A formação de docentes inclusivos: um desafio para a educação brasileira

Respect for differences is one of the most important subjects in debate in the Brazilian and World society today. It���s consensus that diversity education is very important to make humanity fairer and more equal. In this context, it���s necessary to separate real pedagogic actions from political demagogy. So, our objective in this paper is to enrich this discussion with the results of our project ���Perspectives of teachers about the inclusion of special students in Programa UNESP de Educação de Jovens e Adultos���. These results will demonstrate a good example of inclusive education and will prove the inadequacy of training in special education offered to Brazilian university students. In our opinion, it���s impossible to believe in diversity education without appropriate training in inclusive education because this work requires accommodation of social, political, physical, religious, cognitive and cultural differences and this demands a skilled professional in all teaching methods.

An��lise do processo formativo de professores para a educação n��o formal realizada em organiza����es n��o governamentais

This article presents research academic-scientific aimed to examine the definition and theoretical approach or model curriculum that organizes and guides the training of teachers to work in the field of non-formal education made in non-governmental organizations (NGOs). We chose to adopt the perspective of qualitative research was conducted and the case study course called Teacher Training for NGOs, developed by an NGO based in the city of S��o Paulo. The research instruments were used: document analysis course, semi-directive interviews with their trainers and coordinator and literature review. Examined in the course curriculum is defined as a path to be followed by students and instructors and as organizer of the subjects studied. Adopts the approach named Integrated Curriculum, in which teaching occurs through the study of problem situations and integration projects of learning. At the end of the study, it is suggested that the improvement of the course and follow information that, hopefully, support the production of further comparative research.

Opini��o de professores sobre a sexualidade e a educação sexual de alunos com defici��ncia intelectual

Using a questionnaire for quantitative and qualitative analysis, this descriptive study investigated the opinion of 451 teachers about sexuality and sexual education of students with intellectual disabilities. The majority (94.2%) perceives the sexuality of their students with intellectual disabilities, identifies their desire to date (38.3%), occurrence of questions (35.8%), sexual games and masturbation (19.6%) and the inappropriate behavior (6.3%); before that, they have positive feelings (37.5%) and negative (53.8%). Teachers believe they can contribute to the sexual education of their students (87.8%), however, they considered necessary the own training (39.9%) or the support of the school and the family (24.4%). It is important to invest in continuous training in sexual education for teachers working in inclusive schools.

Professores que ensinam matem��tica e a inclus��o escolar: algumas apreens��es

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

Potencialidades das narrativas para a formação inicial de professores que ensinam matem��tica

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

O terceiro ano do ciclo de alfabetiza����o no Ensino Fundamental de nove anos: o que dizem alunos e professores

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

Concep����es e corporeidades docentes na educação infantil

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

Professores-formadores em grupos de formação continuada: possibilidades e limites da profissionaliza����o do magist��rio

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

Rela����es de g��nero e sexualidade na educação infantil: interfaces que envolvem as pr��ticas pedag��gicas

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

Formação acad��mica inicial em educação f��sica: perfis profissionais, objetivos e fluxos curriculares de uma institui����o privada de ensino superior do interior do Estado de S��o Paulo

The present study represents a qualitative thesis, characterized as a case study, which uses the method of the present approach. In addressing the academic home in physical education, there is the constancy of the discussions regarding the curriculum and professional formatting. In view of the curriculum modifications to fit the new legislation, and the fact they are few studies related to private institutions that offer such courses, which offer even greater number of courses when compared to public institutions aimed to investigate and analyze the professional profiles, curricular goals and flows contained in the pedagogical projects of courses bachelor degree in physical education and a private institution of higher education of the State of S��o Paulo, as well as verifying the existence and adequacy of articulation to the institutional educational project and the institutional development plan. Compounding the literature review discussed the key historical facts relating to courses in physical education in our country, and its path to the current model. Also presented was the law of physical education courses in force in Brazil and some concepts about teaching course projects and their relationship to other institutional documents. Techniques were used to review and document analysis, with primary source documents of their own and other government institution. It found a lack of interest of some private institutions of higher education in official documents available for this type of research, which is bad since there are more courses offered by them compared to public institutions. As for the degree course for training teachers of physical education, found lack of specificity regarding the differentiation between content and the bachelor, which ends up deviating from the expectations contained in the course to the one presented in the curriculum. Thus, it becomes a need for greater collaboration of private institutions of higher education...

A formação do professor-pesquisador no curso de licenciatura em educação f��sica

A formação inicial do professor-pesquisador tem como pressuposto formar um docente mais aut��nomo e observador de sua pr��tica pedag��gica, relacionando ensino com investiga����o. A formação de um novo professor requer sua inicia����o em valores, representa����es, saberes e fazeres (SARTI, 2009) e o professor-pesquisador busca investigar sua pr��tica e resolver seus desafios, sem distanciar-se da teoria. Para abranger esta formação, o presente estudo prop��e como objetivo geral compreender como os estudantes do curso de licenciatura em Educação F��sica da UNESP de Rio Claro interpretam a sua pr��tica profissional em situa����o de est��gio supervisionado na perspectiva do professor-pesquisador. Como objetivos espec��ficos buscou-se: (1)Observar se os estagi��rios s��o estimulados a refletir sobre sua a����o pedag��gica; (2)Verificar se a disciplina de Pr��tica de Ensino se aproxima de uma proposta de formação do professor que investiga a sua pr��tica; (3)Identificar os elementos constitutivos de uma a����o reflexiva e; (4)Averiguar se os estudantes de educação f��sica se reconhecem como professores que investigam a sua pr��tica. Optou-se pela pesquisa qualitativa, tendo como t��cnicas a entrevista semiestruturada com os licenciandos, a fonte documental, a observa����o das aulas da disciplina de est��gio na universidade e a an��lise de conte��do. Na busca desses dados o trabalho de campo relacionado �� observa����o foi realizado com 15 estudantes de Licenciatura em educação f��sica do quarto ano - turma 1 da disciplina de Est��gio Curricular Supervisionado . Para a entrevista foram selecionados 6 estudantes deste grupo. Ap��s an��lise de dados encontramos tr��s eixos importantes na discuss��o do trabalho: 1) A import��ncia da postura reflexiva e investigativa, 2) Est��gio Curricular Supervisionado: A escola como local formativo 3) Profissionaliza����o docente. Como considera����es finais, encontramos a import��ncia da reflex��o,...

As atividades pr��ticas como situa����es deflagradoras de discuss��es sobre fatos e modelos na formação continuada de professores de ci��ncias

P��s-gradua����o em Educação para a Ci��ncia - FC

Cursos de formação em educação sexual que empregam as tecnologias digitais

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

Ser menino e menina, professor e professora na Educação Infantil: um entrela��amento de vozes

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

O processo de formação inicial de professores dos anos iniciais da EJA: uma an��lise do curso de Pedagogia de universidades estaduais de S��o Paulo

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