Manifesta����es da sexualidade infantil: percep����o de pais e professoras de crianças de 0 a 6 anos

This article presents a descriptive-qualitative study aimed at investigating the perception of seven teachers, 5 parents and 18 mothers about the sexual expression of children until 6 years old, through a questionnaire with semi-open questions for content analysis. The sexual behavior identified by adults at home or school refers mainly to gender issues and the discovery of the body: the children reproduce conceptions of masculine and feminine, they manipulate their own bodies or that of others, and they talk about dating, kissing in the mouth and sex. The teachers have a higher perception of the children���s sexual behaviors than their parents at home, because they are more explicit in school. Teachers report that the observed behaviors cause anxiety and discomfort, while the parents report that they usually talk with their children about the theme. In general, there are reports of little knowledge about how to deal with children���s sexual manifestations: for teachers, who have little academic training in the area of sexuality, and for the family, who show some personal and moral difficulties. It was concluded that participants understand children as having sexuality because they perceive different expressions of infant sexuality that are typical in the development. It is necessary to invest in teachers��� academic and continuing education in early childhood, and in a joint work with family and school, in search of a positive experience of an emancipatory sexual education for children.

Cren��as, pressupostos e conhecimentos de professores em servi��o sobre l��ngua(gem) em um curso de formação continuada

O cen��rio atual de globaliza����o e comunica����o intercultural traz impacto significativo para a maneira como entendemos a rela����o entre l��ngua e sociedade. Gera, tamb��m, para o ensino de l��nguas, a necessidade de o professor compreender suas cren��as, pressupostos e conhecimentos (WOODS, 1996) em rela����o �� l��ngua que ensina, uma vez que ele �� um importante agente na orquestra����o da intera����o de v��rias hist��rias de vida e horizontes de entendimento por meio de sua pr��tica pedag��gica. Neste artigo, apresentamos e discutimos os resultados de duas pesquisas de doutorado (SALOM��O, 2012; MENEGHINI, 2013), conduzidas em um mesmo contexto de um curso h��brido (presencial/virtual) de formação continuada, em rela����o ��s cren��as dos professores sobre as variedades geolingu��sticas do espanhol. Ponderamos que a quest��o da escolha por uma variedade est�� muitas vezes relacionada ��s concep����es estruturais de l��ngua, assim como est�� imbricada por uma tessitura de fatores que demonstram falta de consci��ncia das vozes das quais os professores se apropriam para justificar suas op����es te��rico-metodol��gicas. O desafio que se coloca para a formação de professores, ent��o, nos parece ser o de auxili��-los no desenvolvimento de consci��ncia cr��tica, promovida pela reflex��o sobre suas cren��as sobre l��ngua(gem), a partir de experi��ncias que possam lev��-los a (re)conhecer suas escolhas por determinada variedade lingu��stica. Palavras-chave: Cren��as de professores de l��nguas. Variedades lingu��sticas. Reflex��o.

A comunica����o em f��runs de um curso a dist��ncia de formação de professores para uso de TDICS: an��lise da presen��a de ensino

The importance of the inclusion of digital technology in the classroom has already been pointed out by numerous authors in the educational field and some of them herald that it is through this inclusion that we can achieve transformations in school settings. Based on this assumption, this paper aims to present a distance learning course offered to in service and preservice teachers, focused on the use of technology in foreign language classroom primarily focusing on the role of teacher educators in mediating discussions. For this we sought theoretical support in studies which deal with distance courses (KENSKI, 2008), about virtual environments (ARA��JO and MARQUESI, 2008), online discussion forums and investigation community and teaching presence (GARRISON, ANDERSON and ARCHER, 2000). Based on the previous theories presented, teacher educator���s messages were analyzed during a distance course offered to teachers in continuing and initial training, identifying marks of teaching presence and pointing to appropriate mediations and/or possible gaps. The results indicate that the teacher must be even more aware of the types of feedback that are provided and of the teaching presence mentioned by Garrison and colleagues (2000, 2001).

