Proposta construtivista em quest��o: analise da experiencia brasileira no ensino da leitura e escrita

Years after the constructivism theory was adopted by ���Parameters for National Syllabuses���, the results have pointed to a worse performance in teaching and learning with regards to reading and writing. This article presents the conclusions proceeding from investigation about the probable reasons for the student���s lack of success in reading and writing, and its relation to Em��lia Ferreiro���s constructivism proposals. Interviews were made as well as sit in class observation were done, with twenty teachers at six Fundamental Level 1 schools in Ourinhos, SP State, in schools that had been awarded the best and the worst performance rating in the Prova Brasil-2005, with this objective: to know and analyze the teacher���s conceptions under their practices and their practices in the classes. The conclusion is: it is not possible to attribute the students��� lack of success in reading and writing; these studies showed that many teachers, most of them, have a non-constructivist concept of teaching and learning, it means that they do not apply Ferreiro���s researches.

LUDIBUS, o ��nibus da alegria: possibilidades de est��gio extracurricular aliando ensino, pesquisa e extens��o

This paper aims to present the Ludibus project, by Faculty of Philosophy and Science of Unesp, Marilia Campus, and placement possibilities offered by extracurricular work of teaching, research and extension education developed by his team. The Project is characterized by the existence of a playful bus, adapted to the development of artistic, recreational and literary schools in Basic Education (Early Childhood Education and Elementary Education, cycle I). It aims to contribute to the process of initial and continuing training of man and women teachers who will serve and act in Basic Education and to offer proposals for artistic and recreational activities for children of kindergarten and the early grades of elementary school, with a view to the creation, appreciation and reflection related to artistic languages and playful. We make use of action research and varied procedures in order to organize and provide activities related to the themes of the project the teachers and children. The results point to good learning opportunities and enriching experiences for the teacher training process, setting up the project in a privileged place for the occurrence of extracurricular period.

Teoria hist��rico-cultural e interven����es pedag��gicas: possibilidades e realiza����es do bom ensino

This text has the objective of reflecting and socializing the educa- tional practices and experiences of formation in service carried out in cities of the states of Paran�� and S��o Paulo, as deployment of researches, projects and extension courses. The present elaboration contemplates studies on the organization of teaching and it is gui- ded according to the Historical-Cultural Theory, which sustains the pedagogical interventions to Children Education and Basic Educa- tion. The Historical-Cultural Theory is presented as a theoretical reference for a purpose of acting in a humanization and emancipa- tion perspective. Therefore, so that the didactic procedures be rich in meaning, the communication, the affection and the choice of the resources and procedures must act as essential characteristics in the teaching process.

Avalia����o da aprendizagem e defici��ncia intelectual na perspectiva de professores do ensino comum

The aim of this study was to identify and analyze the conceptions of a group of teachers in cycle-1 elementary school on intellectual disability and assessment of school learning. It is a qualitative research that used a semi-structured interview script for its investigation. The teachers' reports showed some weakness and lack of preparation to deal with the inclusion of pupils with intellectual disabilities, and consequently difficult to assess their learning conditions. It was also found that the assessment used by them was characterized by sluggish and it was based mainly on the use of quantitative measuring instruments. Such instruments shortly guide the process of teaching and learning, consequently do not contribute to effective the inclusion of these school students.

O uso de imagens para o ensino da hist��ria e cultura africana e afro-brasileira e a quest��o do racismo no Brasil

The objective of this article was to argue how to use images (as films, photos and paintings) and lyrics of musics (as rap) to teach History of the African and Afro- Brazilian culture in classroom. Demonstrating how the procedures had been worked in classroom, at Municipal School of Basic Education (EMEF) ���Maria Pavanatti Favaro���, located in Campinas City, in the State of S��o Paulo-Brazil, and the results that had been reached with the use of those resources.

Leitura Liter��ria em sala de aula: a pr��tica colaborativa no Ensino das Estrat��gias de leitura

Este artigo �� fruto de reflex��es oriundas de uma pesquisa, em andamento, a partir de observa����o acerca do trabalho pedag��gico relacionado �� literatura infantil nos anos iniciais do ensino fundamental em uma escola p��blica, municipal, do Estado de S��o Paulo. Compreendemos que aprender a ler n��o �� uma pr��tica natural, espont��nea, mas uma pr��tica cultural criada pelo homem e, por isso, deve ser conte��do escolar. Neste sentido, cabe ao professor ensinar a seus alunos atitudes, escolhas, ou seja, a����es intelectuais que permitam ao leitor mirim colocar a compreens��o como objetivo de sua leitura e que aprenda a mobilizar v��rias estrat��gias de leitura para atingir esse objetivo, uma vez que os dados revelados pela pesquisa ���A Literatura na escola: espa��os e contextos ��� a realidade brasileira e portuguesa��� mostram que, apesar dos investimentos em programas de fomento �� leitura, como, por exemplo, o Programa Nacional de Biblioteca na Escola ��� PNBE, nossas escolas, em sua grande maioria, n��o conseguem formar leitores qualitativamente melhores.Visto a necessidade de (re) pensarmos as pr��ticas relacionadas �� leitura e, especificamente, �� leitura liter��ria, nossa discuss��o se dirige a quest��es referentes ao modo como a leitura e o livro de literatura infantil s��o trabalhados, por professores e seus alunos, em sala de aula, e a influ��ncia dessas pr��ticas no processo de atribui����o de sentido das crian��as ao que seja o ato de ler, bem como em rela����o a sua pr��pria identidade de leitores em forma����o. O debate gerado pela pesquisa que deu origem a este texto evidencia o quanto as crian��as sentem-se capazes e ativas em seu processo de apropria����o da leitura liter��ria decorrente do trabalho pedag��gico relacionado �� literatura infantil por meio da abordagem do ensino de estrat��gias de leitura.

