tico Pedag��gicos de cursos de formação de professores, assim como o incentivo do governo �� programas de Inicia����o �� doc��ncia, como o PIBID. Com isso, o objetivo desse trabalho foi o de levantar os principais problemas referentes ao ensino de educação f��sica na escola e se um programa de inicia����o �� doc��ncia poderia vir a ajudar na formação inicial do futuro professor. Atrav��s de uma pesquisa explorat��ria, usando como instrumento a fonte documental, esse trabalho analisou relatos de participantes de um grupo PIBID na Universidade Estadual Paulista- Campus Rio Claro, no curso de Educação F��sica e explorou as influencias desse projeto na formação inicial, comparando-o com a disciplina de Est��gio Curricular Supervisionado. Foram encontrados resultados que permeiam problemas estruturais e conceituais referentes �� disciplina de Educação F��sica Escolar, e que corroboram para um decl��nio de ensino da ��rea, al��m de resultados significativos que tanto o projeto, como a disciplina de est��gio, p��de oferecer aos alunos na constru����o de sua identidade profissional

A amizade em crianças da educação infantil es rela����es interpessais estabelecidas no ambiente escolar

The research aims to propose a study of the central concepts of friendship among children of kindergarten and how such conceptions influence the interpersonal relationships within the school. We intend to observe the friendly relations between the kindergarten children, to examine how teachers of early childhood education business with the friendly relations between children and their conflicts and to propose alternatives to work with the theme friendship in the garden childhood, aiming at the socio-moral development of children. To do so, as the main theoretical basis the studies of Jean Piaget (1932/1994) on the development of moral reasoning in children. The methodology is based on Piaget's clinical method, which aims to understand how the subject thinks, analyze and resolve certain situations, presented as short stories. We hope that by doing so, we contribute to the debate on the educational work aimed at building the moral autonomy of the children, especially in kindergarten

Educação ambiental e valores em um programa de formação docente: sentidos constru��dos a partir das pr��ticas pedag��gicas

Diante do processo de degrada����o do meio ambiente e da crise social que permeia a rela����o sociedade-natureza fragmentada, hierarquizada, consideramos a Educação Ambiental (EA) como potente instrumento de contraposi����o e interven����o aos atuais paradigmas de nossa sociedade. Frente a este contexto acreditamos que o processo educativo deve trazer articulado para as pr��ticas educativas as dimens��es dos conhecimentos relacionados �� sociedade e natureza, aos valores ��ticos, est��ticos e participa����o pol��tica. Reconhecendo a liga����o entre essas tr��s dimens��es, focalizaremos para esse estudo, entretanto, a dimens��o valorativa, necess��ria ao se propor a constru����o e reconstru����o de novos valores desej��veis no ��mbito socioambiental. Dessa forma, percorremos em nossa investiga����o espa��os compartilhados por dezesseis professores das s��ries finais do ensino fundamental da rede p��blica do estado de S��o Paulo, que se envolveram em um programa de formação docente junto ao projeto de extens��o Educação Ambiental e o Trabalho com Valores realizado em 2010. Nesse caminho, procuramos investigar a partir dos di��logos empreendidos entre esses professores, o processo da constru����o da pr��tica docente junto �� dimens��o valorativa da tem��tica ambiental. Buscamos apontar as possibilidades e os poss��veis desafios que se estabeleceram no momento da elabora����o do plano de ensino que deveria ser posteriormente desenvolvido na rede b��sica do estado de S��o Paulo. Os poss��veis espa��os de contesta����o que implicaram na contraposi����o do modelo dominante e que puderam se fortalecer mediante essa experi��ncia formativa durante o projeto de extens��o, bem como as possibilidades e limites oferecidos pela escola para sua realiza����o foram alvo de nossa pesquisa. Para tanto, a investiga����o se desenvolveu com base na abordagem de pesquisa qualitativa, sob uma perspectiva bakhtiniana

