A temática da violência escolar na formação docente inicial: das lacunas existentes às discussões necessárias

This paper emerged from a reflection on the troubles afflicting and shocked teachers, especially early in his career, among which stands out both in studies and in reports propagated by the teachers themselves: the violence manifested in and out of classrooms. Given this finding and the obvious need for overcoming beyond ephemeral measures, this research outlines two equally important goals: a) incite the discussion of violence at the time of initial teacher training as well as the emergence of new studies concerning this subject in academic research and b) transgress the tradition of research that consists in recommending prescriptions to be applied about how banning school violence, disregarding the peculiarities of each context. These objectives are derived from following question: which strategies are developed in undergraduate courses that aim to preparing of future teachers to deal with the phenomenon of violence in elementary school? Intending to answer this question and, therefore, contemplate the objectives outlined we opted for specialized bibliographic material analysis, systematically selected as the method. As a main result, it was found that the discussion of the theme of school violence in the initial teacher training is something still scarce in practice and incipient in the sphere of research. Therefore, we emphasize the importance of strengthening of this discussion so that when they get into career teaching, future teachers feel adequately subsidized up to face the everyday challenges that may manifest over the profession.

Humor com dessabor: uma análise das tiras da Mafalda no contexto escolar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A contação de histórias no ensino de ciências: um recurso didático

The present study aims to analyze the contribution of storytelling as a didactic resource in science education. The stories represents effective indicators to challenging situations as well as strengthen social, educational and emotional bonds. The research reported here allowed to present new ways to work the contents of Science Education, using the stories as interaction capabilities between content and affection. Keeping this in view, this work objectives was to observe the story telling as a resource for Science Education as well as identifying, analyze and to ponder which meanings assigned by teachers to this technique, their frequency of use and difficulties encountered in carrying out the activity. By the means of qualitative research, this study collected through interviews and by observations of practice in the classroom by their teachers from a municipal school in Pederneiras-SP. We concluded that the activities in the classroom, with the children propitiated them an interaction with the scientific content in a playful and pleasurable way, playing an important role in the formation of a critical and creative individual

Desencantamento do mundo e ética na ação pedagógica: reflexões a partir de Max Weber

This article has a theoretical character and presents some of Weber's ideas, with emphasis on those that can supply elements to reflect on the current state of education, more particularly based on his understanding of modernity. Disenchantment of the world is the key concept in his sociology, and is taken as the basis for a reflection about the meaning that science and the teacher can have today. A classic author, Weber's interpretation of the modern world brings to our consideration a variety of themes that influence markedly the thinking and practice of contemporary culture by its concern with understanding human actions and values. By studying the Western process of rationalization, he initiates debates in science, in ethics and, correspondingly, in education, allowing us to expand our comprehension of the meaning, significance, and role of our actions towards knowledge and teaching. The main object of education is to offer students contents that stimulate the freedom of thought. For that, the teacher needs to adopt a non-partisan ethics in the classroom, presenting contents unbiased by her/his political opinions and, if failing to do so, having the honesty to explain what she/he is doing. It is therefore of the utmost importance that the teacher should keep a neutral position, so that in and out of the classroom the students may reflect and question what they see, experiment and decide upon. Only then the conduct of the teacher will be consistent with the process of rationalization of our culture.

Simetria no ensino fundamental através da resolução de problemas: possibilidades para um trabalho em sala de aula

This paper presents an alternative way of working with the theme of symmetry in the elementary school classroom. The proposal is based on qualitative research developed in the Professional Masters degree program in Science and Mathematics Teaching. We conducted field-work consisting of applying a sequence of activities for students in the seventh grade. The sequence was developed from the perspective of mathematics teaching using problem solving, taking into consideration aspects relevant to the study of geometry, such as intuition and visualization. In carrying out the activities, the dialogues between students and teacher were recorded and later transcribed. For data analysis we used the procedures of phenomenology. When interpreting the data, we observed that the teaching of symmetry using problem-solving enhances learning. We also found that, in an investigative environment, students are able to identify properties, argue about the geometric characteristics, and justify their opinions.

Alterações na expressão do Hormônio Concentrador de Melanina (MCH) na área hipotalâmica lateral do rato ao longo do desenvolvimento pós-natal e envelhecimento

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

Digital Inline Holographic Microscopy (DIHM) of weakly-scattering subjects

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

“100 metros rasos”: objeto de aprendizagem para o ensino de física como aplicação do conectivismo e do edutretenimento

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Análise do comportamento da cor de restaurações cerâmicas sem metal avaliadas por diferentes métodos: estudo clínico prospectivo

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

Núcleo mídia press: um núcleo de pesquisa na internet

The researching centre mentioned was conceived em 1989, with the goal to study and implement the media of comunication by creating and effecting online printed medias for care institutions, schools and UNESP. The university has taken a give-and-take function between itself and the society. The founder of this group is Prof. Dr. Ricardo Nicola that since 1996 has established a link between university and society, using this centre for developing works that go over the university's borders. The group's work comprehends four different classes: literary , tecnical, journalism and advanced research . The literary one involves help and literary production for new authors, the tecnical helps in publishing theses; the journalism one is related to journal and medias in and out of the university; the advanced research one has is caracterized as a class between departments and branches.

As representações sociais dos diretores das escolas estaduais da diretoria de ensino de Presidente Prudente - SP sobre o seu papel e sobre a escola pública

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Análise das atividades gramaticais propostas para o 6º ano do ensino fundamental no material didático da Secretaria de Educação do Estado de São Paulo

Pós-graduação em Letras - FCLAR

Aplicação de sensor de deslocamento angular em fibra óptica para medição de concentração de líquidos via ondas acústicas guiadas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Avaliação da influência de materiais obturadores endodônticos sobre a resistência de união adesiva de pinos de fibra de vidro cimentados

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estudos nacionais sobre o ensino para cegos: uma revisão bibliográfica

O presente artigo tem como objetivo apresentar uma revisão bibliográfica dos estudos nacionais acerca do ensino curricular para cegos. Foi realizada uma busca sistemática em três bases de dados: Google Acadêmico, Scielo e Lilacs, de estudos publicados no período de 2004 a 2014, que tivessem em seu título um dos seguintes descritores: alunos cegos; alunos deficientes visuais; crianças cegas; crianças deficientes visuais. Foram localizados 188 estudos e 56 selecionados dentro dos critérios estabelecidos. Fez-se a leitura integral desses e definiram-se cinco categorias de análise: tipo de estudo; participantes; tipo de abordagem; tipo de discussão e matrizes curriculares. Para cada categoria, foram estabelecidas subcategorias. Ao total 26 subcategorias foram descritas. Os resultados indicam que o Google Acadêmico é a base de dados com maior número de títulos encontrados (188/156); a Scielo apresenta melhor eficiência na relação encontrado x selecionado (12/10). Nas subcategorias de análise, as maiores frequências são identificadas nos estudos empíricos (22); junto a crianças (19); de análises qualitativas (21); na matriz curricular de Educação Física (sete) e na subcategoria relacionamento social (16). Contudo, os estudos são convergentes em apontar que as principais dificuldades no ensino às pessoas cegas se referem a deficiências na formação de professores, onde, normalmente, não são discutidos métodos de ensino e produção de material para trabalhar com essa população específica. Em conclusão, além de realizar um mapeamento dos estudos que têm sido conduzidos junto a alunos cegos nos últimos dez anos, este artigo aponta para lacunas na literatura e direciona futuras investigações na área.