A concep����o de linguagem de professoras alfabetizadoras e sua influ��ncia no ensino do ato de ler

This article aims to analyze literacy teachers��� conception of language from the classroom scenes that demonstrate the teaching of the act of reading. For the realization of the objective was carried out research in education like ethnography with two teachers in the 2nd year of elementary school a school of the Municipal located in the city of Sao Luis in Maranh��o State, whose main instrument for data generation was participant observation. Also, I was guided by microgenetic analysis in order to focus our gaze to the particular aspect of the situation with attention to the ���clues��� to extract meaningful data. Authors such as Mikhail Bakhtin (1995, 2003) and scholars in the fi eld of reading, Josette Jolibert (1994), Elie Bajard (2007), among others, were considered core to grasp the meaning assigned by the subjects to teaching the act of reading. The fi ndings reveal that the design language of the teacher infl uences the direction of your practice, determining how to teach reading.

Efeitos do ensino sistem��tico e informatizado sobre comportamentos externalizantes concorrentes �� aprendizagem de leitura e escrita

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

A sociolingu��stica e o ensino de l��ngua portuguesa: uma proposta para um ensino aprendizagem livre de preconceitos

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

Uma proposta lingu��stica para o ensino da escrita formal para surdos brasileiros e portugueses

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

A organiza����o do trabalho pedag��gico na escola e o sistema apostilado de ensino: estudo de caso

P��s-gradua����o em Educa����o Escolar - FCLAR

A qualidade do ensino em uma escola p��blica estadual: um estudo das pr��ticas da equipe gestora

P��s-gradua����o em Educa����o Escolar - FCLAR

O ensino de matem��tica: uma proposta para a aprendizagem dos n��meros

The objective of this study is an analysis of the actions of teacherand students when inserted in the teaching-learning in mathematics classes in a class of third year of elementary school. A didactic proposal construction, was developed taking into account the history of the number as a human, considering its evolution through its conceptual nexus, so that the teaching-learning process would enable the construction of theoretical thought. This paper presents a brief study of teacher education, specifically early carrer, basing themselves in difficulties and knowledge of teaching practice and curriculum framework that guided the didactic proposal. Thus, not only students but also teachers are undergoing training. From the study for the preparation of didactic proposal, the proposal development process in teaching and learning skills and analysis of actions, it was possible to follow the movement of formation of a teacher-researcher in early carrer

O saber fazer docente na educa����o para a sexualidade em Coimbra, Portugal: a realidade de 02 escolas de ensino b��sico

The research addresses the teacher know-how in relation to how it is crafted to education for sexuality in two public schools in Coimbra - Portugal, with teachers from different areas of the 3rd cycle of basic education (humanities, sciences and biological sciences), which corresponds to the Elementary School II in Brazil. It will be based on law 60/2009 of August 6, regulated by Decree 196-A of April 9, 2010 of the Ministry of Education - Portugal, which establishes the implementation of sexual education in primary and secondary schools across the country. This research is funded by FAPESP - Research Support Fund of the State of S��o Paulo, process number 2011/12902-3. The research was based on a qualitative approach, conducting case studies and using semistructured interviews for data collection. The performance of the topic of sexuality and gender relations at Portuguese���s classroom aims to provide young people the opportunity to exercise their sexuality in a responsible, healthy and pleasurable way. The law seeks to ensure that this work is established in the Portuguese school effectively. Therefore, the trajectory of teachers formation (initial or continuing) will also be a focus of this research, to understand how and where it is built and how they act in their daily classroom practices, with their students the sexuality and gender relations

Aspectos relevantes na rela����o professor-aluno: um estudo em escola fundamental e m��dio

A rela����o professor-aluno hoje �� muito estudada, pois a educa����o �� a base para o ser humano. Nesta monografia, pretendemos abordar alguns aspectos relevantes que interferem na boa ou m�� rela����o entre ambos. Encontramos o embasamento te��rico para essa pesquisa junto a alguns te��ricos que abordaram essa rela����o, particularmente, Pedro Morales e Patr��cia Patr��cio. A metodologia adotada para a verifica����o buscou-se em observa����es diretas em aula ministradas e observadas em uma escola p��blica de Ensino Fundamental e M��dio e tamb��m por meio de um question��rio aplicado com 90 alunos dessa mesma escola. Sendo assim, com o objetivo de identificar os aspectos influentes na rela����o professor e aluno e avaliar suas consequ��ncias, chegamos a resultados interessantes, como o autoritarismo, o meio escolar, e, principalmente, a dedica����o do professor afetam nessa rela����o. Dessa forma, confirmamos o que os autores dizem com as observa����es feitas em rela����o aos alunos e aos professores