O ensino da lógica na educação básica

This work has as its aims to offer a general view on the teaching of logics in the basic education by means of different materials on the theme. There are highlighted considerations on academic works in the area of math education that claims the teaching of logics on basic education as a means of developing the reason and promote the learning. It is done a bibliographic review on works that approach the theory of formal logics that presents different ways of working the teaching of logics. The curricular proposition of São Paulo State for the Math area is analyzed and its characteristics are discussed. The learning evaluation in a large federal scale for the teaching of middle and basic education are detailed in its matrix of references and content approached in its editions searching the evidences of a logical reasoning worth. A portal M3 Multimedia math is presented in activities in video format for the teaching of logics. After an analyze of the references where the focus was related to the learning of Math by means of an approaching where logics acts as a tool. It is possible to consider that there is a relevant number of researches and publishing in the area of Math education that approaches the concepts of formal logics. There is also evidences of a changing in National and State orientations for a basic education that reflects in its didactics resources and evaluations in a large scale. Even though, we can face difficulties on implementation of these proposes that is pointed out by constant critics by teachers concerning the changes in the resources and cited evaluations by the resistance of a considerable percentage of teachers to adopt the didactics materials distributed by the State and by the low performance of students in Public Schools in tests of learning

Financiamento e convênios na educação infantil: uma análise a partir de periódicos nacionais

This study is bound to the “Research and Studies in Educational Policies”, GREPPE (interinstitutional group) – Rio Claro Section, more accurately to the Research Project entitled Evaluating the scientific production about financing and agreements in childhood education, coordinate by Prof. Dr. Regiane Helena Bertagna, that has as main objective to survey of scientific production at the national level related to the theme of financing and agreements in childhood education in the period from 2000 to 2010. This research has as objective to analyze the financing of childhood education examinee issues of educational policies related to this aspect in this stage of the basic education in national journals. It is intended to ascertain the discussion held in the articles about childhood education financing highlighting the strategies used by the government to offer treatment to the childhood education by means of agreements, or even, by means of public-private partnerships. For the development of this research will be conducted a survey and data analysis from journals of the “Coordination of Improvement of Senior Staff” (CAPES) classified as A2 in the evaluation of 2008. The research will make a cutting between the years from 2000 to 2010; will be analyzed only the national journals online available and that adress the thematic studied

Ensino fundamental de nove anos: processo de implantação no munícipio de Rio Claro

The object of this study was to analyze the process of implementing the compulsory education to nine years, according to the Law 11.274/06, in Rio Claro. Thus it was established a brief analysis of the trajectory of Brazilian educational policy that began with the Law of Directives and Bases 4.024/61 and was followed by the Law 5.692/71, the 1988 Federal Constitution, the Law of Directives and Bases 9394 / 96, the National Educational Plan - Law 10.172/01, Law 11.114/05, 11.274/06 and the Constitutional Amendment. 59/2009, pointing to increase access to education that aims to expand and ensure free education and compulsory basic education for children aging from 04 to 17 years old. The research has been based on collecting bibliographical data, information and data for the municipality of Rio Claro, through official documents, semi-structured interviews, and research on government websites. The expansion of basic education to nine years has been securing the rights gained over time through education. Moreover, this expansion of education promotes a questioning about the quality of teaching and a concern for the financial contributions required for education.

Entre ditos e não ditos: a marcação social de diferenças de gênero e sexualidade por intermédio das práticas escolares da Educação Física

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

Diferentes maneiras de definir a função logarítmica natural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Saberes profissionais de professores e gestores de creches e pré-escolas

This article discusses data obtained through a qualitative study carried out from 2012 to 2013, the aim of which was to investigate the knowledge of teachers and managers of Early Childhood Education regarding laws and documents published in Brazil since 1980, geared towards this stage of Basic Education. The results suggest that subjects have a knowledge of the laws and documents relating to Early Childhood Education, but that there are major gaps that could affect their practices in nurseries and pre-schools, and the construction of their professional identities

Estágio extracurricular como um possível espaço de formação do professor para uso de tecnologias

We present herein an experience report, followed by the analysis of some of its aspects. We discuss teacher’s education for the integration of Digital Technologies for Information and Communication (DTIC) in the teaching-learning process in public schools, based on actual practices experienced in extension projects developed at the Sao Paulo State University (UNESP). We aimed at providing a reflection on possible means for training of initial teachers in Basic Education for the use of technology, by assuming that it represents unique opportunity to investigate the process of learning the teaching process. The relevance of this discussion is not only to consider that teachers are essential for any novelty expected in education, but also as a reflection on the knowledge that teachers and initial teachers should have and need to overcome an old technology-mediated education.

O uso da aprendizagem baseada em problemas e a atuação docente

Recent national education policy documents have emphasized the importance of methodologies and problem-centered learning processes. The purpose of this article is to promote reflection on the problem-based learning (PBL) understood as a methodology that favors learning processes and the active role of students. PBL emerged in undergraduate medical and has been gaining ground not only in higher education but also in basic education. This conception of teaching-learning breaks with the traditional relationship teacher-student- knowledge, introducing new dynamics of relationships between subjects and those with knowledge. From this perspective the educational performance turns and brings new challenges to the teacher.

O caso dos quatro quatros como uma possibilidade pedagógica para o desenvolvimento de competências e habilidades matemáticas

The teaching and learning of mathematics through alternative methods make Mathematics more enjoyable, accessible and meaningful. Through teaching resource storytelling the student becomes the protagonist of the construction of their knowledge. With the use of books and writings of Malba Tahan is possible to work with mathematics, as a curriculum component, fostering the development of skills and Mathematics skills in students. Thus, this study aims to understand which skills and Mathematics skills can be developed with the storytelling of The Case of the Four Fours in Basic Education. Through the telling of this story, students develop the skills related to the block / shaft Numbers and Operations, present in official documents, and other skills and mathematics skills

Supervisão de ensino: estudo descritivo de atos normativos e discussão de termos de visita/acompanhamento

Pós-graduação em Educação Escolar - FCLAR

A Formação do professor: um estudo a partir da concepção de ética em Paul Ricoeur

Pós-graduação em Educação Escolar - FCLAR

O Ministério Público estadual e a justiciabilidade do direito à qualidade do ensino fundamental público no Brasil: funções e interpretações

Pós-graduação em Educação - FCT

Inclusão escolar no período de 2009 a 2013 sob a perspectiva das matrículas no censo escolar no Brasil

Pós-graduação em Educação Escolar - FCLAR

Comportamento do IDEB nos municípios paulistas da região de Barretos e região central: algumas discussões para responsabilização e comprometimento

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação e profissionalização docente: análise do Programa Especial de Formação Pedagógica da UTFPR - Câmpus Medianeira

Pós-graduação em Educação - FFC