A educa����o ambiental na forma����o de pedagogos de uma universidade publicado Estado de S��o Paulo

This study aimed to understand environmental education in the training of teachers of one pedagogy course at a public university in the state of S��o Paulo. To answer this question, an exploratory research was conducted, in which a study field, by the techniques of semistructured interviews and documentary analysis, provided the data for analysis. Important to highlight theoretical and methodological foundations of Historical-Dialectical Materialism and Historical-Critical Pedagogy that guided the study. With the results analyzed, we say that environmental education in the studied pedagogy course is minimal and, when it appears, enhances conservation and care with the environment perspectives, without considering the causes of environmental degradation: the way to produce life in capitalist society. In this sense, it is necessary for a consistent formation of the teacher in environmental education to advance the knowledge of this field directly related to education. For the inclusion of environmental education in school education, it is necessary that their knowledge to be considered in education, especially in the training of teachers. Therefore, the data collected and analyzed in this study may contribute to the formation of teachers to understand that environmental education in their training has not been established with the importance and the quality that the social and environmental problems require, with no place along the undergraduation, a condition that needs to be changed to teacher develop a transformative environmental educational practice at school

As avalia����es externas e as percep����es dos professores do ensino fundamental de uma rede municipal de ensino

In recent years, public schools have experienced the deployment of external evaluation that, legally, should promote the development and deployment aimed at enhancing the educational process of teaching offered at the country's public policy systems. However, such a situation occurred in a broader regulations of teaching and managerial measures and performative nature context generated implications in everyday school life, notably due to the pressure exerted on schools before the publicity of accountability for results and performance indicators changing, in many cases, the purpose of teaching work. In this context we understand that it is very important to discuss the history and characterization of implanted a city in S��o Paulo state systems, and vision teachers about them, and the consequences that assessments have caused in practice in the classroom. So be performed an empirical research of qualitative nature in four elementary schools-cycle Teaching I and II, with the aim of analyzing the perception of teachers about external reviews of a municipal school. As an instrument for data collection dense interview with teachers that will be used will be audio-recorded and then transcribed and analyzed with the support of the theoretical frameworks adopted

Entre o discurso e a pr��tica: implementa����o do curr��culo de Hist��ria no programa educacional S��o Paulo faz escola

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

Representa����es de g��nero e resolu����o de conflitos entre jovens na escola

The aim of this research was to investigate how the gender representations by young people affect how they interpret and resolve a situation of moral conflict at school. It starts from the references of the Theory of the Organizing Models of Thinking and of critical perspectives on the studies of gender as contributors of conceptual and methodological aspects in the analysis of the psychic functioning. Information was raised with 400 youngsters (15 to 21 years of age) from public and private schools, who answered in writing four questions about feelings, thoughts, and the duty of the characters (boys or girls) before a situation of homophobia at school. The perspective of the gender in the conflict resolution was analyzed taking into account the sex of the characters and the sex of the participants. The results show that the gender representations have an essential role in the manner in which the youngsters resolve interpersonal conflicts, highlighting the reproduction of stereotypes in the social relations among genders at school.

A aula de Hist��ria como lugar do ensino, da pesquisa e da extens��o

The paper presents a work project developed by the Laboratory of Studies and Research in History Teaching of Unesp/campus Assis (LEPEDIH), which the classroom is understood as a place of construction of historical knowledge through experiences, between students, teachers and future teachers that add teaching, research and extension, in a way that occur the approach between university and public elementary schools in order that participants can relate the study of history with their own life.

A cultura afro-brasileira na sala de aula: uma proposta de trabalho pedag��gio com obras que dialogam com o livro 'Tr��s anjos mulatos do Brasil ', de Rui de Oliveira

The theme of African-Brazilian culture is still little explored in the school environment, in spite of the 10.639/03 law which prescribes its mandatory teaching as well as that of African-Brazilian history and African culture in all schools, public and private, from the Elementary School level to High School. Moreover, this law emphasizes the importance that these cultures had in the formation of Brazilian society. Considering this issue, this paper aims to analyze the work Tr��s anjos mulatos do Brasil (2011), by Rui de Oliveira, which brings together three sensitive and touching biographies, followed by beautiful and artistic pictures. hese narratives address the genius of three great artists ���Aleijadinho, Mestre Valentim and Father Jos�� Maur��cio���, their styles, their creations and struggle for recognition, as well as the sufering they experienced, primarily caused by racial discrimination. Also, we intend to present in this text a suggested pedagogical use of the work by Oliveira, by applying the ���Recepcional��� method, as it was deined by Bordini and Aguiar (1993).

