Professores em formação: o momento da pr��tica de ensino e a rela����o entre estagi��rios e professores-colaboradores

O tema Pr��tica de Ensino, Est��gio Curricular Supervisionado tem sido discutido na literatura brasileira desde o s��culo XX, ora criticando-se a Did��tica, ora questionando-se a Formação dos Professores. Observa-se que n��o h�� nas pol��ticas p��blicas men����o sobre a formação do professor-colaborador com rela����o �� sua prepara����o ou orienta����o, constituindo-se no problema desse estudo. Parte-se do pressuposto de que ���a teoria da formação que fundamenta a pr��tica pedag��gica do professor da Educa����o B��sica n��o �� a mesma que fundamenta a formação inicial na universidade��� e/ou que ���a falta de um projeto mais amplo da formação dos formadores impedem um trabalho independente e mais objetivo���. Dessa forma objetiva-se: (a) averiguar a concep����o que os estagi��rios t��m de escola, socializa����o profissional e est��gio no processo de aquisi����o da experi��ncia de ensino por ocasi��o da implementa����o da Pr��tica de Ensino, considerando como temas centrais a passagem de estudante-estagi��rio a professor-principiante; (b) identificar nos relat��rios de est��gio as dificuldades assinaladas, bem como as descobertas relativas �� doc��ncia no que concerne aos est��gios e (c) analisar as concep����es que os professores das escolas se utilizam para orientar, formar e avaliar os estagi��rios durante o processo de est��gio. Na busca dos resultados escolheu-se a pesquisa de natureza qualitativa, do tipo construcionismo social, tendo na fonte documental, na entrevista semi-estruturada e na an��lise de conte��do as t��cnicas escolhidas. No que tange aos estagi��rios, encontramos que estes, no momento em que entram em contato com a pr��tica profissional, sentem inseguran��a e dificuldades com rela����o ao fazer pedag��gico. Com rela����o aos professorescolaboradores, observamos que h�� a necessidade de uma formação neste sentido, dessa forma, encontramos... (Resumo completo, clicar acesso eletr��nico abaixo)

Significados e expectativas de crianças das camadas populares em rela����o �� escolariza����o

Nowadays, we understand the childhood as a result of historical and social changes. This work aims to comprehend representations and expectations made by children from the popular classes in the initial years of Fundamentaql Education. We conducted a research with six students from a public school that attends children from urban popular layer's families. The research examines the meanings and representations of educational practices developed in the relationships established among teachers, students and families through their life stories. Among the results, we can say that the environment of differentiation in the school id perceived to the students because they introject teacher's representations about their performance. Scientific studies show that children crystallize a positive image of the shool when the speech and posture of the institution value and encourage learning. However, the students are challenged to produce better results in order to participate in extracurricular activities, which they are excluded todue indiscipline or learning difficulties. The mean of the schooling is highly influenced by the performance of students and also by the attitude of educators in the family and in the school. The theoretical review points out that when students have a good performance, the merit is attributed to stress and ease they have to acquire the learning contents. In other hand, struggling students or with a lag of content explains the academic problems stems from the lack of capacity and potential for acquisition of learning compatible with age, defining schooling as something necessary for training, but which is inaccessible in their life stories

Investiga����o orientada e formação inicial de professores de qu��mica: um estudo com base em uma proposta de elabora����o de mini-cursos tem��ticos

The educational institutions need to rethink issues related to teacher training in order to seek personal construction of teaching. Oriented research has been identified as useful in the process of teacher training. Through research builds knowledge about the problems faced in teaching, producing the most effective methods. The aim of this paper is to verify the validity of the application of research activities in the form of short courses and themed play during the formation of licensees and the use and construction of knowledge of high school students who attended these short courses. This work is linked to training of undergraduates and implementation of different activities of teaching and learning for high school students. The oriented investigation was the methodology chosen for the development of activities in which, through the construction and implementation of the mini-courses Students are encouraged to participate in the construction of knowledge itself in activities that suggest the development and testing of hypotheses. The mini-courses are designed and implemented by teachers of the ninth and tenth terms of the degree in chemistry. Students of public schools were the privileged. Data were collected through observation and interview. In applying these mini-courses, associated with the daily, prospective teachers connected theory to practice, arousing the curiosity of students and leading them to raise issues related to the content of chemistry. Students showed interest in the construction of the content addressed. The student teachers sought to study different concepts and how to make them more attractive, causing the chemistry was associated with the phenomena of everyday life, including the problems faced when teaching and trying different possible solutions. Thus, there was an increase in interest in teaching and learning

Contribui����es do PIBID para a formação inicial de professores: um olhar dos licenciandos em f��sica da Faculdade de Engenharia de Guaratinguet��

The current work aims to analyze the contributions of PIBID for initial graduation of the teachers, in view of the undergraduates of Physics Course at UNESP Guaratinguet�� . A brief literature survey about the national situation of teacher education was performed, at which the main difficulties and challenges, as well as the solutions stated in place by the government to solve them, have been highlighted. A description of the historical of PIBID at UNESP, from the institutional project to reach the subproject developed by Physics Course of Guaratinguet��, was presented. To characterize the development of the subproject, it was performed a survey on the activities performed by the PIBID���s scholars, since its implementation on campus in 2010 until the end of the year 2013, in order to map the experiences lived by program participants. These data were obtained from the analysis of reports by scholars themselves, video analyzes and record of the weekly meetings held by the group, reading electronic messages exchanged on a specific group of e-mails and written evaluations by members of the program. Completing data collection, eleven scholars undergraduates of the program were interviewed, and the results were classified by topics, defined from recurrence in the interviewees speech. The global analysis of the data was based on theoretical references commonly used in research on graduation of teachers, as N��voa (1992), Mizukami (2005, 2006) and Gatti (2008). The results indicate that the licensed ones see in PIBID a differentiated opportunity for initial teaching graduation, for adding practical learning experiences for students of EB within the school context, and especially for creating space for reflection on their experiences with the support of more experienced teachers, committed to the training of all involved ones

A empatia, a sensibiliza����o e a formação de professores do ensino p��blico para uma inclus��o efetiva de alunos com necessidades educacionais especiais

Special education and inclusion of students with Special Educational Needs (SEN) in regular classrooms of public schools has being widely discussed in academic and political areas. From Salamanca Declaration signed in 1994, which established that the education of people with special needs should be guaranteed by public system, being offered within regular classrooms said. Along the inclusion process, has been observed an increasingly difficult for teachers to work with these special students. This difficulty comes from an incomplete or inadequate formation, resulting in an education that is not always inclusive. The present work aims to investigate what are the motivational factors that lead teachers, working in public schools, to seek continuing courses of formation in specialized educational services, and what are the possible impediments that eschew them from seeking such courses. Data were collected through questionnaires given to elementary school teachers, from public schools in the city of Rio Claro- SP. With their answer, it could be identified what are the motivational factors of the quest for continuing formation, as well as facts that obstruct this specialization. It could be observed that there is a need for constant training of the education professionals, for them to be able to appropriate of the inclusion as a pedagogical approach, not just a law and far from reality

O mercado editorial na formação dos professores da educa����o b��sica: levantamento e caracteriza����o de revistas pedag��gicas (1996-210)

A pesquisa tem por foco o mercado editorial voltado para a formação dos professores da educa����o b��sica, com ��nfase para as revistas pedag��gicas com periodicidade regular em circula����o na regi��o Sudeste do pa��s. Objetivou-se reconhecer e caracterizar manifesta����es desse mercado a partir da an��lise da materialidade das revistas, buscando encontrar tamb��m representa����es sobre os professores e sua profiss��o. O trabalho foi realizado sob uma abordagem qualitativa, nos moldes da pesquisa documental. Em um primeiro momento, realizou-se a identifica����o de quais s��o as revistas pedag��gicas dispon��veis no mercado e a que tipo de profissional elas se destinam, partindo de levantamento de materiais presentes em bancas de jornal, livrarias, bibliotecas e tamb��m em sites especializados. O segundo momento caracteriza-se pela an��lise e compara����o da materialidade das revistas. Trata-se de um Trabalho de Conclus��o de Curso que teve apoio financeiro pelo Programa Institucional de Bolsas de Inicia����o Cient��fica da Pr��-Reitoria (PROPE) de Pesquisa da UNESP (PIBIC/Reitoria). �� parte do projeto ���Mercado de formação docente: constitui����o, funcionamento, possibilidades e limites���, financiado pelo CNPq, que por sua vez integra o Projeto Tem��tico FAPESP ���Programas Especiais de Formação de Professores, educa����o a dist��ncia e escolariza����o: pesquisas sobre novos modelos de formação em servi��o

Sala de recursos para deficientes visuais: contribui����es para o processo de inclus��o escolar

This work is situated in the universe of resource rooms with a focus on the teachinglearning disabled students with low vision and visual in two cities of S��o Paulo. The paper discusses theoretically the historical emergence of these rooms, the deployment in the State of S��o Paulo and its importance within the context of school inclusion of students with visual impairments. Its purpose is to conduct a general survey of the operating conditions of the rooms from the perspective of the teacher of students. The results verified the contribution of this service as a complementary tool of the ordinary classroom, the use of specific instructional materials and overall educational performance of students. The results indicate that this type of specialized care while receiving criticism, does not promote segregation, but what about the educational needs of these students, who despite the lack of vision, school performance is equal to or better than the other students in the classroom common, it all depends on family support, and dedication to studies by the student. Research has shown students satisfied with the services provided in the resource room, as well as integration and good relationships between teachers and students. We could also highlight the importance of specific training and mastery of knowledge by the teacher to work with the visually impaired person. At the end the results were sent to the schools of this research object of study so that it can contribute to effective work in the educational process for visually impaired students in resource rooms

Inser����o do ensino de astronomia como componente importante para a formação continuada de professores