A formação de professores de espanhol l��ngua estrangeira (Ele) no Brasil e de portugu��s l��ngua estrangeira (Ple) na Argentina: identidade(s) em processo de constru����o e reconstru����o

Bajo la perspectiva discursiva, espec��ficamente francesa y seg��n estudios realizados por Hall (2002), Souza Santos (2005) entre otros, que est��n analizando el concepto de identidad, como los estudios de Celada (2002, 2009, 2010), Serrani (1997, 2003, 2005) y Zoppi-Fontana (2009), con relaci��n al proceso de ense��anza y aprendizaje de Lengua Extranjera, verificamos que la construcci��n de la identidad se da en proceso de constante reconfiguraci��n, visto que aprender otra lengua implica entrar en contacto con otros modos de ver y de nombrar el mundo, y de este modo es necesario ���desplazarse��� de s�� mismo y reconfigurarse con relaci��n a otro(s) hablante(s) de esta nueva lengua a ser aprendida. En nuestro caso se trata de aprender y ense��ar lenguas pr��ximas: portugu��s y espa��ol, con rasgos ling����stico-discursivos de aproximaciones y de distanciamientos. Para tanto, este estudio preliminar tiene como objetivos: verificar como acontece actualmente la constituci��n de la(s) identidad(es) en el proceso de ense��anza y aprendizaje de Espa��ol Lengua Extranjera (ELE) en Brasil y de Portugu��s Lengua Extranjera (PLE) en Argentina, en especial en la formaci��n del profesor de estas lenguas; observar contextos de ense��anza y aprendizaje, los que posibilitan la inserci��n del profesor de Portugu��s (PLE) en Argentina y del profesor de Espa��ol (ELE) en las regiones enfocadas, considerando las Leyes brasile��a y argentina que determinan la oferta de la ense��anza de las referidas lenguas: Ley 26.468, de enero de 2009, que determina la oferta obligatoria del Portugu��s en Argentina y la Ley no. 11.161, de agosto de 2005, sobre la ense��anza de la Lengua Espa��ola en Brasil. La metodolog��a, de tipo interpretativista, presupone como instrumentos la realizaci��n de an��lisis de las Leyes que promueven la ense��anza de ELE en Brasil y de PLE en Argentina, as�� como de entrevistas, preguntas e an��lisis de los datos levantados.

A perspectiva sociocultural e a formação de professores de l��nguas

This article aims to trace a historical development of language teacher education in Brazil and abroad, as well as to discuss the tenets of Vygotsky���s sociocultural perspective as a theoretical basis on which teacher development can be anchored in the contemporary world. Since learning to teach is now understood as a complex and long process of development, which results from the participation in social practices and contexts associated with teaching and learning, we intend to discuss how such a theory is in line with an interpretive view of reality and provides elements for the (re)construction and transformation of teaching practices. In this view, knowledge is understood as intimate and dynamically linked to experience, highlighting the role of human agency in our own development.

Variantes motivacionais de professores de l��ngua Inglesa em um curso de formação inicial

This paper aims at discussing the relevance of student-teachers��� motivational variants in an English as a Foreign Language Teacher Education course whose syllabus proposes, since the beginning of the program, the development of students��� proficiency in the target language aligned to EFL teacher education theories. In addition, this study also intends to comprehend how this course structure has been developed, verifying how prospective teachers react towards its proposal. Results indicated relevant aspects related to motivation, since from all participants, many declared their interest in following the teaching career while others revealed interest in developing their English language skills, which indicates that both needs and expectations of these groups seemed to be attained, favoring their motivation to language learning and teaching.

Vozes de professores: ind��cios de/para cursos de formação

In this article we analyze discourses of teachers on the linguistic practices of their students and discourses of future teachers. We consider studies of Bakhtin on dialogism and ideology in the production of meanings. Results indicate the following conclusions: the student in the analyzed discourses is a bad speaker, a bad writer, a bad reader, the great villain of language and reading in school is the advent of new technologies and languages which introduce new practices that have not been accepted by the interviewees. In this discourses, we can notice ways that can be taken into consideration in new teacher���s formation courses.

