Relações entre gênero e escola no discurso de professoras do ensino fundamental

The school and its teachers have great responsibility in the formation of gender identities. Ten teachers of a public schools participated in a semi-structured interview for the analysis of the content. The teachers perceive gender relations among the students, by their behaviors in the classroom: how quickly are the boys and the whim of the girls, the choice of colors and academic performance distinguished. They also have a concerned about the supposed homosexuality of some boys. The justification on perceived gender differences in students were assigned to the influence of family and to the reproduction of hegemonic standards of gender. Most teachers believe that school has little responsibility in gender issues, highlighting the poor training they had to work with sexual education of their students.

Indicadores antropométricos do estado nutricional de pré-escolares em Araraquara, SP

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

Aspectos epidemiológicos da saúde bucal de crianças em um município brasileiro

The Health Sciences, prior to the planning of prevention programs, adopt the tools to analyze the population profile, entitled epidemiological surveys, to obtain data on the need for heathcare and the possibility of treating health events. The aim of this study was to evaluate dental conditions in schoolchildren, aged five to fourteen, enrolled in public schools in Américo Brasiliense, SP Brazil. The dmft and DMFT index, caries experience, and prevalence of fluorosis were analyzed. For this epidemiological study, 1,137 children were selected. Four calibrated dentists performed oral exams according to WHO criteria (1997). The data were collected using descriptive analyses. The results showed that 94% of the five-year-old children were caries free, and the value of dmft was 1.44. DMFT was 1.19 in 12-year-olds. The lowest and the highest fluorosis prevalence could be observed in eight and fourteen-year-olds, respectively. It could be concluded that the city of Américo Brasiliense has developed respectful educational and preventive oral health programs which presented satiosfactory results in the present epidemiological study.

Conhecimento de cárie dental e doença periodontal de professores do ensino fundamental segundo o tipo de instituição (pública ou privada)

Aim: observe the knowledge of dental caries and periodontal disease of primary schoolteachers, according to type of institution (public and private) from Araraquara city. methodology: for that participants were 113 teachers from public schools and 57 from private schools. The instrument of analysis was based on a questionnaire with closed and open questions concerning the etiology, prevention and development of dental caries and periodontal disease. Results: 97,3% of public ́s schoolteachers and 91,2% of private ́s schoolteachers answered that they knows what is dental caries, but they didn ́t answer correctly about the caries etiology as being multifactorial and about methods of prevention. Both of schoolteachers (public and private) had more sucessful when answered about bacterial plaque than periodontal disease and yours manifestation. Conclusion: the dental knowledge of schoolteachers in public and private school was evaluated and limited educational programs should be directed to both public and private schoolteachers, in order to increase the level of dental knowledge of them, so that they can act as educational agents with the children.

Avaliação de um curso de informática para crianças

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Analise fonológica de nomes próprios de origem estrangeira e novas criações em português brasileiro

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

A prática curricular e as tecnologias nas escolas municipais e estaduais: desafios e possibilidades

In order to ensure the teaching and learning process of written and spoken language, the state government of São Paulo established as the official curriculum Read and Write Program (2007) and EMAI (2012). In municipal elementary schools in Bauru SP, since 2013, went into action the Common curriculum, targeting a unified curriculum. The curriculum has a wide range of definitions, which vary according to the conception of the authors, as well as its practice can occur of different ways resulting from the worldview and teacher's work. So, this study aimed to analyze the relationship between the curriculum of state and municipal schools in Bauru regarding its articulation with the use of technology in the early years of elementary school, opposing proposal curriculum and teaching practice. For this, was necessary check the view of teachers on this process, because they are responsible for putting the curriculum in action and link it with the use of technology. Several authors report that the use of technology in education to provide qualitative advances in school learning, thereby we asked whether there is a joint in the daily life of state and municipal schools, through the existing curriculum. To answer these and other questions in this work, we realized a qualitative empirical research base that used as an instrument of data collection: literature review, documentary, interview and questionnaire with nine teachers from public schools in the city Bauru, on which we identified that there curricular flexibility to articulate the use of technologies. However, there are also many challenges and opportunities related to public policies and training of teachers to cope with the demands of the digital age

As avaliações externas e as percepções 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 São 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

Educational Journey on the Teachers' Narrative

Initial and continuous education for teachers has been studied at Group of Studies and Research on Language, Teaching and Teachers’ narrative (GEPLENP in Portuguese). In order to do so, we use teacher’s narratives from public schools in Assis/SP. Narrative researches have been very widely spread either in Brazil or in any other country. Meaningful papers have shown how important the topic is as well as the method used. This research tries to identify teachers’ social representations, which result from historic, cultural and time constitutions in order to get close to group of teachers’ representations about their initial and continuous education. The individual and singular narrative method gives us the opportunity to access the history told by the participants. The results point out that initial education promotes the opposition between theory and praxis and use of tool is highlighted in continuous education, which limits possibilities of teachers’ reflection on their own school role thus evidencing institutional interests.

Apontamentos sobre bibliotecas de escolas públicas do Oeste Paulista

This paper analises data about public schools libraries from west of São Paulo State. By means of interviews with 110 school libraries co -ordinators and visits in loco, this text forms the school libraries profile. The main conclusion is the lack of dialogue between formal discourse and libraries school customs.

Direitos humanos e demandas escolares: problematizando a aproximação entre psicologia e conselho tutelar

This paper presents the main achievements in the field of children and youngsters social rights and provides some data on Brazilian education that show the discrepancy between the legal guidelines and the educational situation of children and youngsters within public schools. It presents a critical approach to the ways production and attendance of school problems have been interpreted and shows the dimension in which social facilities established to provide protection to children and adolescents have not been able to ensure a good quality schooling. It highlights the Guardian Council as addressee of school demands and stands out the urgency of debating the violation of fundamental rights such as the lack of quality in education, the repeated situations of failure, and dropping out experienced by a significant number of poor students. The analyzes developed point to the fragility of the relationship between school and Guardian Council revealing an institutional dynamic that individualize social issues. The analyzes developed also suggest the possibility of including Psychology mediation to school, family and Guardian Council. These aim to break the hegemony of the gaze individualizing approach that blame individual and / or family for school failures. This all present to professionals the urgenct for a critical attitude, based on theoretical and practical approaches able to research and propose critical interventions in order to overcome the production of educational exclusion.

Indisciplina no contexto escolar: um estudo das significações abstraídas por estudantes brasileiros do ensino fundamental e médio

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

Concepções de professores dos anos iniciais do ensino fundamental sobre o trabalho com mapas conceituais

This study aims to investigate the design of elementary school teachers on the use of concept maps as way to organize, assess and facilitate student learning and see how many use them in their practice. For the study, literature search were made, seeking theoretical and methodological and descriptive field research with a questionnaire to teachers from six public schools of the early years of elementary school in the city of Bauru, closed questions with multiple choice to gather information about teacher’s knowledge about the subject.

Estudo normativo do R-2: teste não verbal de inteligência para crianças

This study presents the standardization of the R-2 Non Verbal Intelligence Test for Children conducted at the city of Assis – SP, Brazil, and compares it with the São Paulo city standardization. The sample was composed by 559 children, between 5 and 11 years old, half of each sex, students from Assis city, randomly selected according to their proportion in private and public schools. Results indicate differences between ages and school types, but not between sexes. Percentile norms were established for the total sample at each age. The comparison of Assis and São Paulo city children reveals significant differences and Assis' results slightly higher. The conclusion is that R-2 Test is appropriate to cognitive assessment of Assis children, suggesting the use of new norms for this region.

O IDEB como política de regulação do Estado e legitimação 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.