Entre o discurso e a prática: implementação do currículo de História no programa educacional São Paulo faz escola

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O movimento missionário e educacional protestante na segunda metade do século XIX: para cada igreja uma escola

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Atividades com robótica educacional para as aulas de matemática do 6. ao 9. ano do ensino fundamental: utilização da metodologia LEGO® Zoom Education

Pós-graduação em Matemática - IBILCE

Análise da produção acadêmica sobre o esporte educacional no Brasil: contribuições para a educação física escolar

Este trabalho objetivou investigar a produção acadêmica sobre o esporte educacional no contexto brasileiro nas principais revistas cientificas da área da educação física, buscando analisar as principais contribuições sobre este campo de pesquisa para o contexto pedagógico da educação física escolar. Para isso foram analisadas as revistas cientificas indexadas na base de dados da CAPES entre os extratos A2 a B2 na área de Educação Física, buscando avaliar quantitativamente o número de trabalhos publicados nos últimos onze anos (2003 á 2014). Além disso, os trabalhos encontrados passaram por uma analise qualitativa, buscando estabelecer categorias temáticas que possam trazer à tona um quadro do delineamento do estado da arte desse campo de investigação no Brasil, na ultima década. Diante disso, o estudo procurou contribuir para um maior entendimento da atual perspectiva relacionada a produção cientifica sobre esporte educacional no Brasil, onde foram encontrados 15 artigos, o que nos permitiu delinear um quadro da educação física escolar atualmente, fazendo alguns apontamentos em relação a direções futuras neste campo de pesquisa. Ainda são necessários muitos estudos para dar subsídios para os professores, porém este é mais um passo pequeno em direção a um futuro com mais possibilidades e reconhecimentos na área

Formação do técnico de enfermagem para administração segura de medicamentos: proposição de tecnologia educacional virtual

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Processos educativos e emancipação: a visão dos educadores sociais sobre suas práticas

Pós-graduação em Educação - IBRC

Visões de autonomia do professor e sua influência na prática pedagógica

Currently many studies have highlighted the importance of development autonomy of teachers to improve the quality of education. Our study aimed to explore the concepts of autonomy presented that teachers working in kindergarten and first grades of elementary school. Our aim was to understand how these concepoes helped or hindered the development of the action of the teacher second Contreras (2002). The results showed that the conceptions, presented by the teacher, were high ly individualistic, demonstrate a professional focused only on matters relating to the didactic and pedagogic classroom.

Gestão escolar: a prática pedagógica administrativa na política de educação inclusiva

The paper presents the results of a doctoral dissertation that covered the analysis of knowledge involving the everyday teaching and administrative practices of school managers who worked with the proposed construction of a citywide system of inclusive e ducation, while an educational policy. The aim was to follow the school management towards the proposed inclusive educationin three elementary schools in a medium-sized city in the state of São Paulo. The data were collected at the earlier school, a middle-aged one and another recently opened. The stages of the study were: 1) review of literature on: a) qualitative ethnographic research applied to education, b) principles of autonomy, planning, decentralization, c) the education of the school manager and d) relationship between school management and inclusive school; 2) data collection in schools, 3) description and categorization of data and 4) analysis and interpretation of results. To develop the methodology were used observations of the participants, semi-structured interviews, analysis of official documents of the school (internal and external). It was concluded that there is a lack of political-pedagogical project collectively built, a difficulty in developing coordinated actions aimed at the realitiy, problems in interpersonal relationships; a gap gulf between the proposed policy, the discourse about it and the daily practice. The school management is responsible for the construction of an inclusive school, but in the reality studied it was directed at administrative issues at the expense of the pedagogic ones.

Interpretando reflexões de futuros professores de Física sobre sua prática profissional durante a formação inicial: a busca pela construção da autonomia docente

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Grupo de estudo/discussão como estratégia formadora de autonomia docente em professores de física

This work is intended to promote a reflection about the forms of work in groups for continuous training of teachers. Based on the hypothesis that the groups of study / discussion of specific topics in physics can have very effects significant and recommended by the literature, we based on the propositions of the educator José Contreras Domingo about autonomy of teachers and we does a report of an experience with group of continuing education in which they succeeded in developing the characteristics of autonomy of teachers in a job with physics teachers who participate in a group of study / discussion of topics of Modern and Contemporary Physics. In this way presents arguments relating the autonomy of teachers with the teacher continuing education and presents the report of a group of training teachers of physics who works along these lines.

Um estudo sobre a intervenção com o professor de educação física para a inclusão educacional do aluno com deficiência visual

It was aimed to identify how the physical education teachers worked to include a student with visual impairment; intervene with the teacher from the identified necessities and assess the intervention. Data were collected in three stages: 1) Weekly monitoring and filming the classes, 2) intervention by the reflection of videos coming from the previous step and suggesting new actions, 3) development of filming for evaluating the intervention. Before the intervention, it was identified that the explanation of the activities happened collectively. It was held the physical help as the first form of instruction, the student with visual impairment participation occurred depending on the company of a classmate who held hands and did the activities together. Along the intervention it was reflected about the structure of the classes, the ways of explanation of the activities and the strategies and the resources to assure an enjoyable participation of students with visual impairments. The training of peer tutors was a strategy used. After the intervention it was identified in the classroom the assistance of the trained peer tutors; the maintenance of oral explanation and demonstration, though, the first way to explanation for the student with visual impairment started to be the oral tip.

O atendimento educacional especializado e o ensino de física para pessoas surdas: uma abordagem qualitativa

The present work discusses the Physics education for deaf students, including the formation of the Physics education professional, the specialized educational service and the participation of translators and interpreters of the Sign Language in this process. We analyzed qualitatively the national policy for specialized education in the inclusive vision, legislation and national opinion related to the teaching profession in Physics. Using documentations, it was possible to identify the limitations and contradictions related to specialized educational service and the teaching and learning process in Physics.

Representatividade das redes sociais no processo educacional: potencialidades dos grupos virtuais como ferramentas de ensino-aprendizagem no Ensino Médio

One tool that has been in evidence, especially among young people, is Facebook. It can be classified as a synchronous communication tool that allows communities of people with similar interests to discuss and exchange experiences in real time, promoting the sharing of information and the creation of collective knowledge, even if they being in different parts of the globe. In this paper we show that Facebook can be used as an educational tool to aid the work done in the classroom and the impact of creating closed groups in online social networking for educational purposes. The survey was conducted with a group of students at a private school in Bauru/SP. We investigated the interaction profile of students with a closed group created on Facebook and through a questionnaire analyzed whether students use virtual environments for personal or educational. The survey reveals students perceptions about relevant aspects and the potential use of this tool as teaching-learning strategy