Educa����o em valores: solu����o para a viol��ncia e indisciplina na escola?

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

Atividade de estudo como fundamento do desenvolvimento do pensamento te��rico de crian��as em idade escolar inicial

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

Ensino de ci��ncias no 5�� ano do ensino fundamental: o curr��culo modelado e aspectos do curr��culo em a����o

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

Casos de ensino relacionados �� educa����o f��sica escolar: uma produ����o dos alunos do ensino m��dio

Teaching cases are records, through written narratives, of an academic episode or incident, they appear in educational scenery as a rich strategy not only for the teacher's conformation but also for their investigation. The bibliography shows that young students are still not very much investigated and it contributes to the establishment of negative images of this social subject. In this sense, the objective of this work is to analyze the stories and episodes, called teaching cases, in narrative style, written by students from High School about their physical education classes. The participants of this study are High School students from two public schools from two cities in the countryside of S��o Paulo state. The researcher stayed in the schools for nine months and in this meantime she made contact with the students, asking, for the ones who showed interest, the construction of teaching cases. For this interested students, the researcher explained researcher explained what teaching cases are, as well as, she presented a template to guide them in the production. At the end of this process, twenty teaching cases were delivered to the researcher. They were analyzed under the qualitative approach, valuing the expressive wealth in the narratives, complemented by the interviews with the authors. Inset the mosaic of narratives and interviews, showing a variety of experiences and possibilities of distance and approximation of the students to the physical education classes, we can indicate that from the 20 cases, only one was set as a total distance from the physical education classes (this is the student's situation since she was in the second grade from elementary school). Mentioning the positive experiences and the approximation to the physical education classes, the association of teaching cases and interviews showed that seven students lived the context and until today present an affective proximity to the classes. These evidences can help...

Potencial Cognitivo Auditivo e vectoeletronistagmografia em escolares com dislexia e dist��rbios de aprendizagem

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

Sexualidade e g��nero: processos emancipat��rios na rela����o entre universidade e comunidade

This article presents and analyzes the configuration of a project of university extension, developed in partnership with public schools, which has as themes sexuality and gender issues. We seek to understand to which extent sexuality and gender issues contributes to the continuity of the trio teaching / research / extension, while acting as promoter of knowledge of emancipation of those envolved (under graduates, faculty and the community). We based our presuppositions on action research, with document analysis and questionnaires responded to by participants in the project during the period 2005 to 2011 as the instrument of data collection. We constituted that formative processes that disrupt the predominant perspectives in the educational processes of a stereotypical, biologizing and heteronormative nature of sexuality and gender issues were favoured. Moreover, the experience of inseparability of teaching/research/extension was favoured, based on the understanding of knowledge as something constructed in and through social relations.

G��nero e diversidade na escola: reflex��es acerca da forma����o continuada sobre assuntos da diversidade sexual

This article aims to discuss reports brought by the teacher the early years of public school in the training course in Gender and Diversity in School (GDS), with regard to the prejudices of gender and sexual diversity. The GDS training course was offered in 2009 and 2010, by the Open University of Brazil (UAB), in cooperation agreement with the Universidade Estadual Paulista (Unesp). In S��o Paulo the training centers were distributed in 09 municipalities. The course GDS was inserted in the modality teacher continuing education elementary education from the public schools, in the semipresencial way, and it was divided into five thematic modules: diversity, gender, sexuality and sexual orientation, race / ethnicity. In this article, we present the analysis of the memorials written by / the teacher / participants of the 1st GDE course, polo Jau, in the state of S��o Paulo, that link the learning which was experienced in the course. Were obtained reports about conflicts arising from the dissonance of personal beliefs and professional responsibilities; involvement of the life���s history of the teacher in his performance in the school (subjectivities); transposition of conceptual errors built out of school, between other aspects. It could be observed that the course has destabilized these teachers with some questions about their certainties. The difficulty in changing and transforming concepts and prejudices about sexual and gender diversity was clarified during the course. The course enabled the educators the contact with contemporary questions, reflect on their attitudes and conceptions of education, which can help to transform their practices in school, providing new perspectives on the issue of sexuality

Laborat��rio de inova����o em cogni����o, informa����o, tecnologia e aprendizagem: engenharia no ensino m��dio

Este artigo descreve um conjunto de atividades educativas desenvolvidas no ��mbito do projeto ���Lab InCognITA ��� Laborat��rio de Inova����o em Cogni����o, Informa����o, Tecnologia e Aprendizagem���, que objetiva promover o desenvolvimento de um conjunto de atividades e projetos com escolas públicas de n��vel m��dio, vinculadas �� Diretoria de Ensino de Guaratinguet��, buscando despertar o interesse dos alunos para as ��reas tecnol��gicas e engenharias. Destaca-se a import��ncia dos recursos did��ticos, em especial os baseados em experimenta����o, para promover uma melhoria no interesse dos estudantes pelas ci��ncias exatas. A operacionaliza����o do projeto �� descrita por meio da apresenta����o das atividades previstas para o seu desenvolvimento, e de como estas s��o realizadas durante eventos denominados ���Visita �� UNESP���, em que alunos das escolas v��m at�� o Campus da UNESP ��� Guaratinguet��. Os resultados parciais obtidos sugerem que as atividades desenvolvidas durante as visitas t��m contribu��do para despertar o interesse dos estudantes para as ��reas de Exatas e Engenharias.