Introdu����o �� pesquisa com sequ��ncias did��ticas na formação continuada online de professores de ci��ncias

The integration of research in teaching practices assumes increasing importance and complexity in education. One aspect involved in this issue and poorly investigated is the training of teachers for the development of research linked with their practices. In this context, we present a training for research developed on a distance-learning course in the Science Teaching, which involves the design, implementation and analysis of didactic sequences: the Study Guide to the Initiation of the Term Paper (SGITP). Our research goal is to present a training proposal produced from the results collected from a survey of the literature of the area, and to investigate its application and its results in the teachers' continuing education program. Using data extracted from the production of students and tutors, we concluded that SGITP had a good acceptance among them and it was positively evaluated by teachers, in addition to promoting a greater understanding of research.

A formação inicial de professores e a cultura cient��fica na educa����o b��sica: problematizando a pr��tica docente na interface das disciplinas est��gio supervisionado e hist��ria da f��sica

P��s-gradua����o em Educa����o para a Ci��ncia - FC

A abordagem CCS na formação de professores para uma escola inclusiva

P��s-gradua����o em Educa����o - FCT

A pr��tica como l��cus de formação de professores e produ����o de saberes na Educa����o F��sica

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Da leitura de palavras para textos infantis: inteligibilidade, flu��ncia e nomea����o em crianças com implante coclear

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

Educa����o s��cio-comunit��ria para crianças em situa����o de risco social: atua����o de um projeto social de pedagogia Waldorf

Education is an essential part of the overall development of a human being. There are opportunities of knowledge production and teaching and learning in many environments, so education is not limited to the school environment. A possible field of teacher's performance takes place in the context of educational social projects, therefore, the importance of knowing and evaluating this environment. Rise to concern about how important and what the reflection of the social projects in the lives of children who often find themselves in a social risk to the margins of society and the research is justified by considering the community education as an opportunity to change lives and society itself. Thus, a qualitative study of descriptive type in a social project based on the Waldorf was developed, aiming to know how the project was carried out and verify the importance of it in a poor neighborhood of the city of Botucatu-SP

A formação do pedagogo e a ludicidade: a pr��tica do professor frente ao desenvolvimento infantil, por interm��dio do brincar

This research aimed to investigate, to describe and to reflect on the initial and continuous training playful preschool teachers and their applicability in daily practice. Through a literature search on the official documents and playfulness in the formation of the pedagogue, we see the importance of the uses of games and toys in kindergarten. Therefore, a retrospective of early childhood education and teacher training were conducted by analyzing the knowledge necessary to professor of playing in kindergarten. In order to collect data in the field were used as instruments to direct observation of everyday practice of the teacher and a questionnaire to see if the teachers' planning the use of toys and games, times and spaces intended for recreational actions are recorded and are ensured. With these investigative actions, from the descriptive and interpretative analysis of the data can be verified as occurred playful teacher education early childhood education and its importance in recreational use in the classroom every day

Implica����es de um programa de formação continuada na formação e atua����o de professores de educa����o f��sica atuantes no ciclo I

This work focused on research a course of continuing education for teachers of Physical Education, offered in a city of S��o Paulo in 2013. Adopting as a benchmark analysis of models of continuing education in teaching, investigative question that guided this study was: what are the implications of this formative process in the formation and performance of the participating teachers?. With this guiding question, four were the objectives we seek to respond to this analysis: first identify the profile of teachers as well as the participation and involvement of the same course developed; 2 map and analyze the manifestations of teachers throughout the course; 3 reflect on the role of teachers in relation to approaches and/or distances with the common physical education curriculum proposed by the municipality; 4 identify and analyze the reflections on the course conducted. The methodological approach was qualitative and eighteen participants were teachers of a school system in a city of S��o Paulo, active in cycle I (1 to 5 years) of primary school. Data collection was carried out in two phases, with the participants in the first stage seventeen teachers and three teachers in the second stage that in addition to acting in the cycle I also actively participated in the course. Data were obtained in phase one using a diagnostic interview recorded on voice recorder and transcripts of observations and recorded in video and voice recorder from sixteen meetings of the continuing education course conducted in 2013 and phase two included the observation of classes teachers in the 2nd half of 2013, ending with a final interview. Demonstrations of physical education teachers in the course, as well as the situations observed and interviews indicated that on the profile of teachers are in the age range 30-58 years to serve at least five years in schools and most (10) does not work elsewhere. Another observation is that most of the participating teachers when thes...