Laborat��rio did��tico: perspectivas experimentais do ensino de f��sica no n��vel m��dio

Here we present an exploratory study on the use of laboratory teaching in four schools of Basic Education in Rio Claro, SP, three of them high school and one of the second cycle of basic education, developed in the years 2011 and 2012, under activities of the course Pr��tica de Ensino e Est��gio Supervisionado, the Degree in Physics - UNESP, Rio Claro campus and work with Pibid (Projeto Institucional de Bolsa de Inicia����o �� Doc��ncia) in agreement UNESP CAPES Notice 2009. Initially, we diagnose the situation and identify the laboratories using them for Teaching Physics, from direct observation and contact with teachers. Based on the experimental realization of educational activities in such schools, we discuss different teaching strategies, and using experiments built with inexpensive materials (Ferreira and Ramos, 2008). We analyzed the role of the teaching laboratory in the development of skills and abilities of students, related to the teaching and learning of Physics, as well as aspects concerning the use of instructional laboratories

O ensino do desenho para crian��as e jovens

Through my experiences as a teacher assistant in a free course design, I seek to understand the intentions and needs of children and youth with the design, so as to work it in a more consistent as the season and wishes of each student. For this I seek aid in studies on children's drawing of Derdyk Edith and also in observing the relationships that children and young people have with the drawing held in my practice as a teacher. Still reflect on the design in some of its particulars, especially concerning the optics of some artists and scholars of the practice of drawing. At the end of the study, propose suggestions for practices to be developed with children and young people who would be various forms of working drawing with experimental forms of building graphics, aiming so that students can add these unique experiences to broaden their understanding of design as well as its arch graphic possibilities. Thus inspired, especially in Derdyk considerations about the experimental design, I can conclude that through experimentation, we can offer young people a diverse thinking design and the possibilities of conceiving it.

Energia, suas formas e transforma����es: uma abordagem contextualizada por meio de material n��o-formal

Energy is a physical quantity very present in physics. Although extremely useful, its concept is very abstract for most students in high school and college. Identify the presence and form of energy in a given phenomenon is not simple, as there is immediate understanding on the transfer and transformation. This work emphasizes the study of mechanical energy in its different forms as well as the thermal energy, considering the possible transformations between them. To this end, use is mad of toys, exploring its potential as an alternative material to be use in supplement classroom teaching in primary and secondary levels. The proposed use of ludic pedagogy takes into account the author���s experience as an intern project Toy Scientific Department of Physics and its role as mediator in the workshops offered by the project to school at these levels

Inser����o do ensino de astronomia como componente importante para a forma����o continuada de professores

According to the Brazilian National Curriculum Parameters (PCN), the teaching of astronomy must provide subjects to the teaching/learning processes of basic education, acquisition of skills and competencies in order to form a critical, reflective and conscious citizen. Several surveys on teaching astronomy show that some changes need to be made in educational, aiming to provide to participants (students and teachers) of the teaching/learning real and significant conditions of knowledge aiming to astronomy. Thus, by prior construction, implementation and evaluation, of a course on astronomy, thought and implemented by the author in a public school in elementary school and high school in a town in S��o Paulo state, aimed to this work: know the challenges that teachers face in teaching Astronomy and identify possible contributions in formative processes of these teachers in service. So, the study revealed that teachers have many difficulties to teach the concepts of astronomy because of the deficit in their formations, both in specific and pedagogical knowledge that was the main problem pointed out by them. In view of this, it was possible to say here that the lack of specific knowledge about astronomy and pedagogical knowledge of how to teach this area are two hotspots in the dynamics of these school teachers who have the challenge of teach an area that really do not know

Pensando o ensino de geografia a partir da emerg��ncia de uma escola libert��ria

The work starts from the assumption that the current formal education has not overcome the traditional model. Its main purpose still is to convey some knowledge and values needed for a disciplinary formation whose main function is the reproduction of a social class and the exploitation of labor. Therefore, by the inefficiency of the current model, it becomes necessary to construct another education proposal...

O ensino de F��sica e os museus de ci��ncia

Based on the ideas of Gaspar and Marandino, discuss the teaching of physics through Museums and Science Centers, drawing on ideas such as: Scientific Literacy, Informal Education and Zone of Proximal Development. We visited and analyzed the museums: Museum of Energy Rio Claro - Mill Park Corumbata��, Catavento Culture and Education - Social Organization of Culture, Centre for Scientific and Cultural (CDCC) and Studies Center of the Universe - CEU. Point out elements of these museums that benefit the formal teaching of physics in schools, as well as positive elements of schooling that maximize the experience of museum visits

O ensino da l��gica na educa����o b��sica

This work has as its aims to offer a general view on the teaching of logics in the basic education by means of different materials on the theme. There are highlighted considerations on academic works in the area of math education that claims the teaching of logics on basic education as a means of developing the reason and promote the learning. It is done a bibliographic review on works that approach the theory of formal logics that presents different ways of working the teaching of logics. The curricular proposition of S��o Paulo State for the Math area is analyzed and its characteristics are discussed. The learning evaluation in a large federal scale for the teaching of middle and basic education are detailed in its matrix of references and content approached in its editions searching the evidences of a logical reasoning worth. A portal M3 Multimedia math is presented in activities in video format for the teaching of logics. After an analyze of the references where the focus was related to the learning of Math by means of an approaching where logics acts as a tool. It is possible to consider that there is a relevant number of researches and publishing in the area of Math education that approaches the concepts of formal logics. There is also evidences of a changing in National and State orientations for a basic education that reflects in its didactics resources and evaluations in a large scale. Even though, we can face difficulties on implementation of these proposes that is pointed out by constant critics by teachers concerning the changes in the resources and cited evaluations by the resistance of a considerable percentage of teachers to adopt the didactics materials distributed by the State and by the low performance of students in Public Schools in tests of learning