According to the Brazilian National Curriculum Parameters (PCN), the teaching of astronomy must provide subjects to the teaching/learning processes of basic education, acquisition of skills and competencies in order to form a critical, reflective and conscious citizen. Several surveys on teaching astronomy show that some changes need to be made in educational, aiming to provide to participants (students and teachers) of the teaching/learning real and significant conditions of knowledge aiming to astronomy. Thus, by prior construction, implementation and evaluation, of a course on astronomy, thought and implemented by the author in a public school in elementary school and high school in a town in S��o Paulo state, aimed to this work: know the challenges that teachers face in teaching Astronomy and identify possible contributions in formative processes of these teachers in service. So, the study revealed that teachers have many difficulties to teach the concepts of astronomy because of the deficit in their formations, both in specific and pedagogical knowledge that was the main problem pointed out by them. In view of this, it was possible to say here that the lack of specific knowledge about astronomy and pedagogical knowledge of how to teach this area are two hotspots in the dynamics of these school teachers who have the challenge of teach an area that really do not know

As contribui����es do peri��dico Educa����o & Sociedade mediante reflex��es da formação de professores

Este estudo teve por objetivos constituir o ciclo de vida da Revista Educa����o & Sociedade e apresentar uma discuss��o sobre a tem��tica Formação de Professores no interior desse peri��dico. Optou-se metodologicamente pela pesquisa bibliogr��fica, embasada na leitura, an��lise e interpreta����o de artigos presentes no peri��dico Educa����o & Sociedade, assim como de outros autores que tiveram seus trabalhos voltados para a formação docente. O trabalho de investiga����o foi feito na Biblioteca do Instituto de Bioci��ncias da UNESP ��� Campus de Rio Claro. Neste processo identificaram-se 33 peri��dicos, sendo que dentre eles, escolheuse a Revista EDUCA����O & SOCIEDADE, per��odo de 1978 a 2005, por ser considerada uma revista quadrimestral (1995), reconhecida como um peri��dico de n��vel internacional, tendo um forte corpo editorial nacional e internacional, publicando textos em portugu��s, ingl��s, franc��s, alem��o e espanhol relacionados a ��rea de Ci��ncia da Educa����o, divulgando trabalhos que incentivam a pesquisa acad��mica e o debate amplo sobre a educa����o nos diversos prismas de sua rela����o com a sociedade. Sobre o ciclo de vida do peri��dico observou-se que este foi publicado, inicialmente, pela Editora UNIVERSIDADE ESTADUAL DE CAMPINAS em conv��nio com a Editora CORTEZ & MORAES (1978); depois: de responsabilidade do Centro de Estudos Educa����o e Sociedade (CEDES), publicada e comercializada pela Editora Cortez & Moraes (1979) e publicada e comercializada pela CORTEZ EDITORA e AUTORES ASSOCIADOS (1980-1981); publicada e comercializada pelo CORTEZ EDITORA (1982-1989); editada e publicada pela EDITORA REVISTA DOS CEDES TRIBUNAIS Ltda (1990-1996); sendo que a partir de 1997 passou a ser publicado via on line e financiada com recurso de Programa de Apoio a Publica����es Cient��ficas (MCT, CNPq e FINEP) com responsabilidade editorial, de publica����o e vendas pelas CEDES, perdurando at�� o presente. No seu primeiro ano de vida ...

A voz inicial dos professores sobre o processo de inclus��o escolar num curso de formação continuada em EAD

The inclusive classroom, focused on individual differences, it is becoming more frequent and constant within mainstream schools. For this practice to be successful, there must be a different work by teachers, methodology, teaching procedures, adapted equipment and materials. Thus, the teacher who works directly with students with disabilities, find factors that facilitate and hinder this practice, making it essential to study of such factors, so we can understand and contribute to assessment and implementation of strategies to minimize the need that this pedagogical practice imposes. This varying needs, from the simple as using different materials to work in the classroom to the broader and more complex, as the reform in schools. Thus, these aimed to survey and analyze the conceptions of teachers on facilitating and hindering aspects of the schooling of students with disabilities in the regular classroom as well as check their training needs. The method used was ruled a quantitative approach to data collection was through a closed questionnaire containing 35 questions with Likert scale. The study included 904 teachers who underwent a course of Improvement in Inclusive Educational Practices, the same was applied when students entered the course, but had not had contact with the course content. The result showed that most teachers agree that all students with disabilities have behavior problem, dividing the assertion that the disabled student disrupts the class of the colleague who has a disability. It is also believed that in the view of most participants, students with disabilities are not able to study and that the inclusion of students with disabilities is hampered by...

Hist��ria do ensino da literatura infantil nos cursos de formação de professores prim��rios no estado de S��o Paulo, Brasil (1947-2003)

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

Professor coordenador na formação cont��nua de professores: um estudo em escolas do munic��pio de Limeira

P��s-gradua����o em Educa����o - IBRC

A dimens��o est��tica na formação das educadoras e dos educadores da inf��ncia: todos os tons do mundo

P��s-gradua����o em Artes - IA

O insumo lingu��stico oral em aulas de ingl��s como l��ngua estrangeira para crianças: a fala do professor em foco

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

A formação inicial de professores de ingl��s como espa��o para a (re)constru����o de identidades

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