Projeto de Educação Ambiental e Lazer (PEDAL): dialogando a partir do cicloturismo na escola

The PEDAL had beginning with an interested group in accomplishing walks and bicycle trips looking for fruition of the disentailed leisure of the consumption. The objective of this report of experience is to present the cicloturismo as an alternative of fruition of the leisure that has been making possible debates and reflections that seek to the understanding of alunos/as of the basic education on the interface among the themes leisure, environmental education and quality of the life. In this report we considered intervention accomplished at a school of fundamental teaching in the city of Saint Carlos-SP. Starting from the results of the analysis of the registrations produced pelos/as alunos/as, we considered that the theme, of interest of the same ones, raised the construction of significant reflections, such as: the possibility of the use of the bicycle as means of transportation for the work or for the leisure; the need of public politics that promote and guarantee safety and respect to the cyclist.

Ensino da história e cultura afro-brasileira por meio do atletismo: contribuições de um curso de extensão à distância para professores de educação física

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

O estágio supervisionado da educação infantil no curso de Pedagogia da FCT/UNESP: a práxis na visão dos alunos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Leitura na educação infantil: implicações da Teoria Histórico-Cultural

Pós-graduação em Educação - FFC

Experiências pedagógicas de atletismo na escola: em busca de registros na internet

O atletismo é uma modalidade esportiva pouco explorada em aulas de Educação Física Escolar. Há muitos motivos para isso, tais como: falta de espaço adequado na escola para que possa ser realizado, falta de material, desinteresse dos alunos e de professores. Em virtude disso, esta pesquisa tem como objetivo investigar as experiências pedagógicas de professores de Educação Física com o atletismo, registradas em vídeos disponibilizados na internet, mais especificamente no Youtube, verificando suas contribuições para o ensino e difusão desta modalidade esportiva na escola. Para tanto, foram coletados vídeos da rede social Youtube, a fim de elaborado um banco de dados sobre o assunto, de forma a auxiliar professores de Educação Física, incentivando-os a divulgarem seu trabalho na internet. Após a análise dos vídeos, foram criadas duas categorias: a primeira denominada Vídeo Amador e a segunda Vídeo semiamador. A partir dessas duas categorias, elaboramos 3 eixos que auxiliaram na obtenção dos resultados, que foram: Eixo 1 - Conteúdo e meios, Eixo 2 - Ambiente e fase escolar e Eixo 3 - Poder de difusão. Ao final das análises os resultados nos mostraram que o atletismo, está de certa forma sendo ensinado no âmbito escolar, mais especificamente nas aulas de Educação Física, mas como evidenciamos no Eixo 3 - Poder de difusão, os vídeos com estas experiências, não estão sendo publicados, mais que isso, não estão sendo visualizados por professores e alunos, a fim de aumentar a difusão do atletismo, tanto quanto, o ensino deste. Concluímos que a partir desta pesquisa possamos fornecer subsídios para que os professores de Educação Física possam construir, junto à escola e aos seus alunos, possibilidades de ensino-aprendizagem em torno desta modalidade esportiva, contribuindo para a sua difusão no âmbito escolar

O ofuscamento da infância no brilho das telas: relações entre teoria crítica, educação e sociedade

Pós-graduação em Educação Escolar - FCLAR

Relações entre gerações na dança e na educação: a coeducação em Memorial dos Ossos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino da escrita no último ano da Educação Infantil: práticas convertidas ao traçado das letras excludentes à noção de símbolo

The theme of the writing learning in childhood education has conquered space in academic works, which occupy in analyze and understand how this process in contexts of meaning and not more before the mechanics of learning letters. Thus, in this work, it constitutes general objective to investigate whether and how the practice of teaching of oral and written expression in the last year of child education promotes the development of the symbol (sign) in children, so necessary to the learning of writing from inside to outside. The questions that served as the North for the study were the following: the teaching of writing, in the last year of child education, is organized to promote the development of the symbol (sign) in children? Which and how the ratings graphics made by children demarcate the stage of development of their writing? For its implementation, a bibliographic research was performed, using as a theoretical support for the prospect of Psychology socio-historical, especially authors as Vygotsky (1984), Luria (2001), Oliveira (1995) and Mello (2005). In addition to this was performed the empirical research of qualitative approach, according to his purpose. The data were collected by six instruments: systematic observation and direct in the classroom; audio-recording; records in a field diary, annual teaching plan of the school; lesson plan weekly and material produced by children, result of write activities. By means of the analysis of these data, we note that the writing has been worked from outside to inside, as an imposition, practice that opposes the theory of Vygotsky, already that the writing has been tackled in a way mechanical, in contexts not significant, with focused practices to the trace of the letters and copy of words, exclusive to the notion of symbol. This result points to the emergence of changes in education of writing in childhood education, without which becomes inglorious the search for a pedagogy of writing aware and...