Aulas eventuais de geografia: seus professores, desafios e possibilidades

Os ���professores eventuais��� s��o figuras conhecidas dos alunos do sistema de ensino p��blico do Estado de S��o Paulo devido �� freq����ncia com que aparecem nas salas de aula. As aulas eventuais s��o atribu��das a professores chamados a substitu��rem os regulares, ou titulares de turmas, nas escolas p��blicas estaduais do Estado de S��o Paulo. Tais aulas aparecem como uma inc��gnita para os profissionais que s��o colocados a enfrentar uma situa����o nova, dar aulas em tempos fragmentados, desconhecendo o desenvolvimento das atividades do professor titular, o conte��do em andamento e as pr��ticas comumente adotadas. Estes s��o profissionais, licenciados ou estudantes de gradua����o, que substituem os professores titulares da sala quando da aus��ncia destes por um per��odo inferior a quinze dias, trabalham geralmente em situa����o prec��ria, seja no que diz respeito �� legisla����o, aos hor��rios, aos conte��dos, ou mesmo em rela����o a outros membros da comunidade escolar. Al��m disso, tomando como base os relatos presentes na bibliografia, nos depoimentos colhidos pela pesquisa e nossa experi��ncia pessoal, percebemos que tal situa����o vem sendo ignorada nos meios acad��micos e pol��ticos, tornando-se uma chaga oculta na j�� defasada educa����o p��blica paulista. O presente Trabalho tem como objetivo analisar as aulas eventuais e professores e estudantes que atuam nas aulas da ��rea de Geografia,com vistas a compreender a forma pela qual s��o oferecidas tais aulas e as conseq����ncias que podem ter na forma����o destes profissionais. Assim, propomos registrar os questionamentos dos profissionais que possuem algumas experi��ncias com esta modalidade de aula. Ao fazermos isso, buscamos discutir o tema com o intuito de tornar tais experi��ncias mais positivas uma vez que temos um levantamento preliminar com uma s��rie de relatos extremamente contundentes envolvendo as aulas eventuais

Aprendizagem do conte��do esportivo de crian��as do ensino fundamental: m��dia ou escola

Sabe-se que crian��as adquirem conhecimentos sobre o esporte, antes mesmo de ingressarem na escola ou de receberem informa����es sobre esse conte��do de maneira sistematizada, em aulas de Educa����o F��sica. Este estudo analisou qual vis��o os alunos do ensino fundamental t��m sobre o esporte e discutiu qual foi o meio respons��vel por esse conhecimento, a m��dia ou a escola. Foram entrevistadas, atrav��s de um roteiro previamente elaborado, crian��as da 3�� e da 6�� s��rie do ensino fundamental de uma mesma escola. Os resultados foram apresentados de modo comparativo entre essas diferentes s��ries a fim de se obter uma discuss��o sobre a influ��ncia da m��dia e da escola sobre o aprendizado do conte��do esportivo.

O ensino de ci��ncias e biologias por interm��dio de jogos eletr��nicos n��o-did��ticos

Tendo em vista as in��meras possibilidades de utiliza����o dos recursos tecnol��gicos, como computadores, internet e jogos eletr��nicos, em todos os contextos da vida humana, o campo de educa����o n��o pode ficar alheio ��s vantagens desses recuros. Entretanto, esta inser����o de jogos eletr��nicos como estrat��gias no contexto da educa����o, seja no ��mbito formal, quanto no informal ainda precisa vencer algumas barreiras. Torna-se importante que os educadores busquem aliar esses dispositivos e jogos ao ensino, com o intuito de atender ��s demandas e expectativas crescentes sobre o uso cada vez mais constante desses recursos em todos os ��mbitos da sociedade. Assim, este estudo teve por objetivo analisar o uso do jogo eletr��nico n��o-did��tico e de entretenimento Zoo Tycoon�� 2 para o ensino de Ci��ncias e Biologia, observando-se a autenticidade dos conte��dos de Ci��ncias e Biologia presentes no mesmo e, tamb��m, a forma como esse conte��do �� apresentado aos usu��rios. Para tanto, foi realizado um levantamento bibliogr��fico acerca do significado do ensino formal, n��o-formal e informal e a inser����o do jogo Zoo Tycoon�� 2 no contexto da aprendizagem, no que tange ao ensino de Ci��ncias e Biologia. Os dados obtidos foram analisados com base na t��cnica de an��lise de conte��do tem��tico e classificados em tr��s categorias, de acordo com o modo que aparecem no jogo, tal como interagem com o jogador. As categorias de classifica����o foram referentes aos conte��dos Meramente Ilustrativos (MI), Simplesmente Informativos (SI) e Educativos (E), estando cada uma relacionada, gradativamente, com o maior conte��do de informa����es e a maior intera����o do jogador para com as informa����es, representando um acesso mais f��cil e direto ao conte��do. Os resultados apontam que este jogo transmite, efetivamente, conte��dos educativos, e tamb��m funciona como uma ferramenta despertadora e embasadora, isto ��, ele estimula a busca por conhecimento e d�� base...

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

P��s-gradua����o em Educa����o - IBRC

Estudo explorat��rio sobre o desempenho em aritm��tica utilizando o soroban como ferramenta auxiliar

P��s-gradua����o em Matem��tica em Rede Nacional - IBILCE

Jogo Mega-Duque: uma proposta para o ensino de probabilidade

P��s-gradua����o em Matem��tica em Rede Nacional - IBILCE

Problemas de m��ximos e m��nimos no Ensino M��dio

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

Concep����es e pr��ticas declaradas de ensino e aprendizagem com TDIC em cursos de Licenciatura em Matem��tica

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