954 resultados para Marinheiros – História Marítima – Disciplina de Trabalho


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Nowadays it is increasingly required insertion History of Science on content to be worked in education, which raises many doubts and difficulties on the teachers did not have that content in their initial training. This work results from a qualitative empirical study aimed to investigate how a teacher of Biology and Science in a public school in the city of Bauru - SP was not in their initial training courses relating to the History of Science, mobilizes their knowledge to enter such an approach in their teaching practice. In the research methodology used as its theme the history of DNA present in the materials and also conduct open interviews and field notes to identify the knowledge involved in teaching practice and was adopted as the theoretical framework of Maurice Tardif’s Docent Knowledge. The results showed that even with difficulties arising from gaps in initial training, the teacher resorted to their experiential knowledge to meet these needs in addition to appropriate knowledge from the programs and textbooks, but its shortcomings make it difficult to analyze more critically. Thus, these data lead us to a reflection on the role of textbooks for these teachers is the process by which the consolidation of the knowledge they constructed.

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This paper intends to reflect on the search, in the process of teaching formation, of pre-defined contents for the teaching of Geography and History in the series of primary school. This desire for clarity about the appropriated contents for the various series often overshadows the real need to clarify what is the goal of teaching this or that content. It is necessary, in the teacher training, resume and historically contextualize this search for curriculum contents. The risk of prioritizing the discussion about contents is transforming the contents itself into the content goals of education. Reifying the contents contributes to the common process of disconnect teaching from learning. In this case, the educational process becomes a contest of teaching contents, not bothering if these contents were or not learned by the students, which makes education extremely conservative. This phenomenon has it origins in the 1970s, during the curriculum discussions of the various areas of school knowledge. Since then, the concept of didactic transposition has been questioned progressively, in which the curricula were designed as adapted teaching to lower levels of scientific knowledge produced in universities the place for higher education. The school knowledge, since the 1970s, is considered as autonomous. In other words, knowledge in dialogue with university science, but with typical characteristics of education in school systems. If the curriculum of primary and secondary educations is not the result of the didactic transposition, what content it should be made of? The current paper touches this issue, but subordinates it to most relevant questions about the purposes of learning in inseparable connection with teaching.

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In the Brazilian public archives,it is not unusual to find photographs recording the daily school educational institutions since at least the early twentieth century. The historian often has conceptual difficulties in dealing with the photographic documentation as a research source. The current workproposes to present the debate over the use of photographyas a privileged source for research on Education History. Photography can be an instrument of knowledge and information for observers awayfrom the place and time in which the images originated. Its contents have been tentativelyused in researchfor the Historyof Education. The methodologyof this studywill approach the ideas proposed byBoris Kossoyand Susan Sontag on photographyas a record of realityand its use in historical research. As interlocutors with the ideas of these three authors will be presented photographs of reports from the Regional O ffice of Education in the 1930s,preserved in the Public Archives of São Paulo. It is the purpose of this study to help researchers in History of Education in methodological reflection on the use of photographs as documentarysource of research.

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Apresenta-se neste trabalho experiências obtidas através de 06 (seis) anos consecutivos de trabalho com a disciplina de Geometria Espacial em turmas de formação inicial de professores de matemática. A proposta de trabalho em grupos colaborativos se justifica pela necessidade atual de os professores em atividade utilizarem essa poderosa ferramenta como facilitadora da aprendizagem pessoal e dos estudantes sob sua orientação. Os alunos das várias turmas foram desafiados à tarefa de apresentarem, ao final da disciplina (semestre), um trabalho contendo: material escrito (capa, formatação, desenvolvimento do tema, cálculos, desenhos, resultados e referências), material concreto produzido com canudos e fitilho (sólidos construídos: acabamento, uniformização, montagem e medidas) e apresentação oral do grupo (arquivos de programas de apresentação). A metodologia proposta para a realização dessa tarefa em todas as turmas foi de grupos colaborativos, com em média 05 (cinco) alunos cada. Para a 1ª turma foi proposta a construção de “esqueletos” dos poliedros de Platão, com a maior aresta (canudinho) fixada. Cada grupo deveria observar uma propriedade dentre as seguintes: sólidos com a mesma área total; com o mesmo volume; com uma mesma esfera inscrita e com uma mesma esfera circunscrita. Todo material coletado dos grupos (escrito, construído ou digital/apresentação oral), está sendo devidamente catalogado, para então ser disponibilizado no Laboratório de Ensino de Matemática do referido curso. Os trabalhos propostos posteriormente foram gradativamente sendo mais desafiadores. O último trabalho proposto (2012) teve o seguinte tema: Poliedros Arquimedianos ou semirregulares.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Pós-graduação em Educação para a Ciência - FC

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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O presente trabalho se refere à análise dos Parâmetros Curriculares Nacionais na área de Matemática no ensino fundamental e sua inserção na disciplina de Conteúdos, Metodologia e Prática do Ensino de Matemática no curso de Licenciatura Plena em Pedagogia da Universidade Estadual Paulista, em Rio Claro/SP. Os Parâmetros Curriculares Nacionais a serem utilizados na pesquisa foram produzidos em 1997, enquanto que o programa de ensino de disciplina teve sua elaboração em 2006, sendo ainda vigentes. A pesquisa tem como objetivo evidenciar e detalhar a proposta de cada um destes documentos para verificar sua compatibilidade de modo a entender em que se fundamenta a formação de pedagogos acerca da área de Matemática e a atual necessidade para o ensino fundamental. A pesquisa foi complementada através da pesquisa bibliográfica, com abordagem qualitativa em autores que cerceiam o tema, além de legislações que contribuem, de modo que o debate literário colabore com a Educação uma vez que analisa o conteúdo estudado na graduação e sua compatibilidade com os parâmetros utilizados na faixa etária em que irá atuar

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Historiography shows that the historical moment is inscribed in the culture of every time and place. Thus, it allows us to identify within the different modes of cultural production - therefore in the literature of a particular time, our research object - expressions of historical aspects. Furthermore, it is important that we know our own history, so that such knowledge help us to learn how to build, individually and collectively, more equitable societies. The objective of this bibliographic research nature was to identify historical aspects of the nineteenth century Brazilian education printed in O Ateneu (The Athenaeum), written in 1888 by Raul Pompéia. We sought for narrative passages that could reveal usual educational practices in the time context of our work in order to better understand a historical period that contributed to the establishment of our current education

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Pós-graduação em História - FCLAS

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)