A dimens��o est��tica na formação das educadoras e dos educadores da inf��ncia: todos os tons do mundo

P��s-gradua����o em Artes - IA

Educação liter��ria na educação infantil: o livro nas m��os de professoras e educadoras de Ara��atuba (SP)

P��s-gradua����o em Educação - FCT

Experi��ncias Comparadas na Educação do Campo entre Brasil e Cuba e as Possibilidades de Formação Omnilateral na Am��rica Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the ���Third World ���, i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the ���field schools��� in Cuba (1960-1975). The issue of ���intellectual and organizational culture���, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009-2010). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

O espa��o dos homens plenos: experi��ncia comparada na educação do campo entre brasil e cuba e as possibilidades de formação omnilateral

This text aims to present the challenges and opportunities of omnilateral formation as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices originating from the educational experience of Brasil and Cuba. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the field schools in Cuba (1960-1975). The issue of intellectual and organizational culture, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

Pr��ticas Educativas Comparadas em Educação do Campo e os Desafios da Formação Omnilateral na Am��rica Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the "Third World ", i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to ���intellectuals and the organization of culture��� in "schools in the countryside" in Cuba (1960- 1975). The issue of "intellectuals and the organization of culture", in a gramscian perspective (GRAMSCI, 2000), was addressed in several works throughout our academic career (VILLELA, 2003; 2008; 2009-2010). In order to further these issues, we address the challenges of formation for children and youth of the field in Latin America. By analyzing the educational practices in the schools in the countryside, emerges the theme of contemporary global justice.

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 Educação - FFC

Organiza����o e funcionamento do atendimento educacional especializado na educação infantil: estudo de caso

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

Efeitos do fundo de desenvolvimento da educação b��sica e valoriza����o dos profissionais da educação - FUNDEB na educação infantil de Medianeira - Paran��

P��s-gradua����o em Educação - FFC

Projeto de interven����o em educação sexual com educadoras e alunos de uma pr��-escola

Childhood sexuality is a polemic theme among pre-school educators. This text describes an extension project that aimed to observe the manifestation of children���s sexuality in a pre-school and to intervene by offering a space for dialogue, reflection and better understanding about childhood sexuality. The participants were seven teachers and whole group of children from a selected pre-school. It was observed (1) among the educators: the different games applied according to gender; how tolerant the teachers were regarding to boys bad behavior; vigilance against the homosexuality and constant motivation to female vanity and beauty. (2) Among the children: sexist stereotypes; manifestations of racism and prejudice; curiosity and interest about the body and sexuality and the use of insulting words concerning body beauty. The teacher education discussed theoretical and practical issues about the development of the sexuality in the childhood and the sexual education of their students. The project observed that a sexual education project can be put into practice in a pedagogical and ethical way in a pre-school environment.

A (des)informação dos gestores/as e professores/as em sexualidade e educação sexual-relato de uma experi��ncia

The present study aimed to know the training and guidance for managers and teachers in sexuality, in order to ascertain whether there was a demand for a training course covering these topics. The participants of this study of the qualitative and quantitative nature were managers and teachers of a municipality in the state of S��o Paulo, Brazil, more precisely 40 professionals who were invited to participate in a study by answering a questionnaire with semi-enclosed 20 questions. The purpose of this instrument was to know their training and information on sexuality. In general, in various questions about the trajectory of these professionals, contained in the questionnaire, it was evident the lack of training in sexuality and related issues, denouncing the training demand in this area. Considering this, it was developed and implemented a training course on sexuality for these professionals, which was conceived to treat different subjects in order to instigate in them a rethinking about the importance of sex education in the school environment. The results obtained so far show the mobilization of them in order to implement the proposed sex education in the school where they are working. Anyway, we know that there is much to do considering contributing in training of sexuality education, but this initiative shows that it necessary to provide more opportunities for initial and continuing education for these professionals.