Forma����o docente e geografia escolar: um estudo de caso entre Brasil e Espanha

O livro de Jo��o Pedro Pezzato discute a atual organiza����o curricular dos cursos de forma����o de professores de Geografia, comparando com vi��s cr��tico as experi��ncias da Universidade de Santiago de Compostela, da Espanha, e do Curso de Licenciatura em Geografia da Unesp de Rio Claro, interior de S��o Paulo. Para Pezzato, enquanto na Espanha todas as disciplinas est��o relacionadas com os conhecimentos espec��ficos da ��rea, percebe-se no Brasil o predom��nio de um modelo conceitual no qual os conte��dos pedag��gicos de algumas disciplinas n��o t��m nenhuma articula����o com a pr��pria Geografia. O resultado ��, muitas vezes, o div��rcio entre a componente cient��fica espec��fica e aquela mais diretamente relacionada com as quest��es educativas. O pesquisador chama a aten����o ainda para a falta de articula����o entre pesquisa e ensino, e para a rala distin����o, no Brasil, entre a forma����o de bachar��is e de licenciados em Geografia, j�� que n��o existem diferen��as significativas entre os componentes curriculares das duas modalidades. Por isso, para ele �� premente a ado����o de inova����es curriculares no ensino da Geografia, inclusive no que diz respeito ao ensino da leitura e da escrita no contexto da disciplina.

A pr��tica em quest��o: demandas da incerteza e da complexidade para a atua����o na educa����o f��sica escolar e para a forma����o profissional

Este livro tem como objetivo verificar se na forma����o dos professores na ��rea de Educa����o F��sica h�� tamb��m espa��o para a difus��o de saberes que v��o al��m dos conhecimentos t��cnico-cient��ficos. Os autores partem do princ��pio de que modernamente �� dado como certo que a instabilidade dos ambientes da pr��tica docente exige dos professores mais do que conhecimentos te��ricos: demanda deles tamb��m que trabalhem com elementos como a incerteza e a complexidade, diante de situa����es como o imprevisto, a urg��ncia, a dispers��o, a indisciplina e a dificuldade para a compreens��o e a aprendizagem. Tais situa����es obrigariam o professor a emitir ju��zos e tomar decis��es, quase sempre de car��ter pr��tico. A conclus��o dos pesquisadores ��, no entanto, de que os cursos de forma����o dos profissionais de Educa����o F��sica continuam privilegiando as disciplinas te��ricas, e trabalham pouco os chamados saberes pr��ticos. O estudo foi baseado em entrevistas com estudantes e professores e em an��lise documental e interpretativa de situa����es pr��ticas do ensino da disciplina em tr��s escolas municipais de Indaiatuba (SP). Tratou-se, portanto, de uma pesquisa de natureza qualitativa e do tipo descritiva, e n��o de uma investiga����o quantitativa

Planejamento de cursos online para professores de alem��o: par��metros em mapa conceitual

Distance-learning language courses are gaining ground because they meet contemporary social demands and expand opportunities for access to new knowledge. They also favor interaction among people with similar goals but who live in places where no live learning arrangements are available. Taking Valente (2002), Garrison and Anderson (2000), and other authors for theoretical bases, this paper reflects on the criteria and aspects to be considered when one plans and ministers online teacher training courses. The data were taken from a distance-based university extension course offered on the Moodle learning platform by a university in the State of S��o Paulo, Brazil. The objective was to encourage German language teachers to further develop their own language skills, reflect on aspects of inter-culturality in teaching the target language, and provide experience with current technological resources. This paper describes the elements that proved to be relevant in the creation and planning of the course, based on authors who deal with characteristics of computer-mediated teaching. The importance of this study is related to the fact that little information is available on the planning of courses in online formats.

A oralidade na sala de aula de l��ngua inglesa de alunos ingressantes no curso de Letras: contribui����es para a forma����o do professor

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Percurso para a elabora����o de um teste para avalia����o da compreens��o em l��ngua italiana de (futuros) professores

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Atividades pr��ticas no ensino de ci��ncias: saberes docentes e forma����o do professor

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

Inclus��o de alunos com defici��ncia na aula de educa����o f��sica: identificando dificuldades, a����es e conte��dos para prover a forma����o do professor

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

Forma����o do professor para trabalhar com recursos de tecnologia assistiva: um estudo de caso em Mato Grosso

Due to the process of educational inclusion, it is necessary for the teacher who works with disabled students to acknowledge and master the resources of assistive technology equipment available in Brazil. The objective was to identify the presence of these resources at school and evaluate, having the teacher as the evaluator, the conditions of dealing with the Assistive Technology resources and equipment. The sample consisted of 14 teachers who work in the Resources Multifunction Classroom and 18 regular classroom teachers who have disabled students enrolled in their classrooms. Data collection was performed through the TAE Questionnaire - Assistive Technology for Education. The data collection was performance in groups during the training course sponsored by the Education Department of Rondon��polis as part of the Program of Continuing Education Training for Managers and Educators - Inclusive Education: The Right to Diversity. The questionnaire data indicated differences between the two groups mentioned. The teachers of the Resource Classes indicated that Assistive Technology resources are now being introducing at schools and that over 50% of this group understand the resources presented on the questionnaire. Most of the regular classroom teachers is still unaware of the Assistive Technology resources and equipment. Regarding the dealing of these resources the group of teachers from the multifunctional classroom is better prepared to use this technology. The data suggest the need for investment in acquisition and training of teachers in relation to Assistive Technology resources.

