Ensino do conceito de radioatividade utilizando a biografia de Marie Curie

Como objetivo de pesquisa esta monografia buscou coletar dados descritivos que permitissem esclarecer as possibilidades educativas para o ensino de qu��mica em uma abordagem contextual utilizando hist��ria e filosofia da qu��mica e da ci��ncia. Esta monografia trata de uma interven����o feita dentro do cronograma de aulas de uma escola p��blica de Bauru, em que se buscou levar informa����es que possibilitassem uma abertura na perspectiva de vida de alunos que estudam e/ou vivem em meio a viol��ncia social e dom��stica. A interven����o consistiu no estudo da hist��ria da descoberta da radioatividade, ensinada atrav��s da biografia de Marie Curie, a mulher que denominou o fen��meno dos raios invis��veis de radioatividade, em sua tese de doutorado. Ela tamb��m descobriu, por meio da mesma pesquisa que fundamentou a referida tese, dois elementos radioativos, o pol��nio e o r��dio. Para o planejamento da pesquisa e a an��lise dos dados se utilizou a metodologia qualitativa de pesquisa, com enfoque na pesquisa-a����o e t��cnicas de an��lise de conte��do. Para a aplica����o dessa aula foi elaborada uma atividade envolvendo hist��ria da qu��mica e das ci��ncias naturais dentro de uma atividade de leitura. Utilizou-se o livro G��NIO OBSESSIVO: O MUNDO INTERIOR DE MARIE CURIE de B��rbara Goldsmith como base para os textos utilizados em aula. Foi utilizado o livro MARIE CURIE E A BUSCA PELO R��DIO de Beverly Birch, como fonte de ilustra����es. Essas ilustra����es, assim como outras imagens extra��das da internet, foram utilizadas para relacionar os fatos ocorridos durante a pesquisa de Marie, realizada com o aux��lio do marido Pierre Curie, que era professor e pesquisador em f��sica e trabalhava com fen��menos relacionados a piezeletricidade, entre outros fen��menos eletromagn��ticos. A aula consistiu na aplica����o de um question��rio inicial para averiguar as id��ias pr��vias que os alunos apresentavam sobre a radioatividade e o contexto...

Ensino e aprendizagem do atletismo nas escolas p��blicas estaduais de Bauru a partir do curr��culo de educa����o f��sica do estado de S��o Paulo

Athletics in most of its history, turned to competition, giving it little pedagogical knowledge, prevailing knowledge grounded in records, indexes and competitions. Thus, although it is considered a classic content of Physical Education, this modality is still not widespread in schools. The present study aimed to investigate possible progress in the teaching and learning of athletics in the State Schools of Bauru from the implementation of the Curriculum of the State of S��o Paulo for Teaching Physical Education. We attempted to checking the perspective of teachers and students, the changes in teaching and learning as well as difficulties encountered from the deployment. To that end, we conducted survey of the theoretical and practical alternatives developed by Physical Education teachers, about athletics theme, since the implementation of the Curriculum of the State of S��o Paulo for the Teaching of Physical Education in 2008, in seven (7) state schools in Bauru-Sao Paulo, randomly chosen, prioritizing different regions of the county. There was the purpose of investigating, through questionnaires, interviews (applied to teachers and students), what progress has been achieved with regard to the approach of collegiate athletics in the teaching/learning process, if there are difficulties, what are these and how they could be addressed in order to improve teaching and learning in school athletics. The collected data were analyzed comparatively, before and after implementation of the Curriculum of the State of S��o Paulo for Physical Education, gathering and specifying negative and/or positive aspects raised by teachers and students. It was concluded that the students' knowledge of the sport has increased, but the practice of sport is still far from being normal to them, doing so is necessary to include content from the earliest school years. Teachers attribute the greatest difficulties to lack of infrastructure and materials suitable for this...

Ser professor e a rela����o ensino-aprendizagem: uma contribui����o piagetiana

P��s-gradua����o em Educa����o - FFC

Institucionaliza����o da Gest��o Escolar no Brasil: em foco as primeiras d��cadas do s��culo XX (1911-1950)

This work aims to investigate the institutionalization of management processes in the legislation of the Brazilian education. For this study was considered the first decades of the twentieth century (1911-1950). The laws of Brazil in the early Republic were derived from tradition or forged by the great legislators. In turn, the tradition is inserted in the power of social organization that is preserved, in a more forceful manner, through the norms and rules. With this assumption, the study chose the Rivad��via and Carlos Maximiliano Reforms, both of the beginning of the century, and the Organic Laws of Teaching, granted by the government in this period, to understand how legislation institutionalized the role of the director in basic education in this context history. The reflections presented introduce historical elements that demonstrate actions and relationships that remain in the form of habits in the school managements. These institutionalized elements contribute to the debate about the political and pedagogical difficulties pointed out by scholars and professionals, related to the promotion of democratic management in the public school.

