A degradação ambiental do Córrego Ribeirão Preto: uma proposta metodológica para o ensino de geografia no ensino médio

Pós-graduação em Geografia - IGCE

Nomeando o inominável: a evolução das contribuições teóricas de Frances Tustin acerca do funcionamento dinâmico autístico em crianças e adultos

Pós-graduação em Psicologia - FCLAS

O imaginário coletivo de estudantes de psicologia sobre distúrbios psicossomáticos

Pós-graduação em Psicologia - FCLAS

Virando a página na TV: dimensões da leitura em um cenário multiplataforma

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Estruturas e fundamentos sociais: a leitura honnethiana de Habermas

This article aims to highlight, in the form of brief general notes, the broad outlines of Honneth's critique of some aspects of Habermas' thought. Honneth's critique is guided by an investigation of the moral and normative criteria of social struggles, which Honneth appropriates in a critical fashion from the young Hegel. Honneth's central point is that the possibilities of interactive-communicative experience cannot be summarized in, or taken exclusively from, linguistic interaction, nor can the latter be pursued in its ideal aspect without the presupposition of the conflicting contexts in which it is always inserted.

D. B. Elkonin: vida e obra de um autor da psicologia histórico-cultural

Pós-graduação em Psicologia - FCLAS

Série de leitura Proença (1926-1928) e o ensino da leitura no Estado de São Paulo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Os avós e os netos: um encontro de diferentes tempos verbais

Pós-graduação em Psicologia - FCLAS

Um percurso teórico-metodológico para leitura de “O isqueiro mágico” e “A rainha da neve”, de Hans Christian Andersen (1805-1875)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação em Psicologia: discursos e saberes sobre experimentações de gênero

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

A prática de indexação: análise da evolução de tendências teóricas e metodológicas

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

Tutoria em leitura e escrita baseado no modelo de RTI – resposta à intervenção em crianças com dislexia do desenvolvimento

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

A civilização no meio rural: o livro de leitura como instrumento modernizador

In search of Brazil's entry into modernity, educators pledged to develop mechanisms for the construction of the brazilian man, and modern. Thales Castanho de Andrade was one of those educators who found in the educational destination book this possibility. This article is concerned to examine the ways that are served by reading books models of urban life to cite the country life. These books are part of the Coleção de leitura escolar: série Thales de Andrade. The books carry a model school reading ideologized as they meet, in addition to teaching reading, build civility of the countryside, through images or words, or the organization that goes through all the books of the collection.

Formação profissional e conceitos de moral e ética em estudantes de psicologia

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

Modos de ler e ações de leitura waysto read and actions of reading

This paper is the result of discussions held during the initial research on ways of reading and reading activities, to obtain the title of the Ph.D. graduate program in Education at UNESP - Marilia. The paper seeks to rethink the practice followed the reality historically constructed as reference, creating a dialectic movement, and a constant construction, and the overcoming of it. In this perspective, we approach possible practices that can enhance the student's prior knowledge, and from it, to propose ways of action that lead to the development of the subject through the processes of teaching and learning of reading in school. From the study of actions that are agreed as reading practices, the study proposes to work with the Reading Strategies to promote the development of the individual. Among the different results that have been announced in the research, we highlight the need for conscious mediation of the teacher in the act of teaching reading and conscious participation of the student in the process. Partial results give evidence to confirm the hypothesis that: intentional actions are driving the learning of children in activity in the classroom, considering their experiences and choices of the teacher as mediator in the process. Students in third grade of elementary school are the subjects of research, theory and practice. The researcher is the mediator and proposer of the actions based on microgenetic research.