Forma����o do professor de educa����o f��sica para inclus��o de alunos com defici��ncia

The paper aims to describe the steps undertaken in the development of a training program to prepare the physical education teacher to meet the demand of inclusion of students with disabilities. Seventeen physical education teachers who worked in public schools, from 1st to 5th grade, participated in the first step. The Data were collected through focus group. The analysis was performed in categories. Two teachers participated in Stage 2, which consists of 28 classes that there was a student with disabilities enrolled. The reports focus group identified eight different subcategories of difficulties: 1 ) Training , 2) Administrative-school issue ; 3 ) Student ; 4 ) Diagnosis ; 5 ) Family ; 6 ) Teaching resource ; 7 ) Strategies ; 8 ) Physical Education. The filming analysis enabled to identify difficulties and success situations of each teacher. The identification of the difficulties pointed out ways to prepare Physical Education teachers, and based on such difficulties actionsand contents that include a training program may be stipulated.

Rela����es entre o perfil comunicativo de crian��as com s��ndrome de Asperger e estrat��gias de professores

The aim of this research was to investigate the communicative profile of children with Asperger syndrome and the communicative resources used by teachers during interaction with these students in regular education. Five children, from 5 to 8-year-old-male, with Asperger syndrome and their teachers participated in the study. Their school grade ranged from pre-school to second grade elementary school. The characterization of the sample was obtained from an Informative Form and the Scale for the Assessment of Autistic Behavior. The communicative profile of the children and the resources used by their teachers were analyzed from the recorded footage. The results have showed that the teachers prompted the communication more often than the students with Asperger Syndrome and that the resources used by them were: 1 - concrete object, 2 - gesture, 3 - writing; 4-verbalization.

PIBID: Uma contribui����o �� pol��tica de forma����o docente

This article aims to present a discussion on the impact of the Institutional Program of Initiation to Teaching (Pibid) on teacher formation policy from the experience of the Universidade Estadual Paulista (Unesp). The Pibid contributes effectively to the relationship between university and basic education school constituting a great advance in the politics of initial and continuing training of teachers. The challenges and the possibilities are many, requiring from its direct participants ongoing dialogue and commitment with public school.

Os contos infantis como literatura, na forma����o humana e na educa����o

As reflex��es tecidas neste texto decorreram de in��meros questionamentos acerca da necessidade de se considerar a import��ncia dos contos infantis como literatura, na forma����o humana e na educa����o. Nesse sentido, aborda-se, num primeiro momento, aspectos hist��ricos da origem e trajet��ria dos contos infantis. Ap��s e ainda que brevemente, abordam-se alguns fundamentos discutidos entre Habermas e Mead sobre a constru����o da intersubjetividade humana que pode ser propiciada pelos contos infantis e a conquista da individua����o e socializa����o. Por fim, s��o abordados aspectos a partir dos quais se espera contribuir para as reflex��es sobre educa����o, centralmente sobre a educa����o de crian��as em processo de escolariza����o.

Forma����o do professor para o uso de tecnologia assistiva

The specialized teachers' training to work in multifunctional resource classrooms still has to reach a satisfactory level. These teachers are expected to keep a set of resources and devices used to teach a wide range of students with different disabilities. That fact leads to reflection by the academic community. Thus what specific content should such training address? This paper aims to analyze the set of resources and equipment in a classroom and infer the teaching knowledge underlying their use. The analysis was conducted by classifying 63 resources and equipment items, which led to three categories: 1) set of materials that do not require academic knowledge; 2) set of materials that require academic knowledge related to any training course for teachers; 3) set of materials that require specific academic knowledge on working with students with disabilities. It concluded that around 36% of the resources do not require academic knowledge to be used; 35% of these resources and equipment require some academic knowledge to be properly handled, and around 29% of these resources and equipment require specific academic knowledge of their content. For instance, a specific training of those resources is necessary for acting with students with severe communication disorders, multiple disabilities and visual impairment or deafness.

Desafios da forma����o docente no curso de Pedagogia: aligeiramento e pragmatismo

This paper analyzes recent policies of teacher eduation in Brazil related to the employment and professional dimmensions of the teaching career. It analyzes teacher education policies, and the guidelines established by the World Bank in the 1990s, to reform higher education in the so-called developing countries, focusing on th implementation of neolibera educational policies. These policies have produced a "new" value for educational insititutions: they are emptying schools of education; ���defertilization��� of schools; ���deintellectualization��� of the teacher profession; pauperization, fragmentation and emptying the contents teacher education programs and recontextualization of the nexus theory-practice. The reforms after the Directives and Bases of Education - Law No. 9394/1996, with respect to the education of teachers, are analyzed in relation to the process of productive restructuring. We analyze the relation between theory and practice, given the National Curriculum Guidelines for the Education Course (DCNCP, 2006), focusing on the Course of Pedagogy for the Faculty of Philosophy and Science, at the Paulista State University, Campus of Marilia. This course offers an extensive practical training, but restricted as to the academic content offered, limiting the possibilities of an in-depth training for the future teachers. Discussing these relations, this article presents the assessment of the students in the course and concludes offering perspectives for a humanizing and critical training.