Educação à distãncia como ferramenta de promoção das atividades de alimentação e nutrição na Atenção Primária à Saúde: um estudo de caso

Pós-graduação em Enfermagem (mestrado profissional) - FMB

O ensino da escrita no último ano da Educação Infantil: práticas convertidas ao traçado das letras excludentes à noção de símbolo

The theme of the writing learning in childhood education has conquered space in academic works, which occupy in analyze and understand how this process in contexts of meaning and not more before the mechanics of learning letters. Thus, in this work, it constitutes general objective to investigate whether and how the practice of teaching of oral and written expression in the last year of child education promotes the development of the symbol (sign) in children, so necessary to the learning of writing from inside to outside. The questions that served as the North for the study were the following: the teaching of writing, in the last year of child education, is organized to promote the development of the symbol (sign) in children? Which and how the ratings graphics made by children demarcate the stage of development of their writing? For its implementation, a bibliographic research was performed, using as a theoretical support for the prospect of Psychology socio-historical, especially authors as Vygotsky (1984), Luria (2001), Oliveira (1995) and Mello (2005). In addition to this was performed the empirical research of qualitative approach, according to his purpose. The data were collected by six instruments: systematic observation and direct in the classroom; audio-recording; records in a field diary, annual teaching plan of the school; lesson plan weekly and material produced by children, result of write activities. By means of the analysis of these data, we note that the writing has been worked from outside to inside, as an imposition, practice that opposes the theory of Vygotsky, already that the writing has been tackled in a way mechanical, in contexts not significant, with focused practices to the trace of the letters and copy of words, exclusive to the notion of symbol. This result points to the emergence of changes in education of writing in childhood education, without which becomes inglorious the search for a pedagogy of writing aware and...

Educação à distãncia como ferramenta de promoção das atividades de alimentação e nutrição na Atenção Primária à Saúde: um estudo de caso

Pós-graduação em Enfermagem (mestrado profissional) - FMB

A presença da fenomenologia na educação física brasileira : Implicações para o estudo do corpo e outras problematizações

This paper discusses the uses of phenomenology in Physical Education in Brazil. In methodological terms, it describes five studies that belong to this theoretical framework in the field, represented by authors such as Silvino Santin, Manuel Sérgio, Wagner Wey Moreira, Elenor Kunz and Terezinha Petrúcia da Nóbrega. It problematizes some aspects of this reception, by highlighting not only its boundaries, but also the challenges for research and reflection within this tradition in physical education

A presença da fenomenologia na educação física brasileira : Implicações para o estudo do corpo e outras problematizações

This paper discusses the uses of phenomenology in Physical Education in Brazil. In methodological terms, it describes five studies that belong to this theoretical framework in the field, represented by authors such as Silvino Santin, Manuel Sérgio, Wagner Wey Moreira, Elenor Kunz and Terezinha Petrúcia da Nóbrega. It problematizes some aspects of this reception, by highlighting not only its boundaries, but also the challenges for research and reflection within this tradition in physical education

A presença da fenomenologia na educação física brasileira : Implicações para o estudo do corpo e outras problematizações

This paper discusses the uses of phenomenology in Physical Education in Brazil. In methodological terms, it describes five studies that belong to this theoretical framework in the field, represented by authors such as Silvino Santin, Manuel Sérgio, Wagner Wey Moreira, Elenor Kunz and Terezinha Petrúcia da Nóbrega. It problematizes some aspects of this reception, by highlighting not only its boundaries, but also the challenges for research and reflection within this tradition in physical education

Medida de uma codificação de estímulos sonoros por potenciais pós-sinápticos e potenciais de campo local usando teoria da informação

Coding process is a fundamental aspect of cerebral functioning. The sensory stimuli transformation in neurophysiological responses has been a research theme in several areas of Neuroscience. One of the most used ways to measure a neural code e ciency is by the use of Information Theory measures, such as mutual information. Using these tools, recent studies show that in the auditory cortex both local eld potentials (LFPs) and action potential spiking times code information about sound stimuli. However, there are no studies applying Information Theory tools to investigate the e ciency of codes that use postsynaptics potentials (PSPs), alone and associated with LFP analysis. These signals are related in the sense that LFPs are partly created by joint action of several PSPs. The present dissertation reports information measures between PSP and LFP responses obtained in the primary auditory cortex of anaesthetized rats and auditory stimuli of distinct frequencies. Our results show that PSP responses hold information about sound stimuli in comparable levels and even greater than LFP responses. We have also found that PSPs and LFPs code sound information independently, since the joint analysis of these signals did neither show synergy nor redundancy.