A inven����o do fil��sofo ilustrado: notas arqueogeneal��gicas sobre o ensino da filosofia no Brasil

P��s-gradua����o em Educa����o - FFC

Um olhar sobre a aquisi����o do plural nominal em crian��as

P��s-gradua����o em Lingu��stica e Língua Portuguesa - FCLAR

O sentido de corporeidade e a atua����o profissional do professor de educa����o f��sica do ensino m��dio p��blico

P��s-gradua����o em Ci��ncias da Motricidade - IBRC

A filosofia e o filosofar institucionalizado: um olhar sobre o ensino filos��fico no ensino m��dio

P��s-gradua����o em Educa����o - FCT

O olhar do professor e dos alunos do ensino m��dio sobre o curr��culo de educa����o f��sica do estado de S��o Paulo

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

Blog para o basquetebol: uma ferramenta no processo ensino-aprendizagem-treinamento dos sistemas t��ticos

P��s-gradua����o em Desenvolvimento Humano e Tecnologias - IBRC

Educa����o f��sica escolar e curr��culo do Estado de S��o Paulo: possibilidades dos usos do celular como recurso pedag��gico no ensino do Hip Hop e Street dance

P��s-gradua����o em Desenvolvimento Humano e Tecnologias - IBRC

Desenvolvimento de um instrumento multidimensional para avalia����o de pr��ticas de ensino no processo de aprendizagem

P��s-gradua����o em Engenharia Mec��nica - FEG

Uma discuss��o sobre os conceitos de fronteira e territ��rio no ensino fundamental, anos iniciais, de Geografia

P��s-gradua����o em Geografia - FCT

Os limites e as possibilidades de uma sequ��ncia did��tica: o conceito de proporcionalidade e a aprendizagem de alunos do 5�� ano do Ensino Fundamental

This study aimed to analyze the limits and possibilities of a didactic sequence, addressing the concept of proportionality in the learning of students in 5th year of elementary school. From the results of the Diagnostic Assessment Initial applied to students in a class of 5th grade of elementary school, we selected eight (8) students who participated in the constituent activities of that instructional sequence. For the development of this sequence were used theoretical elements of Genetic Epistemology (Piaget, 1990), the theory of fields of Conceptual Vergnaud (1996) and the definition of instructional sequence proposed by Zabala (1998). Finally, after 20 days of application of these activities, we applied the Diagnostic Assessment Final aimed at investigating which concepts related to proportionality were built by the participating students. By analyzing the collected data, it can be concluded the following about the possibilities of teaching sequence: 1) students who, in Diagnostica Home Assessment used the multiplication algorithm, but also did not indicate the comparison between quantities are now performing; 2) students who, in the Diagnostic Assessment Initial, used the addition algorithm, now gradually are using the multiplication algorithm; 3)students who, in the Diagnostic Assessment Initial, could not solve problems involving the idea of proportionality, are now resolving, however, still use, in large part, the addition operation as a strategy for this proportional thinking. Now, in relation to the limits of the sequence noted: 1)time sufficient to propose a higher number of problem conditions to be carried by students who may have been a trigger of construction have not through the proportional multiplication;2)the distant proposition situations of assimilation schemes (interpretation) of the students, which may have caused certain imbalance in them, preventing them from thinking about the problem situation;3)the rapid passage of...

A conta����o de hist��rias no ensino de ci��ncias: um recurso did��tico

The present study aims to analyze the contribution of storytelling as a didactic resource in science education. The stories represents effective indicators to challenging situations as well as strengthen social, educational and emotional bonds. The research reported here allowed to present new ways to work the contents of Science Education, using the stories as interaction capabilities between content and affection. Keeping this in view, this work objectives was to observe the story telling as a resource for Science Education as well as identifying, analyze and to ponder which meanings assigned by teachers to this technique, their frequency of use and difficulties encountered in carrying out the activity. By the means of qualitative research, this study collected through interviews and by observations of practice in the classroom by their teachers from a municipal school in Pederneiras-SP. We concluded that the activities in the classroom, with the children propitiated them an interaction with the scientific content in a playful and pleasurable way, playing an important role in the formation of a critical and creative individual