Espa��o geogr��fico e educa����o: um estudo sobre o lugar do Conselho de Escola

In this text, the results of our research on the geographic location and establishing relationships with the School Council. We consider some legal aspects added to the evidence gathered in our experience to check how much the School Council is constituted as a non-state public place. The possibility of setting up this feature to see a meaning whose strength lies precisely in a healthy tension between the state and established community. Here is the legislation of the School Council of Suzano (SP) and some aspects of our experience from the practice of teaching at a school in Rio das Pedras (SP). We see the nature of the legal meaning assigned to this place from the study of law, considering the municipal, regional and federal levels. In the sphere of Geography use the concepts of Space, Place and City, as issues that are dear to that science. We used the concept of Topofilia to see if this particular place is the development of an individual's sense of belonging, and how it unfolds in the dynamic implications of the operation of this instrument of popular participation in the formulation of public policy education. We discussed the elements observed in these experiments to think about the composition of living environments in urban daily life

Reflex��es sobre a pr��tica pedag��gica nas atividades de ensino: monitoria, no ensino m��dio em escola particular e estadual em Rio Claro

The difficulties related to physics teaching are related to methodology, that hinder learning, because some physical concepts beyond the common sense of most students. Just as poor training of some physics instructors in teaching is pedagogical difficulties. And also factors of infrastructure, heterogeneity in students' previous training etc.. It is proposed aim of this work to use reflection of teaching practice as a methodology. Practiced in a private school, mostly state and, in high school in Rio Claro. The method consists of preparing a daily pedagogical practice in parallel to the development of teaching, for analysis and identification of factors that result in improving the teaching of physics and physics teacher qualification

As pol��ticas de forma����o do arte educador no s��culo XXI: o caso da UNESP no Estado de S��o Paulo

This paper deals with the training of art educators, focusing on the courses offered at public universities in the state of S��o Paulo, where, specifically the pedagogical approach of training curricula of grades offered at UNESP, campus of S��o Paulo and Bauru. In the current situation have been proposed, from training in undergraduate courses, new tasks and responsibilities to work teaching the teacher in order to develop this educational increasingly effective so as to ensure efficient productivity autonomous learner in the process cognitive development in basic education, the teacher being assigned the task of stimulating that process and manage situations of educational work as a way of systematizing knowledge. The research consisted of questioning whether that teacher training allowed contact with the educational resources necessary for teaching, under current conditions assigned by the neoliberal conjuncture educational work of art educator with a view to the formation of aesthetic sensibility of the students from the class working, privileged pupils of public schools, to contribute to establishing the apprehension about the pedagogical training of art educators to confront the reality school, considering the specificity of action of these teachers. Therefore we conducted a desk study of existing legislation and the National Curriculum Guidelines that guide teacher training, correlating them to Pedagogical Policy Projects and curricula of undergraduate courses in Arts Education and / or Visual Arts courses UNESP. The work of desk research, quantitative and analytical, refers strictly pedagogical part, amid restructuring curriculum established by the undergraduate courses in the periods 2003 to 2011, with the promulgation of the CNE/ CP n��. 9 / 2001 and the Resolution CNE/CP n.�� 1/2002 and n.�� 2/2002... (Complete abstract click electronic access below)

A dimens��o est��tica da educa����o ambiental nos entendimentos e pr��ticas de arte-educadores e de professores da escola de ensino fundamental

A crise ecol��gica, considerada reflexo de uma crise social por v��rios autores, tem na Educa����o Ambiental (EA) um dos caminhos poss��veis na revers��o desse quadro. Para isso, acreditamos que ela deva contemplar tr��s dimens��es (conhecimentos, participa����o e valores) que se articulam e se complementam. Particularmente interessadas na dimens��o dos valores, voltamo-nos �� quest��o da valoriza����o est��tica da natureza. A dimens��o est��tica, com destaque aqui para sua associa����o com a arte em geral, pode contribuir para a constru����o de uma vis��o de mundo menos fragmentada, na medida em que propicia ao educando a constru����o de novos valores e o desenvolvimento da sensibilidade, ampliando a perspectiva desenhada pela cultura em que ele est�� inserido. Reconhecendo o desafio que significa a abordagem da dimens��o est��tica em projetos de EA, objetivamos com esta investiga����o, de car��ter qualitativo, identificar os entendimentos e pr��ticas de professores e de arte-educadores interessados no trabalho com EA, analisando os limites e possibilidades para o trabalho com essa dimens��o. A pesquisa envolveu quatro professores de escolas públicas da cidade de Rio Claro-SP, participantes de um curso de forma����o docente cujo tema foi a EA e o trabalho com valores, e quatro arte-educadores que realizam trabalhos de EA. Os dados foram coletados a partir das transcri����es de filmagens e de relatos das reuni��es ocorridas ao longo do referido curso, da an��lise documental dos Planos de Ensinos e di��rios dos professores, observa����o das pr��ticas dos professores, entrevistas e question��rios respondidos pelos arte-educadores. Um dos principais aspectos que emergiu da an��lise dos dados refere-se �� necessidade de se romper com o modelo racionalista adotado por nossa sociedade, o qual, dentre outras coisas, nega a sensibilidade a ponto de tornar a dimens��o est��tica... (Resumo completo, clicar acesso eletr��nico abaixo)

