Quest��es sociocient��ficas na pr��tica docente: ideologia, autonomia e formação de professores

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

Formação inicial de professores: o curso de licenciatura em f��sica ��� UNESP/FCT ��� Presidente Prudente/SP em quest��o

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

Educa����o ambiental escolar, formação humana e formação de professores: articula����es necess��rias

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

Revis��o sistem��tica acerca das pol��ticas de educa����o inclusiva para a formação de professores

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

O que a formação cont��nua deve contemplar?: o que dizem os professores

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

Processos de pesquisa e de estudo e a formação de professores: alguns aspectos te��rico-metodol��gicos

Both the research and the university extension projects and the experiences of the students have an important role for the training of the teachers. Bring these issues of the quotidian aspects in the school to be analyzed by students to favor closer relations between theory and practice considering a specific academics context, historicizing and contextualizing both of them. Added to this, it allows for analyzing didactic issues in the interrelationship between the organizational aspects and the school community aspects. From these aspects, and considering our practice in teaching and researching in the university, we intend to address in this article to analyze theoretical and methodological aspects of research processes and the study aspects which, in our view, are important and add quality in the role of teacher training in both the initial and continuing education. We use the research and the study terms, because we believe that the developments of the both are fundamental to the methodological emphasis of the study process.

A Hist��ria e Filosofia da Ci��ncia: Contribui����es para o Ensino de Ci��ncias e para a formação de professores

This article integrates results from reflections on the importance of history and philosophy of science for science education and teacher training. Centrally, was based on results from reflections on the importance of this knowledge for teacher training and action planning of science teaching by the teacher, through a thematic approach. To address this latter topic, we attempted to do so by considering the action planning of science teaching in elementary schools. This option is due to the fact that in the discipline, be clearly stated the broad reach of its area, to integrate knowledge about nature, human beings and technology, among others, in a historical and philosophical perspective.

O est��gio curricular e a did��tica na formação de professores: desafios e possibilidades

In this paper we addressed aspects of the disciplines ���Curricular Training��� and ���Didactics��� in the Pedagogy Course in training of teachers. The main objective is to emphasize upon submission of the work that we do in our teaching practice in the mentioned disciplines, the importance of linking the theory and the practice in training of teachers so that the teaching in the university it is not decontextualized but enriched with the issues of everyday school life. In this sense, we address, initially, the aspects of the Curricular training as a mediator link of the learning, of the articulation of the curriculum and of the practices and, in this view, as a productive conduit between the university and the basic education, stressing the need for the reception of the contribution that each institutions within its specificity, must provide in the training courses. In sequence, we present aspects of the structure of the work we do with our students in Early Childhood Education Curricular Training. Finally, are detailed the aspects of a Didactics for the teachers of early childhood education and for the early years of Fundamental Education, focusing on narratives of in-service teachers on their experiences teaching in search of new systematization of pedagogical practice and on by own teachers.

Formação de professores: as diretrizes nacionais e o poder local

Coming as a result from a comprehensive research based on Lima���s studies (2008), this article is intended for investigating the process of reorganization of the Pedagogy course offered by a state public university since 2006, when the new National Curricular Guides were instituted. The subject matter brings up as one of its purposes to identify the main difficulties and the possible answers given in order to cause the changes to happen, taking in consideration both the external and internal interests of the institution. To further these aims, actual instruments were applied to the research: documents related to the Pedagogy course that were kept in the Council of the university and interviews with the members who took part in the process of readjustment. Because it is a public university, at first there was a mistaken presumption of the primacy of an administration founded upon democratic principles, in which the divergent opinions do not turn out to be taken as mere pretexts, but as an opportunity of dialogue and to establish collective projects. However, the results of the analysis shook that basic assumption and proved the opposite: the process was led to a rational/bureaucratic pattern of administration, the goals of which intended to adjust the institution to the external precepts and to establish the consensus ��� understood here as an absolute lack of conflicts. Nevertheless, it was chosen to conciliate the Pedagogy course to the national guides, without causing any harm to the departmental interests. These are reasons that justify satisfactorily the fact of this article being supposed to raise and quicken new and revitalized debate whenever there is an engagement of those who are most concerned for the duty of student teachers��� instruction, but mainly that of being expected to participate in the effective discussion/decision ��� making process of creating ends which to strive and work for.

Formação continuada de professores na educa����o inclusiva: a motiva����o em quest��o

Since 1990, in Brazil, the paradigm of inclusive education has influenced public policies and educational systems. Continuing education courses for teachers are spreading with the intention of preparing them to face the challenge of working with students with disabilities. But what factor has motivated teachers to participate in these courses? This study sought to answer this question by identifying and mapping the aspects that led to 105 regular education teachers from municipal schools in S��o Paulo to participate during the year 2010/2011, the third edition of the specialization course called "Teacher Education in Special Education." Data was collected through a questionnaire applied to teachers who attend the course. The results revealed that motivation is intrinsically related to the characteristics of the teachers��� age and where they stand in the cycle of teaching career, as well as aspects related to professional activities. Moreover, from this research were pointed reflections on the importance of training teachers for the improvement of the educational system in order to effectively meet the principles of inclusive education, as suggested by the legislation in our country.

Reflex��o sobre pesquisa colaborativa: articula����es escola e universidade (Ci��ncia do Sistema Terra, Curr��culo e Formação de Professores)

This work was born from public presentation done during 8th Meeting in High Level Education Program at University Moura Lacerda, Ribeir��o Preto, SP, Brazil, in October 2012. That time showed up theoretical hypothesis of teacher education done by a collaborative research group of teachers and researchers and main results for Pedagogy course and students of basic levels. This paper intends to show up the findings of researches done by group of studies for Earth System Science and teacher education. The aim is to think about curriculum politics and teacher education from teachers��� practices, researches and studies on high school level. Moreover, we show up theoretical fundamentals which guide our actions and think. After we treat of organization, results and curricular innovations guided by Earth System Science and how that changes the view of nature of teachers and students. Qualitative methods of research help to describe curricular processes collectively done together with teachers of public schools. Our findings show up that teacher education must be a long, collective and interactive process to prepare high level teachers and researchers for teaching and teacher education.

Perfil dos professores participantes da 2�� edi����o do curso de LIBRAS a dist��ncia: uma propsota de formação continuada no contexto educacional inclusivo

This research presents an analysis of the profile of participants in the second edition of the Extension Course ���Libras by distance: a proposal for continuing education of teachers in inclusive educational settings���, funded by the Program for Continuing Education of Teachers in Special Education, the SEESP / MEC and the support of the UAB, whose goal was to promote a theoretical-practical-discourse on the importance of Libras in deaf education. The course was developed by the School of Philosophy and Science of UNESP / Mar��lia, in distance mode. practicing teachers in public schools, linked to 19 Departments and / or Directors of Education in several regions of Brazil took the course. The information was collected from the questionnaire responses of the diagnostic evaluation performed in the pre-registration course. In general, the information was about place of residence, marital status, family constitution, educational training and professional experience in special education. We performed quantitative analysis and descriptive statistics on the data. The information presented refers to a summary of results for the total sample investigated. With the release of the profile of participants we expect to contribute towards the organization of new extension courses in the area of deafness, in distance mode, aimed at the in-service training of teachers with a view to Inclusive Education.

Formação de professores para o ensino inicial da leitura e da escrita, na d��cada de 1880, em S��o Paulo-Brasil

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