O casamento entre o ensino religioso e as teses p��s-modernas

This paper aims to base the thesis that the varied currents of the post-modern thought, in so far as have recourse to relativism to a greater or lesser degree, contribute to the legitimation of the religious education in public schools and, in a broader aspect, the religion in the public spaces. The methodological resource used to demonstrate the link between post-modern thought and religious education is the analysis at the historical and dialectical materialism perspective of publications produced to increase teachers on this discipline that is, in compliance with the Constitution, optional for students and mandatory for public elementary schools. The subject of this analysis is the learning content and has as prime concern to highlight the discourse of legitimation recurrent in authors when it is explicit in itself and explicit when it does not. The ���religious education in public schools��� as object of study allows us to understand the relationship between the post-modern thought, with its hegemony space within the human sciences and contextualized in the neoliberal economic environment, and the ���learning to learn��� pedagogies currently hegemonic in the educational landscape. We intend to contribute to the legal debate on laity, the philosophical debate on post-modernism and especially to the debate on the pedagogical theories in the educational fundaments.

O despreparo de professores diante da educa����o sexual e diversidade sexual na escola

Este trabalho sustenta-se em uma compreens��o de que a Educa����o Escolar e a Educa����o Sexual s��o processos que ocorrem na rela����o com o contexto social e hist��rico. No campo da sexualidade, o contexto social determina padr��es de normalidade baseados na ideia de heteronormatividade compuls��ria, o que discrimina a diversidade sexual. Esta quest��o �� ilustrada com dados de pesquisa que demonstram o relato de professores de escolas públicas sobre a homossexualidade evidenciando a falta de conhecimento sobre o assunto, o preconceito e as dificuldades em tratar o tema na escola. Ressalta-se, portanto, a import��ncia da inser����o do tema sexualidade na forma����o inicial e continuada dos professores.

Um estudo sobre as rela����es entre os conflitos interpessoais e o bullying entre escolares

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

Conhecimento de c��rie dental e doen��a periodontal de professores do ensino fundamental segundo o tipo de institui����o (p��blica ou privada)

Aim: observe the knowledge of dental caries and periodontal disease of primary schoolteachers, according to type of institution (public and private) from Araraquara city. methodology: for that participants were 113 teachers from public schools and 57 from private schools. The instrument of analysis was based on a questionnaire with closed and open questions concerning the etiology, prevention and development of dental caries and periodontal disease. Results: 97,3% of public ��s schoolteachers and 91,2% of private ��s schoolteachers answered that they knows what is dental caries, but they didn ��t answer correctly about the caries etiology as being multifactorial and about methods of prevention. Both of schoolteachers (public and private) had more sucessful when answered about bacterial plaque than periodontal disease and yours manifestation. Conclusion: the dental knowledge of schoolteachers in public and private school was evaluated and limited educational programs should be directed to both public and private schoolteachers, in order to increase the level of dental knowledge of them, so that they can act as educational agents with the children.

Avalia����o de um curso de inform��tica para crian��as

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

Educa����o s��cio-comunit��ria para crian��as em situa����o de risco social: atua����o de um projeto social de pedagogia Waldorf

Education is an essential part of the overall development of a human being. There are opportunities of knowledge production and teaching and learning in many environments, so education is not limited to the school environment. A possible field of teacher's performance takes place in the context of educational social projects, therefore, the importance of knowing and evaluating this environment. Rise to concern about how important and what the reflection of the social projects in the lives of children who often find themselves in a social risk to the margins of society and the research is justified by considering the community education as an opportunity to change lives and society itself. Thus, a qualitative study of descriptive type in a social project based on the Waldorf was developed, aiming to know how the project was carried out and verify the importance of it in a poor neighborhood of the city of Botucatu-SP

O papel do int��rprete de libras no ensino fundamental

The Brazilian sign language is a visual-spatial language, manifested through the hands, facial expressions and body, being considered a natural language used by the deaf community in Brazil. Thus, in a school context the knowledge of LIBRAS is fundamental to the interpreter and the deaf student, so, the role of the interpreter in the classroom is to mediate the relationship between teachers and students. The objective of this study is to investigate the importance of the interpreter in the educational process of the deaf child and try to map the possible difficulties found by him in his workspace, under his perspective in the classroom. This is a qualitative study, which had the data collection instrument as an open interview with questionnaire, dealing on issues concerning to the role and practice of the interpreter of Libras in the classroom to support the deaf student in school age. Therefore, participated in the study two interpreters of Libras who works in elementary school classrooms in the city of Ja��. The results shown that the interpreter's role is extremely important for the education of children with hearing impairment, but it's not recognized and many times not accepted by teachers and educational institutions, when its real function is respected