Ser professor no s��culo XXI: notas para uma discuss��o pol��tica

Among living beings, the human species is distinguished by the need to produce material and intentionally its existence through labor, an important part of a process of humanization. However, in the current historical conditions, the work does not meet the vital needs of the vast majority, as they do not owned what they produce, they do not realize as humans beings in work activity, they dehumanize themselves. Since, even in such conditions, continue to work everyday, we ask ourselves how they support the condition in which they live. As the decision of the historical men are defined by the education process they experienced, we question whether the schooling that take places in capitalist public school has the purpose of developing an instruction in the working class graduating to be exploited at work throughout life, consenting to be bound of the relationships use of themselves by others, multiple determinate, while they are adapted to a life without the products work. Our hypothesis is that to make this education project, the public school needed to assimilate the scientific management, developed by Frederyck Taylor, in the pedagogical organization. We based on dialectical and historical materialism, which we established the public school environment as reproducing the class struggle, highlighting the teacher work. The research was conducted in a Bauru���s public school, where teachers answered questionnaires that were used to analyze the formulated hypothesis

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 públicas 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

Viol��ncia escolar e a expectativa de comportamento feminino: percep����es de professores/as e diretores/as presentes nos registros de cadernos de ocorr��ncia

P��s-gradua����o em Educa����o - IBRC

Est��gio extracurricular como um poss��vel espa��o de forma����o do professor para uso de tecnologias

We present herein an experience report, followed by the analysis of some of its aspects. We discuss teacher���s education for the integration of Digital Technologies for Information and Communication (DTIC) in the teaching-learning process in public schools, based on actual practices experienced in extension projects developed at the Sao Paulo State University (UNESP). We aimed at providing a reflection on possible means for training of initial teachers in Basic Education for the use of technology, by assuming that it represents unique opportunity to investigate the process of learning the teaching process. The relevance of this discussion is not only to consider that teachers are essential for any novelty expected in education, but also as a reflection on the knowledge that teachers and initial teachers should have and need to overcome an old technology-mediated education.

Particle Physics in the teaching practice of the participants of the School of Physics CERN

A atualiza����o dos curr��culos escolares e, em especial, a inser����o de assuntos de f��sica moderna e contempor��nea j�� foram defendidos com justificativas satisfat��rias, tanto por professores em atividade escolar como por pesquisadores da ��rea de ensino de f��sica. Entre os assuntos que deveriam ser discutidos encontramos a F��sica das Part��culas Elementares. O ensino deste t��pico �� justificado pelo fato dele permitir a discuss��o: a) de uma nova vis��o de mundo; b) de uma vis��o mais adequada da ci��ncia; c) da reinterpreta����o da F��sica Cl��ssica; d) da din��mica da Ci��ncia e seu desenvolvimento; e) da contribui����o dos diversos cientistas; f) do papel da experimenta����o; g) do investimento financeiro e cooperativo de diversos pa��ses e pesquisadores. No entanto, para que a inser����o de assuntos de f��sica moderna e contempor��nea ocorra de maneira eficiente �� necess��ria a atualiza����o dos professores que j�� est��o em doc��ncia escolar, bem como uma forma����o adequada daqueles que est��o em processo de forma����o inicial. Neste sentido, desde 2010 a Sociedade Brasileira de F��sica realiza anualmente a Escola de F��sica do CERN, na qual participam professores brasileiros de f��sica de escolas públicas do Ensino M��dio. Nesta escola s��o desenvolvidas aulas sobre f��sica de part��culas, sess��es experimentais e visitas aos laborat��rios do CERN. Perante isso, investigamos como os professores participantes da Escola de F��sica do CERN abordam a f��sica de part��culas em suas aulas ap��s participarem dela.

A Inser����o da astronomia na grade curricular do ensino m��dio do Estado de S��o Paulo

We performed in this study an analysis of Curriculum Astronomy contents the public schools of S��o Paulo from the available educational materials to teachers and students by the state board of education. We analyzed the conditions that teachers carry out the activities suggested to the teaching-learning situations, considering factors such as time available for classes, available material and the general technical condition to perform the activities suggested by the material. Thereafter, we conducted a search with teachers from public of S��o Paulo, than three cities in the Vale do Para��ba, in order to trace a general framework of the perception of these teachers about the introduction of Astronomy in Physical during the implementation of the new curriculum

Estudo anal��tico sobre a crise do sistema escolar p��blico: produ����o de discursos, cren��as, atores e institui����es envolvidas

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

Supervis��o de ensino: estudo descritivo de atos normativos e discuss��o de termos de visita/acompanhamento

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

O conceito de TDAF: concep����es e pr��ticas de profissionais da sa��de e educa����o

P��s-gradua����o em Sa��de Coletiva - FMB

Qualidade da educa����o escolar: discursos, pr��ticas e representa����es sociais

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

Quinze Anos de Progress��o Continuada: a percep����o dos professores

P��s-gradua����o em Educa����o - FCT