As contribui����es do peri��dico Educação & Sociedade mediante reflex��es da forma����o de professores

Este estudo teve por objetivos constituir o ciclo de vida da Revista Educação & Sociedade e apresentar uma discuss��o sobre a tem��tica Forma����o 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 Educação & Sociedade, assim como de outros autores que tiveram seus trabalhos voltados para a forma����o 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 Educação, divulgando trabalhos que incentivam a pesquisa acad��mica e o debate amplo sobre a educação 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 Educação 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 ...

O ensino de história e geografia nos anos iniciais numa rede municipal de ensino: um estudo de caso

The present research aims to identify conceptions that teachers and students of the early years have in relation to the disciplines of history and geography. The site chosen for the survey was a municipal school in the city of Len����is Paulista, in S��o Paulo. The work's theme was chosen after observing a minimization of the teaching of the contents of the above-mentioned disciplines at the expense of mathematical content and mother tongue. In addition, there were difficulties arising from the standardization of education , such as teaching network uses material apostilled . The survey data , together with literature review was conducted with students and teachers in the early years who participated in a semistructured interview . Authors like Callai (1999 and 2005), Cavalcanti (2005 and 1998) and Burke (1992) theoretically supports the research . They have in common a new conception of education that values the small deeds that result in major events. The student, in this view, plays an important role as a subject of social transformation. The research has favored both the analysis of the conceptions of teachers and students, assisting in reflection on teaching practices, but also led to reflect on the training of teachers. The research shows us that the type of material used and the practice adopted may impair the access of students to the language of nature and society

Da Campanha de Educação de Adolescentes e Adultos aos Grupos Escolares noturnos: S��o Carlos, SP (1930 a 1950)

P��s-gradua����o em Educação Escolar - FCLAR

História do ensino da literatura infantil nos cursos de forma����o de professores prim��rios no estado de S��o Paulo, Brasil (1947-2003)

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

O processo de configura����o curricular: uma an��lise da compreens��o de professores de educação f��sica das s��ries iniciais do ensino fundamental

P��s-gradua����o em Educação - IBRC

Educação e Hegemonia: A Forma����o de Intelectuais na It��lia dos Anos 20, a Organiza����o da Industrializa����o em S��o Paulo e a Constru����o da Hegemonia Burguesa no Brasil

The formation of intellectuals, in Gramscian terms (GRAMSCI, 2000), was addressed throughout our academic career, for example, Villela (2003; 2008; 2009; 2010-2012; 2011; 2012; 2014). This article aims to resume some relationships between education of intellectuals in Italy for years 1920, the organization of industrialization in S��o Paulo and the construction of bourgeois hegemony in Brazil. In this paper I review my dissertation, Villela (2003), whose aim was to understand the rationalization of work processes in architectural offices. This dissertation possible to trace, among other things, another story of the relationship between architecture and state in Brazil from industrialization in S��o Paulo. Based on the notion of intellectuals Gramsci, we discuss the extended state design and envision a particular kind of state, which in our case is the State industrialist. And relate interested in public policy of that State for industrialization industries office designed by Rino Levi Architects Associate SC Ltda. (ERLAA) that has developed over the decades its activities from 1920 to 1990, many projects in the city of S��o Paulo. The relationship proposed here is unprecedented. Grounded in this relationship, put in another scene about the formation of intellectuals and hegemony, a Gramscian point of view.

As interfaces entre linguagens audiovisuais e pr��ticas pedag��gicas em História e Geografia: experi��ncias, possibilidades e limites no curta metragem como uma outra compreens��o do local e do vivido

Specifically in the teaching practices of History and Geography notes a concern with the construction of school knowledge based on observance of categories such as 'everyday' and 'place', which emphasize a look intensively focused on the local context of the students - element (res) significance, situated in time and space, the representations and actions of individuals, the (re) defining their identities (individual and / or collective) and rights to citizenship. However, both educators in history, as in geography, should be alert to some limits of a strictly pedagogical 'localist'. When it comes to use of language technology audiovisual in line with the pedagogical existing in ���PCN's��� history and geography, one must keep in mind that not just resize the movie to local level (whether in the classroom or outside), or elect the 'localism' as the new panacea of a certain 'pedagogy' of audiovisual language. With the desire to promote the development of new methods of teaching history and geography is that we designed a research project. This is creating opportunity with the possibility of graduating videos reflect on the teaching of history and geography, according to the use of a new technological language and art (cinema), the association with the reality of the students (hence the site survey and urban) as well as the promotion of an active and critical dialogue with the PCNs���s recommendations.

Dilema moral na Educação Infantil: generosidade ou justi��a?

The aim of this study is to investigate the judgments about the virtue of generosity or justice by teachers in early childhood education and compare their judgments with the children���s judgments about generosity or justice. We interviewed 26 teachers and 90 children aged 4, 5 and 6 years at this level of education. The instrument used was a moral dilemma in which the protagonist of the story would have to choose between giving a prize to the child who drew the most beautiful picture (justice) or to the child who was sad (generosity). The results indicate that justice is the virtue most valued by teachers and that it is already valued by children and may be a need for them. And generosity is valued more by children than by teachers.

O Programa Bolsa Fam��lia: contexto, propostas e seus resultados sobre a educação nos munic��pios brasileiros entre 2010 e 2012

P��s-gradua����o em Economia - FCLAR

O jovem egresso do sistema socioeducativo e seu acesso a pol��ticas sociais: como prossegue a história?

P��s-gradua����o em Servi��o Social - FCHS

O Moderno no progresso de uma cultura urbana, escolar e religiosa e a Educação Secund��ria do Instituto Presbiteriano Gammon (1892-1942)

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

A fabulosa viagem do professor Hermenegildo rumo �� educação matem��tica: relatos de experi��ncias profissionais. -

P��s-gradua����o em Educação Matem��tica - IGCE

Uma contribui����o �� historiografia da educação sexual no Brasil: an��lise de tr��s obras de Antonio Austreg��silo (1923, 1928 e 1939)

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

Dan��as urbanas no Brasil: relatos de uma história

This research is a short article about urban dances in Brazil, about how did it came and became popular here, and also it will discuss about the different nomenclatures that exists nowadays: street dance, dances from street or urban dances. As a bibliographic reference, a research was made about the history of those dances in an international context, the creators and all the elements that consists the Hip hop culture: Break dance, grafitte, MC and DJ. The research methodology is characterized as a qualitative, it search for information that can be deeply studded, and the method used was history telling, which prize and brings up the man memory of the facts. The interview was also used as a tool in a previously elaborated script with open questions, so the interviewees could answer their own way and talk as much as they need about the issue. The analyze was made using the Bardin (2009) method. The interviewees are very important at the Hip Hop scenario because their lives were dedicated to the research about urban dances and the Hip Hop culture. During the interview they told how they started to dance and that their first contact with urban dances was made by watching movies that came to Brazil in the eighties. Michael Jackson has also contributed to spread this urban dances at that time with his videos. The main goal of this research is to tell the history of the urban dances, how did they got here, who brought it and how it has spread in Brazil. It justify itself during the fact that exists just a few researches in a scientific way that study this issue, thus the history importance that this contents is to the urban dances in Brazil. My conclusion of this article is that the history has many different ways, a lot of names, and that the urban dances in Brazil has began in many different places at the same time, by films influence that has promoted the styles that had came here in the eighties