Indisciplina no contexto escolar: um estudo das significa����es abstra��das por estudantes brasileiros do ensino fundamental e m��dio

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

O IDEB como pol��tica de regula����o do Estado e legitima����o da qualidade: em busca de significados

Abstract This paper discusses the quality of basic education legitimized by the external evaluation and publicized by the Basic Education Development Index (IDEB) - an index that combines the performance of students in the assessment and the school flow, culminating with the establishment of an objective parameter (grade) that aims to reflect the Brazilian educational quality. The arguments are based on the premise that these two elements are incipient to determine the quality of education in the country without taking into account other factors that affect quality, namely: socio-economic and cultural level of the students, teacher training, enhancement of teaching, tangible and intangible working conditions, school management, school infrastructure, supplies, etc. The reflection leading to the debate on the lack of evidence to establish the quality of education travels the ways of the external evaluation in Brazil, the technical rationality of the school management referenced primarily by the IDEB and its governance to achieve the goals determined by this index. The purpose of this essay is to contribute to the current debate on the IDEB as a proposer and mobilizer of policies for the Brazilian public schools.

Literatura, leitor e mass media: um estudo sobre a recep����o de A Metamorfose, de Franz Kafka

P��s-gradua����o em Letras - IBILCE

O vestibular da UNESP: sobre acesso �� educa����o superior e o curr��culo de geografia na educa����o b��sica (2006-2012)

P��s-gradua����o em Geografia - IGCE

Trabalho docente e sofrimento mental: um estudo em uma escola p��blica do Estado de S��o Paulo

P��s-gradua����o em Servi��o Social - FCHS

O papel do professor de educa����o f��sica na gest��o democr��tica

This study aims to conduct a survey on the concepts that the teacher of physical education has on their role in areas of activity in the democratic management of public and private schools. They are job-specific goals: to raise theoretically as it is currently the training of physical education teacher to work in the administrative and participatory management in schools, pointing out possible instances of action of the physical education teacher in meeting the democratic management of official documents (NCP and RCN) and propose inserts that will guarantee their professional practice responsible, ethical and participatory; and check what is the concept that the physical education teacher has on their role in school activities beyond the classroom. For both methodologically this is configured as a qualitative research, in the form of literature review and field research. 30 Teachers participated in the survey, these being of public and private schools. For data collection a questionnaire was designed open dealing on the profile of teachers and their perceptions of their performance in school. The results show that in the case of conceptions that physical education teachers have about their role in the democratic management of the results lead us to infer that they all feel if done professionally, both in public schools as those of individuals, despite the difficulties encountered in their day to day

Escola de tempo integral: uma an��lise do processo de implanta����o na Escola Estadual Carolina Augusta Seraphim. -

No Brasil a educa����o �� um tema delicado, com hist��rico de ��ndices de reprova����o e evas��o escolar altos, escolas públicas em condi����es prec��rias em muitas regi��es e profissionais da ��rea pouco valorizados. As pol��ticas públicas s��o uma importante ferramenta quando se busca sanar todos estes problemas. Uma proposta que vem sendo implantada no Estado de S��o Paulo �� o das Escolas de Tempo Integral, em que os alunos t��m a oportunidade de passar mais tempo na escola, com atividades diferenciadas e um modelo diferente da escola comum. Assim, este trabalho tem como objetivo analisar a proposta do modelo e a implementa����o do mesmo na Escola Estadual Carolina Augusta Seraphim, localizada em Rio Claro. Para a an��lise de conte��do, realizada neste trabalho, foi feito o levantamento de material bibliogr��fico referente ao tema de Escola de Tempo Integral, principalmente no Estado de S��o Paulo. Tamb��m foram analisados documentos e materiais dispon��veis no blog da EE Carolina Augusta Seraphim. Podem ser destacados pontos positivos do Programa, como a dedica����o exclusiva da equipe gestora, a valoriza����o dos profissionais envolvidos, a participa����o mais aproximada da comunidade e fam��lia dos alunos, a possibilidade que os estudantes t��m de pensar e planejar seu futuro. Existem ainda quest��es a serem melhor debatidas, analisadas ou at�� mesmo aprimoradas, devido ��s particularidades de cada escola e at�� mesmo inova����es tecnol��gicas que podem ser usadas como ferramentas de ensino. Essas s��o algumas das quest��es abordadas e analisadas ao longo do trabalho

As tecnologias da informa����o e comunica����o na forma����o continuada de professores: uma proposta para o uso do laborat��rio de inform��tica

P��s-gradua����o em Doc��ncia para a Educa����o B��sica - FC

Influ��ncias de institui����es externas �� escola p��blica: privatiza����o do ensino a partir da educa����o ambiental?

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